Children and young peoples work force Essay

Understand what is required for competence in own work role. 1.1 describe the duties and responsibilities of own work.W  hats in the contract  hours Lines of reporting  specific roles and responsibilities (behavioural support, supporting children and young people with special educational needs, supporting be;inhgual children and young people0  compliance with policies and procedures of the setting (behaviour, children and young people protection, health and safety, keeping up to date with changing procedures, keeping up to date with changes to practice). 1.2 explain expectations about own work role as expressed in relevant standards.  standards relevant to own work role, eg national occupational standards for childrena care, learning and development ( NOS CCLD),  national occupational standars for learning, development aqnd support services ( NOS LDSS)  -in relation to own duties and responsibilities eg role to expectations to meet standards eg CCLD 202 help to keep children safe, see more:explain expectations about own work role as expressed in relevant standards CCLD 303 promote childrens development LDSS 320 support the needs of children and young people with additional requirements, GCU 6 reflect on, develop and maintain your practice  course apprenticehsip notes  coursework starter  hayley  rough notes  guidelines  to use for when get stuck  in starter pack LDSS 320 support the needs of children and young people with additional requirements, GCU 6 reflect on, develop and maintain your practice

Employee Portfolio: Management Plan Essay

Employee Portfolio Amy, one of the employees has a very negative outlook on usual daily basis. She is not very satisfied with her current job which prevents her from showing her full potential at work. Her personal emotions take over and carry on to any tasks. There is something preventing her from being satisfied in the work. From her assessment it seems as she feels it is hard to grown and show her real ability to work to satisfaction of the company. On the other hand, Daisy is very happy with her current position in the company she is working for. She is happy which reflects in her work because she is able to use her full potential. She is able to accomplish whatever comes her way and is always open to new things. Finally, Lynnet is in some way like the other employee Daisy. She as well is happy with her job and can use own methods on the job to grow. She is good at noticing mood changes between others and herself and can think clearly about how to manage emotions. My recommendations on future assessments for Amy might be taking are like one, she needs to find a way she can control her emotions and feelings. Another recommendation is she needs to know she can take break before starting just so she can refresh her mood and attitude. Sometimes since she lets things around her take control taking a walk can help before taking any kind of assessments. Assessments can be stressful to an employee especially if they are afraid it can affect their pay, work schedule and future promotions. Both Daisy and Lynnet, are able to handle their emotions and surroundings and does not affect or interfere when taking assessments, therefore; they can just keep doing the same things they are currently doing that is working just fine. When Daisy was taking the assessment I noticed she took her time and even talked to herself about certain things she even knew about how she is. Lastly, Lynnet was quicker at doing the assessments  because at the moment she was just g etting off work and I believe since she loves her job it was just really easy to answer the questions. I believe Daisy and Lynnet should keep up what they are doing and working for them.

Women in china Essay Example | Topics and Well Written Essays - 3500 words

Women in china - Essay Example while working against great odds including an enormous population in a vastly spread out country which had limited resources to look after its people. Women in China have increasingly played a role that has been equal to men. They have found a new place in the society, working with men at all levels from the farm to industry, academia and government. The laws of the present day China have granted equality to women with men in all spheres of life, while recognizing that they have certain differences. Women are considered to be equal to men in rights as well as obligations to the society, have equal entitlements with regard to work, education, ownership of property and the right to form a family. The reality of women in China is certainly getting better and although at present, despite there being no legal impediments to equality, women still trail behind the men in China. Family planning and birth control policies of the state in China which have been put into place in response to the huge population pressure have been a source of controversy and irritation despite the achievements, requiring women to undergo forced abortions and sterilizations. This essay takes a look at the position of women in present day China. China is a country with unique culture, traditions and a communist as well as a feudal past which has attempted to modernize itself relatively quickly in a short span of time, achieving considerable success with these efforts. Its huge population has always presented problems at the national level and has meant that the government has had to adopt some controversial measures to keep in check these pressures. The government of China has, however, attempted to enhance the status of women and grant them a level of equality with men in the society. The revolution of 1949 meant that equality for women in China was considered to be legitimate and in line with the aims of the new government. Women comprise approximately 49% of the total population of China and

Human resource management Essay Example | Topics and Well Written Essays - 750 words - 4

Human resource management - Essay Example d organizing an effective workforce that is able to make valuable contribution of promoting a sense of togetherness and collective responsibility that reflects in the increased output and improved performance outcome of the organizational goals and objectives. Understanding of organizational behaviour is essential ingredient of organizational communication which motivates people to better performance, leading to higher productivity. Effective communication facilitates better understanding of cross cultural values and cuts across the multi cultural layer of the organization and is the key to enhance the overall performance of the organization. Schwenk says that ‘employee’s absolute commitment to a shared vision of change is seen by many leaders/ change agents as so important for their organization’s continued survival’ (Schwenk, 1997, p4). It therefore implies that high morale of the workforce results in improved performance outcome of the organization. Maslow argues that ‘People’s behaviours are guided or motivated by a sequence of needs’ comprising of self actualization, status, acknowledgement, reward and retention (Schwalbe, 2007). Hence, managerial leadership that encourages and promotes proactive participation and collective decision making significantly inspires the workforce to improved performance outcome. Indeed, Quick et al. have also stressed ‘it is possible that psychological well-being and employee performance are related’ (Quick et al, 1997). In CCB International, the theoretical aspect of human resource management is well understood by the senior management and CEO but not taken up with sensitive approach. The concept of workforce as human capital is accepted by the Managing director but the Head of HR department feels that morale building and team spirit can be achieved through joint activities and are not vital part of organizational culture. He also argues that HR strategy is limited to meeting the HR requirements and may

Multiculturalism in Organisations Essay Example | Topics and Well Written Essays - 1750 words

Multiculturalism in Organisations - Essay Example This interaction has resulted into business as products and services exchange hands and organisations look into crossing borders (Amaram, 2007). Organisations have encountered cultural diversity within global markets and decided to capture the benefits associated with it (Laungani, 2007). People from different cultures, races, ethnicity and nationalities are working in the same organisations thus resulting to multiculturalism. These organisations can be termed as multicultural organisations. In a broader context, a multicultural organisation is one whose mission, services, products and operations manifest the interests and contributions of various ethnic, social and cultural groups. It involves people from diverse cultural groupings as full players in the decision-making process that forms the organisation (Fassinger, 2008). After reading the definition, it seems obvious that multicultural organisations have many aspects so the question asked is, what are the characteristics of these organisations? There are six characteristics of multicultural organisations discussed in this paper. ... An example is Language training, which is crucial when employing foreign nationals as it assists in enhancing communication with other employees (Cox, 2009). Full Structural Integration This ascertains that individuals’ job statuses have no correlation with their ethnic and social group. These organisations ensure that even the minorities are comfortably represented in the organisations’ levels and functions. This aims at providing equal opportunities for all employees to hold offices and positions based on qualifications, skills and abilities. In multicultural organisations, every employee is regarded as a key player in the success of the organisation and their roles are given according to academic qualification, work experience, skills and abilities. Coming from a different cultural background does not hinder an individual from climbing the corporate ladder. It is viewed as an added advantage because the individual brings insight and a different perspective of viewing things (Cox, 2009). This goal can be achieved by evenly distributing education and skill level. Integration in Informal Networks This involves including the minority group members in informal gatherings and networks organised by the organisation. These may include mentoring programmes that are directed to the minorities, support groups and other social events (Amaram, 2007). In preparation for such occasions, it is vital to select suitable locations and activities with all minority groups in mind to help nurture multiculturalism. Such events help the minorities feel as part of the organisation and assist in eliminating barriers, therefore, fostering easy socialisation (Cox, 2009). Absence of Prejudice and

Weekly Activity 5 Essay Example | Topics and Well Written Essays - 500 words - 1

Weekly Activity 5 - Essay Example However, Peter noted that he had experienced sexual harassment in the workplace. He noted that he had experienced harassment as they went for a bonding session to another country. He noted that one of the supervisors for the company he worked made some comments as of a sexual nature as they were discussing together. He also noted that the supervisor touched him in an inappropriate way. Peter noted that this affected productivity in the work as he was unable to concentrate thinking about the incident. He was also emotionally affected as he was a married man and felt it as a form of betrayal to wife. However, he managed to solve the issue with the supervisor by telling him to stop, or he will report to the relevant authority. The issue never occurred again after the truce. Shantel noted to have experienced sexual harassment. She said she received messages with sexual content from the manager. She noted that it affected, and she felt demoralized and intimidated to work in the company. The issue was handled by reporting the matter to the company chief executive officer, and the manager was warned of consequences. It has since stopped and they resolved to work together for the sake of company reputation. On the other hand, Monica also noted to have experienced sexual harassment. She noted that male sexual workers joked about her sexy body. She felt intimidated and sometimes depressed. She sometimes lost sleep at home thinking about the matter and was not willing to inform her husband. She reported the matter to the manager, and a warning letter was sent to those individuals involved in mockery. In conclusion, it is clear there is a difference in males and females as sexual harassment is concerned. In this discussion, females are more likely to be sexually harassed as compared to males. However, it is clear work productivity is affected significantly in both males and females. Therefore, sexual

Diplomatic negotiation and conflict resolution in the Asian Essay

Diplomatic negotiation and conflict resolution in the Asian multilateral arena - Essay Example One of the first such associations to come into existence was the APEC (Asia Pacific Economic Cooperation), which still symbolizes the earliest notions of multilateralism in the region. Earlier, nations in Southeast Asia had formed the ASEAN (Association of South east Asian nations), which was however limited in terms of influence, thereby falling short of addressing economic and political issues from a broader Asian perspective (Kent Calder, 2008). During the recent years, political events in the former Soviet Union resulted in dramatic changes and the formation of new republics that made up the larger part of Central Asia. All these countries along with Russia and China as the other Asian partners make up the Shanghai Cooperation Organization (SCO). The amount of diplomacy that has gone into creating associations such as the APEC and SCO has been unprecedented and have thus helped bring cast and diverse parts of Asia into a common fold. Such associations have little to do with any kind of pedigree. Further, there are no weak instincts whatsoever that have resulted in any surrender of sovereignty on the part of member states in achieving the much need foothold in multilateralism (Stewart Patrick, 2002). Further, there have been several areas of friction among members states in such associations such as in the case of China and Taiwan. However, most of these gatherings have had to do a lot with economic ambitions and as such have endured the test of time. Taiwan and China, which are viewed as foes, continue to remain members of APEC on a common platform, which has been one of the ways of preventing both from indulging in diplomatic standoffs with each other. Although the final mandate of the APEC, ASEAN and SCO is largely limited to fighting terrorism and liberalization of trade, many have mutually created opportunities for bilateral negotiations at a lower level. This is also one of the reasons due to which countries try to resolve differences on

Literary theory (Althusser) Answering discussion questions Assignment

Literary theory (Althusser) Answering discussion questions - Assignment Example Indeed, in Reading Capital, he points out that the retrospection of the past is not ideology, but serves, in his words, â€Å"the legitimate epistemological primacy of the present over the past.† This served as one of the sources of his criticism of the French communist party, as a criticism of ideology on epistemological grounds will always sit uncomfortably with those emotionally invested in a given ideology. His criticism in the same work of â€Å"subjective and arbitrary ideologies† on Marxist grounds suggests that discourse within ideology was not his aim. Similarly, there is the question of â€Å"complete† ideology. In Althusserian criticism, no ideology is ever complete, and any attempt by an ideology to fully control or dominate a text will only end up exposing the limitations of that ideology. One classic example is Frank Capra’s classic â€Å"message† film It’s A Wonderful Life, in which George Bailey triumphs over the machinations of the evil Mr. Potter, except insofar as he doesn’t. The film ends with Potter still fully in control of Bedford Falls, having suffered not so much as a moment’s inconvenience while George was wrestling with suicide.

The Epitome of the 21st Century American Family Essay

The Epitome of the 21st Century American Family - Essay Example The visit to the lake is an annual family ritual and in White’s comparison of his visit as a child as compared to visiting it with his son, he illustrates how the family tradition continues, with many of the same elements recurring. For instance, as a child, he used to â€Å"dress softly as not to wake the others and sneak out into the sweet outdoors and start out in the Canoe† (White 198) and he finds his son doing the same thing, hearing â€Å"the boy sneak quietly out and go off along the shore in a boat.† (White 198). The lake culture is a representation of the family culture, especially when a thunderstorm occurs and the campers run out to swim in the rain, their â€Å"bright cries perpetuating the deathless joke about how they were getting simply drenched †¦..and the joke about getting drenched linking the generations in a strong, indestructible chain.† (White, 202). White thus views the family as a continuing unit, he views himself repeatedly in his own father’s role as he walks and goes fishing with his son, and he reflects upon his son will one day take over his own role at the lake, becoming the father who bring his son for a visit to the lake. White represents the family and its bonds through the symbol of the annual visit to the lake. There are common practices that occur through the years, for instance the camper with the soap at the lake side, or the fly that settles on the fishing rod, or the practice of getting drenched in the rain. These symbolize the enduring nature of the family, some things will never change. The author also uses the lake as the background against which he examines the changes that are being brought about by technology. For instance, families drive up to the lake in their cars rather than in their wagons and the unpacking is completed in a matter of minutes without the fuss that would

Research paper '' email habit of UCLAN staff and students'' Essay

Research paper '' email habit of UCLAN staff and students'' - Essay Example The study has analyzed the importance of email in the campus life. It has accessed of how frequently and for what purpose emailing assists teachers and students in the campus. Keywords Communication; information; technology; email; emailing habits; electronic mail. Research Aims & Objectives To uncover the literature highlighting the importance of electronic mails. To analyze and comprehend email as a tool of campus communication. To determine the patterns of the use of the electronic mail by UCLAN staff and students. To draw understanding of the importance of electronic mail. Literature Review Introduction & Background In the modern era, where technology (computers and internet) is at every door step, people want to remain connected. Being connected means the way of life of the modern digital world [1]. No matter those are working men, teachers or students everyone is found interacted and engaged in this post modern system. This is all due to the vibrant World Wide Web media which i ncarnates strongest integration with the removal of the gaps of communication [1]. Communication is to have each others’ guidance and support at the time during work or during leisure period. This requirement of communication is fulfilled through internet which has closed down the spaces of society, community and the people of the system [8]. Students which are part of the society and are in the fast track bring the best use of internet. They get integrated with peers and teachers using different connecting mediums on the internet and on the World Wide Web media [13]. For exchanging thoughts during leisure time social media is mostly popular in students, but when a formal approach is needed, emailing is the right way to get connected [13]. Adapting the email format comes out suitable and sufficient for both teachers and students, as this is the method majority of institutions and colleges apply [2]. Emailing effectively connects students and teachers. It connects students, te achers and peers and maintains the relationship of the groups during the college time and the off time status. This is how through emailing habits, use of computer is there among students and among the faculty staff members [3]. A communication circle is maintained and regulated by emailing and the emailing habits [2]. Theoretical Framework The contemporary literature highlights that the use of technology (computers) and internet is extensive in college and high school level [9]. There are considerations given to college students in understanding their behaviors and their routine habits. The researchers have pointed out that the majority of students are habitual in using internet where the use of social media is most vibrant and adaptive. In perceptions of faculty staff members, students use internet to communicate [9]. They use it to create a social circle with peers and also to acquire lectures and tutorials during their off campus times. The literature highlights two types of com munication patterns that emerge from students and faculty staff members. The patterns identified are casual in which students come across to communicate peers and formal in which students concisely communicate with teachers. The authors identify that most formal communications are based on emailing [5]. Such formal communications are frequent through regular emails. Students send emails to teachers to take off time support on class lectures and

Sophocles’ prolific Essay Example for Free

Sophocles’ prolific Essay Sophocles’ prolific writing has rarely produced a woman of such stern strength of character as â€Å"Antigone†. Inversely the comedy of Aristophanes â€Å"Lysistrat† was among the first to introduce a strong willed female protagonist, who is not a goddess. The treatment of both great writers differs in the fact that the backdrops and the moods are distinctly different. While Sophocles zeroed in on the sombre tragedy, Aristophanes chose to inject feminist revolt against domination through zestful comedy. From a gender perspective it is important to study the motives behind the actions of the lead characters in both the plays. There have been suicides and suicides in Greek tragedies (which almost define Greek tragedies). Sophocles’ Antigone commits suicide in the dark dungeon left to starve to death. But unlike the suicide of their mother Jocasta who decides to end her life when she learns that her marital relationship with Oedipus was incestuous, Antigone’s death is a defiant protest against the tyranny of her uncle Creon and an emphasis of her strongly held belief, that her brother should be accorded a proper burial. There have been few examples of valour from Greek women who defied the norms of either their contemporary society or their king for a symbolic gesture rather than a cause. In the case of Antigone it was the burial rights to one of her two dead brothers which drives her to go against the will of the ruler, Creon. â€Å"Antigone† begins after both the warring brothers have apparently killed each other and since Polynices revolted against the state and led an Argive army to overthrow his brother Eteocles, he is deemed to be a sinner against the state. Thus Creone, brother of Jocasta, who becomes the ruler decrees his body to be deprived of proper burial rites to ensure that his soul rots beyond redemption. Antigone, in the beginning of the play expresses her wish to accord her brother proper burial. It is a symbolic depiction of Antigone’s moral strength that she decides to go ahead in her chosen course though she is unable to enlist the support of her more timid sister Ismene. This is a marked deviation from the depiction of women in Greek literature of the time where women were always looked upon as dependent on others for the strength of their convictions. Antigone succeeds in her stated mission and when this becomes known to Creone, an argument rages on the choice between the natural law and man-made laws. In another daring drift from established norm, the chorus in Sophocles’ play have the moral courage to call the path of their emperor as the more evil. Creone’s son and Antigone’s fiance Haemon comes to her defence and the ensuing debate on the justice of natural laws which should supersede man made laws is a dramatist’s delight. Creone, however, decides to leave Antigone to starve to death in a sealed cave as her prison. The blind prophet Tiresias also advocates against punishment to Antigone and says he will pay â€Å"corpse for corpse, and flesh for flesh†. The declaration of Tiresias that Creon is causing moral pollution causes a change of heart in Creone. His moral dilemma leads him to conclude that Polynices should be buried and Antigone should be pardoned. But by this time, Hameon reaches Antigone’s cave with the intention of saving her only to find that she has committed suicide by hanging herself, much like her mother Jocasta before her. When Creon reaches the cave he finds Hameon grieving over Antigone and he takes his life by stabbing himself as Creon approaches him. This leads Eurydice, Creon’s wife to give up her life in the grief of her son’s untimely death. Thus Creon loses all his loved ones due to his one fatal erring conviction to hold the laws of the state above the natural law. The tragic flaw, is thus justified in Sophocles’ â€Å"Antigone†. It is easy to categorize the play Lysistrata by Aristophanes as a lewd comedy designed to entertain the Greek literature and drama lovers with a lampooning of the results if women begin to take an interest in affairs of national importance. It is also very convenient to visualize male actors playing all the important roles of the play and the â€Å"male† male characters wearing erect phalluses to depict their masculinity might have led to uproarious laughter. However, with passing time and the aid of retrospection help us to begin to understand that Aristophanes might have devoted considerable time and emotional energy in trying to decipher what goes through the hearts and heads of women of his time who were modelled to be subservient and detached from the affairs of the state. Lysistrata leads a domestic and non violent non-cooperation movement (though the medium of non cooperation seldom ventures beyond the conventional sexual subjugation) to convince the men of the time to end the long standing war (apparently the Peloponnesian war) and bring back peace. The play is an apparent comedy that it depicts women as sex crazed and spine less characters for whom rising beyond their daily chores is a daunting task. Except fro Lysistrata, no other woman comes across as strong willed enough to contribute in any way to the cause of the play. One can imagine the gusty laughter the scene involving the swearing of oath by drinking wine from a shield as it was a portrayal of women as being incapable of self restraint (from all good things in life, including wine and sex). Though Lysistrata as a play has a lot of titillate the viewers, it has been seen in modern light as a commentary on the plight of women who have no say in the affairs of the state entirely decide by the men but have to silently suffer the consequences. This has remained unchanged even after the liberation ages of the 20th century. Aristophanes does manage to draw a caricature of Greek women as incapable of with holding sex or thinking beyond sex as the only weapon in her armour to control or change society. It is possible though to excuse this caricature as Aristophanes’ attempt not to ruffle the feathers of his contemporary society while at the same time recording for future history that women did harbour different opinions on the approaches of the state to war and peace. The widowhood and martyrdom of a mother who loses her children to the ravages of war are not mentioned, perhaps because they would have added the much relegated sobriety to this deemed comedy. Gender domination is a visible thread in Lysistrata, but whether Aristophanes designed this play as a comic fiction based on improbable scenarios of liberated women questioning state policies, or as an underhanded attempt to depict female angst of his contemporary Greek society is debatable. However Lysistrata has remained current and meaningful to this date due to its universal themes of Peace being preferred over War and has helped several social commentators put across their point during the several un necessary wars that dot world history to date be it the Vietnam war or the latest invasion of Iraq. Whatever be the motivation, both Sophocles and Aristophanes manage to leave behind a piece of Literature which continues to engage readers and historians in a healthy debate on the premium placed on female equality by writers from the Greek age to the present day. Works Cited or used as reference Henderson, Jeffrey (contributor) Lysistrata by Aristophanes, London : Oxford University Press, 1990 Translated by Gibbons, Reginald and Segal, Charles Antigone by Sophocles, NewYork : Oxford University Press US, 2003

Characteristics Of Authentic Literacy Instruction Education Essay

Characteristics Of Authentic Literacy Instruction Education Essay Introduction When children come into the world, they come with the innate desire to explore their surrounding and this is seen in their daily interaction with the environment around them when it involves language development and more. They actively participate in their learning of spoken and written language from their parents and other people interactions (Teale Sulzby, 1986). They see print in the world through signs on shops, along the road and even the supermarket and begin to make associations when they explore printed material (i.e.paper and crayons, and story books). They develop their written experiences by trying out different things, experimenting and inventing their own literacies. As the activities begin to take on more meaning, they increase their knowledge of how written language is formed and how they function in the real world, depending on different situations (Goodman, 1986). As a result, the real world offers these children an entire environment that is literally rich with lan guage experiences that the children can learn and produce in a natural setting. These settings will also involve human relationships that affect how children may or may not use the literacy tools they encounter (Tharp Gallimore, 1988). Unlike the empty slate that some people believe children are born with, they are actually vital members of a dynamic system in which the environment influences (Bronfenbrenner, 1977). The more children use the resources available to them in the environment to expand on their knowledge and skills in relation to constructing more solid understanding of factors in the literary world, they are engaging in solving problems that utilizes cognitive skills and through their interaction with members of their environment. Therefore, childrens learning about literacy is integrally tied with practical action, resulting from their need to control, manipulate, and function in their environment. Without a doubt then, children cannot escape the realities of reading and writing, which are so much a part of their lives as there are so many relationships and contexts that are tied in with these realities (Teale Sulzby, 1986). Through participating in activities that require cognitive and communicative functions, children are drawn into the uses of these functions by their caregivers in ways that may nurture and develop them. Consequently, childrens earliest conceptions of literacy and strategies for reading and writing are likely to be formed through activities that are often socially instigated (Bruner, 1972). Therefore, the case for authenticity in literacy is a natural process. Authenticity refers to the real-life experiences an individual experiences when carrying out specific activities (Ableser, 2008). This involves life experiences that are naturally occurring in the lives of children and individuals. When a child argues with her parent on the merits of getting a dog, the points and arguments provided are a result of a natural and real reason for doing so. This authenticity is carried into the area of literacy in the classroom as the concept seems a logical progression of utilizing the innate curiosity and purpose of carrying out an activity as a part of the process of learning, into the classroom teachers goal of getting her students to learn and do academic related activities. The authentic activities that individuals typically exercise in day-to-day situations are replicated in the classroom. Unfortunately the ordinary practices of the culture-what people do in daily, weekly, and monthly cycles of activity do not seem academically sufficient to meet the educational standards set by the power that be. Such practices, for example, include shopping for the best bargain, figuring out the health hazards of microwaves or examining costs for a planned holiday are not translated adequately and therefore seem to be lacking in some way. Authentic literacy practices then seem to have failed in some way. Authentic Literacy Defined Yet, in spite of setback, the power of authenticity cannot be denied as when schools offer classrooms that are authentic-literacy-directed, its potential in offering learning experiences that are similar to how children learn in real life outside of the classroom is an exciting prospect (Newmann Wehlage, 1993). When students learn through real-life tasks, students are working to create meaning from their experiences and these experiences allow students to make meaningful connections (Snowball, 1992). Authentic literacy environments also require that students use communication in receiving and extending their learning experiences. Without communication, the development of authentic experiences will be hindered . Rhodes and Shanklin, (1993) call for authentic literacy experiences in the classroom, such as reading and writing, to hold the same communicative purposes as when students are outside of the classroom. When Schmoker (2007) defined authentic literacy, he explained that students who learn to read, write and think effectively (p.448) do so when they are given opportunities to engage in in-depth reading through higher-order questions that is later used to argue and support an interpretation from one or more texts (p.490) in their extended writing. The classroom discussions that are generated from both authentic reading and writing experiences are also authentic experiences. Purcell-Gates, Duke and Martineau (2007) added to this by specifically mentioning authentic reading materials such as those that involve written genres like novels, newspaper articles, memos, technical procedures and even greeting cards. Characteristics of Authentic Literacy Instruction What would authentic literacy instruction look like in the classroom? As mentioned previously, the level of authenticity can be influenced by the type of reading and writing materials that the teacher uses such as tradebooks instead of the traditional use of text books, which are heavily written for specific school-related goals. For students to experience authentic literacy encounters, there should be purposeful but also meaningful experiences where the literacy event is not the end goal of the activity but rather integrated into the real-life target purpose. Authentic literacy resources include texts normally found within a childs environment, such as trade books, bus schedules, maps, and diaries. People are also valued resources, as they can offer firsthand accounts and personal knowledge to the process of inquiry. When students have access to multiple resources, activities can become more authentic, students can more clearly communicate their message, and be more fully engaged in authentic literacy events (Wortman, 1993). Rhodes and Shanklin (1993) suggest that a classroom that purports to be authentic should allow students to make choices and have a say in their learning experiences. This choice empowers students in classroom interactions and decision-making actions (Wortman, 1993). Snowball (1992) shares this thought that when students are given a choice to plan, explore and share their ideas, there is more purpose to the activities. In fact, Pachtman and Wilson (2006), in one of his studies highlights student choices in increasing motivation. Pachtman and Wilson (2006) emphasized on authentic reading and investigated students opinions on what they found to be meaningful and engaging reading practices. Students who were offered greater choice and say in their learning experiences were more engaged and took responsibility for their learning due to their vested interest from the decision-making. Students preferred to make their own choice of the books they were going to read and the success of those authentic materials in motivating the students was a clear indication that teachers should take note that choice allows authenticity and teachers can make use of this information to plan their lessons (Pachtman and Wilson, 2006). Aside from books, authentic experiences are defined through the individuals choice to create and share meaningful and purposeful text for a self-selected audience (Wortman, 1993, p. 1). This would mean that in areas such as writing, students instead of carrying out the task of writing a letter to someone, whom the teacher had decided beforehand, students can make decisions on who their letters can be directed to. A classroom that is focused on authentic literacy must be relevant to the lives of the students. As much as choice and the type of materials can help create an authentic literacy environment. Teachers and students have curriculum demands put on them and if any authenticity is involved, it remains superficial. The teacher can meet the needs of the curriculum and remain authentic, even relevant to the students. For example, in a unit on wildlife, the teacher may create an activity where students research on specific leatherback turtles. This activity meets the requirements of the curriculum, however is still irrelevant to the students. To meet relevance in an authentic literacy classroom, the teacher could allow students to research on an animal that the students decide on their own which has relevance to their respective lives. Some students may want to research on penguins they saw at the zoo or the cheetah, someone has compared them with. The students will reference from multiple so urces such as the Internet, magazines, and expert sources. The students will decide what they want to do with the information they have gathered, whether it is to write to someone in the government, produce a presentation to source for funds to fund a specific wildlife preservation fund or even come up with a wildlife newsletter to be shared with their classmates. This activity will meet the requirements of authentic resources, choice and relevance; and still meet curriculum demands. Relevant activities allow students to work on skills in a genuine literacy event and helps students make connections between the curriculum and their lives outside of the curriculum. Students will be able to draw conclusions and extend knowledge through their exploration of authentic activities. Authentic Literacy Instruction vs Explicit Literacy Instruction There is clear indication that as children move up the education system the learning and literacy activities seem more focused on meeting standards and curriculum demands. With the addition of high-stakes testing, teachers seem to be pushed against the wall to ensure that the activities their students do in the classroom are more classroom-related instead of mirroring the social and contextual situations of the real world (Bruner, Olver, Greenfield, 1966). Children begin their literacy journey in the formal world of education with typically learning concepts of print, decoding print and eventually figuring out meaning to aid comprehension of the uncountable texts students will face in their literacy-related classes. These classes, more often than not are conducted explicitly, are directed towards helping students gain literacy skills that will be beneficial to them in their later lives after school. These skills are taught so that students can master them and retrieve them when need ed (Powell and Davidson, 2005). There is no denying the role of explicit instruction in students learning. However, when teachers get caught in a cycle of explicit teaching, followed by continuous and repetitious assigning of worksheets, book reports and essays, students lose out on the richness of an authentic literacy approach. Many teachers due to time constraints prefer to use a classroom literacy curriculum that tries to generally fit the needs of all the students in their respective classrooms. However, in reality we know that literacy classrooms are not made up of only one type of students. Teachers will not be able to meet individual students and, diversity would be considered a disadvantage instead of an advantage. Such classrooms do not reflect real-life needs and goals of the students and does an injustice to these students by not enabling them to bridge between their life goals to academic goals (Eckert Bell, 2004). Scribner and Cole (1973) also concur in their classic article comparing formal and informal instruction, such educational practices can do the opposite as these learning activities are so far removed from real-life learning situations and practices that students face a disconnect. Many researchers like Schmoker (2007) believe that the best way to improve reading scores and improve students literacy skills and strategies is by providing direct literacy instruction using authentic materials. He explained that the instruction should move away from meaningless drill-like activities but instead should be focused in getting students to read a variety of texts available in the real world that provide them fodder to explore their comprehension, hone and revise on their interpretation of text-content, as well as improve their arguments of the subject read (Schmoker, 2007; VanDeWeghe, 2008). This will help students have longer-lasting retention of knowledge learned. In fact, Powell and Davidson (2005) believe that authentic literacy can be equivalent to situated literacy where literacy is embedded within real-world events [and] as a medium for genuine communication (p.249). The classroom that has literacy goals embedded within the classroom lesson plan can be brought ab out when a teacher gets her students to make connections between a particular topic and their own thoughts and beliefs. VanDeWeghe (2008) mention that students here are able to express their opinions, share it with their classmates and explore the various interpretations in a social and personal context. These students are learning in an authentic literacy environment because their learning is directly connected to real-life situations and purposes. However, Purcell-Gates et al. (2007) noticed that there can be no direct cause and effect seen from the use of direct instruction in an authentic environment unless further empirical studies come forth. There are too many unanswered questions of how students best learn language forms, its discourse and the related genres. After all, different students learn language differently. They bring into their learning experiences a host of other social and cultural experiences outside the classroom. In spite of all the explicit instruction to various literacy goals, teacher are generally keen to provide more authentic literacy activities. They are progressively moving away from traditional methods and moving towards more authenticity such as when teachers include inquiry-based learning that allow students to investigate real-life problems. This method of learning allows the bridging of what students need to learn in the classroom and the validity of their real-world tasks. Authentic tasks take the form of projects and activities that allow students to reach outside of the classroom and form ties with the community at large. This is a far cry from the demands of the textbooks. Why is authentic literacy important? Authentic focusses on literacy activities that revolve around real-world tasks, applications and contexts. Therefore, it is able to introduce to students the idea that there is a purpose to learning. This purpose is not related to what the textbooks or what standardized tests say they should learn but is purposeful learning that is relevant to the students real lives. Purcell-Gates et. al (2007) conducted a research project that revealed increased ability to understand comprehension of informational texts and write better when students were allowed to engage in authentic informational texts compared to those that were only offered classroom-based typed of texts and activities. Authentic literacy activities can help students retain more of the information they learn as when students were offered authentic texts and writing tasks, there was more active participation and less frustration as students were able to evaluate and better discuss on material that had meaningful purpose and relevance to themselves. These students took care in getting as accurate the information they could get by going to various resources. There was clearly more meaningful learning taking place (Edelsky and Smith, 1984). When students are given a standard worksheet or task to complete, there is less engagement as students do not see how these activities are relevant to their lives (Rhodes Shanklin, 1993). Furthermore, authentic literacy allows students to develop higher order thinking skills that is sadly lacking as teacher try to meet the needs of struggling learners by simplifying real-life texts which then causes the authenticity to be lost (Allington, 2001). There is an acute need for students to be able to read and write materials that require them to evaluate and synthesize information from various sources. Students will not be able to do that if the materials they encounter in the classroom are not authentic and have been simplified. Schmoker (2006) laments the lack of substantive reading, writing and talking (p.54) which are available from authentic texts. Teachers instead of providing easier texts could instead look into getting students to familiarize themselves with authentic texts that have higher-order language so that they can work towards obtaining the language of the educated and not be penalized for the lack of it. To Silvers, Shorey and Crafton (2010), authentic literacy is important as it takes into account student diversity by providing a safe environment for students to evaluate on their world views, question and find answers to the assumptions and beliefs they bring into the classroom and evolve or reinforce identities. Authentic literacy allows students to become empowered democratic citizens as they engage in real-life literacy and making meaning of their learning (Powell Davidson, 2005). What does Authentic literacy instruction look like? Despite teacher reservations about implementing authentic literacy in the classroom, due to time, score accountability, data driven administrations and a heavily weighed content curriculum, authentic literacy is doable. However, for authentic literacy to take place efficiently, teachers should consider the environment from which authentic literacy is to take place in. Students need to feel a sense of security for them to be able to move beyond their comfort zone especially when they are asked by their teachers to take risks in the way they think and process thoughts and ideas. They must feel safe and know that they will be respected for their sharing and collaborating between them and their teacher, and their peers (Powell, Diamond Burchinal, 2010). Students, especially from diverse backgrounds need to know that their cultural knowledge that they bring into the classroom is a valued asset in an authentic literacy classroom. They are allowed to be active participants in their learning and are expected to have differing opinions and reactions to interpreting content, materials and activities offered in the classroom. They can offer unique perspectives and that the classroom environment supports those differences (Powell Davidson, 2005). There is a strong sense of self-worth when students know that their diversity is accepted and respected in an authentic literacy classroom. In fact Barnitz (1994) explains that students can achieve success when they use authentic talk linked to their home life. When the right classroom environment has been set up, teachers can then begin to include the various authentic elements that reflect an authentic literacy classroom. The teachers is able to get students involved and engaged in activities that are allow students to have control of their learning, just like in the real world. They will feel empowered and competent in carrying out these activities. There are a lot of student-centered activities such as conducting experiments, testing out hypothesis, real-life problem solving task and inquiry-based learning. These types of activities allow students to be motivated and provide ample opportunities for them to think, revisit, revise, build connections and develop their critical thinking skills (Ablesser, 2008; Barnitz, 1994). Literary activities that involve real-life audiences such as putting up plays, poetry slams and an actual book reading of a piece of personal piece of writing offers deeper connections for students and the texts they come into contact with. This according to Purcell-Gates et al (2007) supports an important part of authentic literacy which is the use of curriculum-required materials in a more meaningful manner as students are personally involved with the material used compared to the usual, read-a-text-and-answer-questions approach. When students are exposed to a variety of authentic literature that covers a whole range of popular multicultural content, they are able to make visual and mental connections between the texts and their immediate lives and that of their families and various relationships they have outside of the classroom. Discussions on the similarities and differences of cultures and lifestyles simulate real-life situations, which is an aspect of authentic literacy. Vasquez (2003) believes that the use of multicultural literature promotes respect, empathy and acceptance of each other (p. 88). An authentic literacy classroom includes methods of teaching that involves incidence where students can see real-life reading and writing taking place. The inclusion of writing workshops and dialogue journals are good ways to promote this. Collaborating with peers and making personal connections with the topic of their choice as well as the process of receiving and providing feedback increases relevance and purpose to the writing that students do. The students know that whatever writing piece they are working on will be read and reflected and commented on by real people aka their classmates or teachers. There is genuine interest and discussion, which on their own are authentic elements of an authentic literacy classroom. Of course a big part of an authentic literacy classroom is one that uses real-world texts. This when compared to the text book materials can be highly motivating. Authentic texts do not necessarily have to be limited to print form but can be in the form of newspaper or magazine articles, YouTube videos or even MTV music or parts of popular sitcoms or movie excerpts. Real-life materials can be used on their own or as supporting material to an actual text-book material. Whatever the case, including real-world materials allows students to see that there is more to their learning then the text book or school-related documents. This also reminds students that when people read and write texts outside of the classroom, they have specific purposes, such as wanting to get information or to communicate an idea they may have. Therefore students in an authentic literacy classroom also go through the same reasons when they read and write too. When discussing authentic literacy classrooms, there is no avoiding the role of technology in it. Online materials and websites are transforming the way students are now accessing information and knowledge. They are developing critical thinking by having live discussions with an author of a blog or making meaning from the many related links of a certain website. Students are accessing the Internet to find solutions to the everyday problems they come across and an authentic literacy classroom will also reflect this technological tendency. Wikis, Facebook and Twitter introduces a new element into the world of literacy. It is a genre on its own that is an authentic mode of communication. It would go amiss if in reflecting on what an authentic literacy classroom looks like that assessment is left out. The concept of assessment is to help students improve whatever they have been learning about. Unfortunately, in a traditional classroom, test-taking has been elevated into an art, where focus on grades and how well students perform in standardized tests take precedence over what exactly students are learning and performing in. Assessment in an authentic literacy classroom should again reflect on real-world demands. These assessments should be able to provide students with concise feedback on their abilities and whether they are able to transfer their learning effectively into the real world. The assessments are not the product of learning but serve to further educate students about how they can go about improving on their learning. Newmann and colleagues (2001) showed in their research that authentic performance-based literacy assessments helps students further increase achievement, especially in terms of the quality of responses in writing and mathematics. When students were required to apply what they had learned and come up with original uses for what they have learnt, there was value placed in the assessment. Conclusion There is a clear need for individuals who practice lifelong learning and are able to critically read, think and write to come forth from the academic institutions of today. They must be able to compete and come up with novel ideas that meet the novel dilemmas faced by todays society. The call for authentic literacy in classrooms seems to be a good one. While policy-makers, administrators, parents, teachers and to some extent, students want to improve test scores, there is sound reasoning as to why authentic literacy can help improve scores as well as benefit students in their learning. When student read from authentic materials, have authentic purposes, carry out authentic tasks, discussions and collaboration, seek authentic resources to meet authentic demands, they are able to explore, argue, refine and strengthen their thought and learning processes because all that they use to learn and are learning about makes sense due to their relevance in the students lives. Teachers need to be quick in harnessing the advantages of authentic literacy to meet students learning needs and goals. Each student is an individual that is different from his or her classmate. They have different learning goals and they come from different backgrounds and opinions. As problem solvers, these students can meet their goals more effectively if their learning activities are supported by the teachers authentic literacy instruction. Our end goal as teachers is to support students towards becoming more independent thinkers who are able to utilize what they have learned in the school to meet the challenges they face after school, and as citizens of a global society. Integrating authentic literacy learning can be a strong start towards that end goal (Ablesser, 2008; VanDeWeghe, 2008). Maybe Meier (2002) best sums up what authentic literacy is and why it is important for todays classroom when she writes: Children should be inventors or their own theories, critics of other peoples ideas, analyzers of evidence, and makers of their own personal marks on this most complex world (p. 4)

The Impact Of Effective Leadership

The Impact Of Effective Leadership Abstract Purpose This study helps us to determine how sales managers leadership style impacts their subordinates organizational work performance on routine tasks as well as on work unit projects. The study will further help the managers to adapt their leadership styles in order to enhance subordinates work performance, and consequently increase overall efficiency of the organization. Academically, this compilation will provide additional insights into the leadership field by contributing to the future development of this study area. Design/methodology/approach Leadership styles and work performance will be measured by a self formulated questionnaire after assessing their reliability and validity. A total of 200 respondents (middle managers with their respective subordinates) working in oil companies of Lahore, Pakistan will be surveyed in the study. Significance of the study By applying the results in practice, managers can adjust their leadership style to facilitate their subordinates to yield high work performance, whereas the human resource management function of oil companies can integrate these results for further enhancing leadership development in their organization. Originality/value This paper is the first attempt to understand the influence of transformational, transactional and laissez-faire leadership styles on work performances of subordinates in the oil industry of Pakistan. Introduction Effective leadership is a driving force for the accomplishment of organizational goals and leadership behavior is an important variable having significant impact on the success of project management (Gharehbaghi and McManus, 2003). Enshassi and Burgess (1991) studied the relationship between leadership styles of several managers and their effectiveness in the Middle East. They found a strong association between managers style and their effectiveness. The high task and high employee orientation style is the most effective style in managing multi-cultural workforces. Managers need to be friendly, accessible, and understanding of their subordinates personalities and requirements with all employees on a project. In addition, they have to be task oriented in order to have control over the process of the work and achieve the target. In the real world there are many subordinates are facing problems which impact their work performances which can be traced to the leadership practices adopted by their respective supervisors. Some of these subordinates may have insufficient competencies or their traits may not fit with the nature of their work or in many cases the supervisor also tend to use inappropriate leadership styles in dealing with their subordinates at various points of times. Superior performance that helps the organization to achieve organizational goals is the prime aim of effective leadership. To achieve superior performance from subordinates, Supervisors must make use of appropriate leadership styles. They should also recognize their subordinates individual needs and their future career goals. Leadership research in oil companies can give us insight on work performance and its impact on companies routinely project outcomes. Appropriate leadership approach can shape subordinates performance in a desirable way and facilitate managerial projects to go smoothly. In addition, adopting suitable leadership approach will create subordinate satisfaction. Satisfied subordinates are likely to put much effort into their work. This study explores the actual leadership styles of few oil companies of, Pakistan and examines the relationships between: Leadership styles on work performance The purpose is to determine What is the most appropriate leadership style for Pakistani Supervisors in this modern time? Once the right leadership style has been identified, applying the style in practice should lead to efficiency in subordinates work performance, and consequently benefit these supervisors who are ultimately responsible for the success of achieving and exceeding sale quotas and other managerial projects. The right leadership style should be able to push subordinates to complete assignments timely and correctly while at the same time, bringing out the best in them. Lastly, professional respect and commitment to the Organization is additional benefits that may accrue through effective leadership Leadership and work performance Leadership can be described in terms of the power, position, personality, authority and responsibility, mostly used as a facilitation process to achieve a goal. Therefore, the definition of leadership used in the present study is the process is defines as (act) of influencing the activities of an organized group in its efforts toward goal setting and goal achievement (Stogdill, 1950) Statement of the problem This study aims at analyzing the relationship of three Leadership Styles i.e. Laissez-faire, Transformational and Transactional leadership styles and subordinates work performance in the marketing and sales departments of various oil and gas companies operating in Pakistan. The study will take into account the effect of the 9 leadership behaviors i.e. idealized influence (attributed), idealized influence (behavioral), intellectual stimulation, individualized consideration, inspirational motivation, contingent reward, management-by-exception (active), management-by-exception (passive) and laissez-faire (no leadership) on the 7 work performance variables i.e. quality of work, quantity of work, creativity in problem solving, team work, discipline, dependable And overall job satisfaction Significance of the problem This study helps us to understand how marketing and sales managers leadership styles and affect their subordinates organizational work performance on various managerial projects.By applying the results in practice, managers can adjust their Leadership style to facilitate their subordinates to yield high work performance, whereas the human resource management function of oil companies can integrate these results for further enhancing leadership development in their organization. Objectives of the study 1) To what extent are these leadership styles present at the managerial level in these departments 2) To determine any relationship, if it exists, between a particular leadership style of sales/ marketing managers/supervisors and its subordinate perceived job performance and/or job satisfaction Scope of the Study The study aimed at answering the following research questions: Q1. Which is leadership style (laissez-faire, transactional or transformational) is present in the organization? Q2. What is the relationship between transformational leadership style and greater quality of work from the subordinate? Q3. What is the relationship between transformational leadership style and greater quantity of work from the subordinate? Q4. What is the relationship between transformational leadership style and higher creativity in problem solving of the subordinate? Q5. What is the relationship between transformational leadership style and higher level of discipline in the subordinate? Q6. What is the relationship between transformational leadership style and higher dependability in the subordinate? Q7. What is the relationship between transformational leadership style and higher teamwork in the subordinate? Q8. What is the relationship between transformational leadership style and overall satisfaction in the subordinate? Q9. What is the between transactional leadership style and greater quality of work from the subordinate? Q10. What is the relationship between transactional leadership style and greater quantity of work from the subordinate? Q11. What is the relationship between transactional leadership style and higher creativity in problem solving of the subordinate? Q12. What is the relationship transactional between leadership style and higher level of discipline in the subordinate? Q13. What is the relationship transactional between leadership style and higher dependability in the subordinate? Q14. What is the relationship between transactional leadership style and higher teamwork in the subordinate? Q15. What is the relationship between transactional leadership style and overall satisfaction in the subordinate? Q16. What is the between Laissez-faire leadership style and greater quality of work from the subordinate? Q17. What is the relationship between Laissez-faire leadership style and greater quantity of work from the subordinate? Q18. What is the relationship between Laissez-faire leadership style and higher creativity in problem solving of the subordinate? Q19. What is the relationship Laissez-faire between leadership style and higher level of discipline in the subordinate? Q20. What is the relationship Laissez-faire between leadership style and higher dependability in the subordinate? Q21. What is the relationship between Laissez-faire leadership style and higher teamwork in the subordinate? Q22. What is the relationship between Laissez-faire leadership style and overall satisfaction in the subordinate? Definition of major terms and formation of the questionnaire Effective Leadership The present study uses effective leadership approach to identify the leadership style of middle management. In this approach, leadership is conceptualized by the behavioral areas from laissez-faire style (non-leadership), through transactional leadership (which hinges on reward system and punishments), to transformational leadership (which is based on inspiration and behavioral charisma) (Bass and Avolio, 1993). The various components are now elaborated. Laissez-faire style. An avoidant leader may either not intervene in the work affairs of subordinates or may completely avoid responsibilities as a superior and is unlikely to put in effort to build a relationship with them. Laissez-faire style is associated with dissatisfaction, unproductiveness and ineffectiveness (Deluga, 1992). Transactional style. Transactional leaders focus mainly on the physical and the security needs of subordinates. The relationship that evolves between the leader and the follower is based on bargaining exchange or reward systems (Bass, 1985; Bass and Avolio, 1993). Transformational style. Transformational leader encourages subordinates to put in extra effort and to go beyond what they (subordinates) expected before (Burns, 1978). The subordinates of transformational leaders feel trust, admiration, loyalty, and respect toward leaders and are motivated to perform extra-role behaviors (Bass, 1985; Katz and Kahn, 1978).Transformational leaders achieve the greatest performance from subordinates since they are able to inspire their subordinates to raise their capabilities for success and develop subordinates innovative problem solving skills (Bass, 1985; Yammarino and Bass, 1990).This leadership style has also been found to lead to higher levels of organizational commitment and is associated with business unit performance (Barling et al., 1996). The following discussions on leadership factors and leadership outcomes are extracted from Bass and Avolios (2004) MLQ manual. Leadership factors The leadership factors used to measure transformational, transactional and laissez-faire leadership style in this study are from the Multifactor Leadership Questionnaire (MLQ) developed by Bass and Avolio based on the theory of Transformational leadership. They are: (1) Laissez-faire factor: The non-leadership. Leaders in this type will always avoid getting involved when important issues arise and avoid making decisions. (2) Transactional leadership factors: Contingent reward. This factor is based on a bargaining exchange system in which the leader and subordinates agree together to accomplish the organizational goals and the leader will provide rewards to them. Leaders must clarify the expectations and offer recognition when goals are achieved. Management-by-exception (active). The leader specifies the standards for compliance, as well as what constitutes ineffective performance, and may punish subordinates for being out of compliance with those standards. This style of leadership implies closely monitoring for mistakes, and errors and then taking corrective action as quickly as needed. Management-by-exception (passive). Passive leaders avoid specifying agreements, clarifying expectations and standards to be achieved by subordinates, but will intervene when specific problems become apparent. This style does not respond to situations and problems systematically. (3) Transformational leadership factors: Idealized influence charisma. This factor consists of firstly, idealized influence attributed, and secondly, idealized influence behavioral. They are the charismatic elements in which leaders become role models who are trusted by subordinates. The leaders show great persistence and determination in the pursuit of objectives, show high standards of ethical, principles, and moral conduct, sacrifice self-gain for the gain of others, consider subordinates needs over their own needs and share successes and risks with subordinates. Inspirational motivation. Leaders behave in ways that motivate subordinates by providing meaning and challenge to their work. The spirit of the team is aroused while enthusiasm and optimism are displayed. The leader encourages subordinates to envision attractive future states while communicating expectations and demonstrating a commitment to goals and a shared vision. Intellectual stimulation. Leaders stimulate their subordinates efforts to be innovative and creative by questioning assumptions, reframing problems, and approaching old situations in new ways. The intellectually stimulating leader encourages subordinates to try new approaches but emphasizes rationality. Individualized consideration. Leaders build a considerate relationship with each individual, pay attention to each individuals need for achievement and growth by acting as a coach or mentor, developing subordinates in a supportive climate to higher levels of potential. Individual differences in terms of needs and desires are recognized. Work performance The success of a project is usually stated in terms of meeting three major objectives: completion on time, completion within budget, completion at the desired level of quality or technical specification (Tukel and Rom, 2001; Xiao and Proverbs, 2003).Atkinson (1999) called these three criteria the iron triangle or golden triangle. In this study, the performance levels of subordinate were measured in the direction which would support the success of meeting deadlines achieving sales targets and completion of various other managerial projects. Thus they were measured from firstly, work quantity (achievement compared with the planned schedule), and secondly, work quality (fit with the desire level of supervisory requirement). In addition, when working in the organization on various projects, people have to coordinate and work together as a team hence teamwork and work disciplines are the important qualities they should occupy (Sanvido et al., 1992; Nguyen et al., 2004). Besides, meeting w ith various customers nature is a daily operation where unpredictable problems occur regularly, creativity in problem solving and the level of dependability on handling routine work and new assignments is an essential quality that the subordinates must posses (Nguyen et al., 2004; Nitithamyong and Tan, 2007). Thus these performance aspects needing to be measured from subordinates include: work quantity, work quality, dependability, team work; creativity in problem solving, work discipline and overall job satisfaction. Together, the seven are used as measures of work performance. The samples There is no list of routinely managerial work projects of oil and gas companies of Pakistan, therefore a non-probability sampling incorporating snowball technique will be adopted selecting 25 qualified Areas Sales Managers (supervisors) and 175 sales manager(subordinates) Research instrument A questionnaire survey was adopted for collecting data because of its advantage in yielding responses in standard format from a large number of respondents and the benefit of collecting data from respondents from geographically dispersed locations. The measurements adopted in the questionnaires are: Effective Leadership styles in this research will be measured by studying the definitions as given by Bass and Avolios (2004) in their multifactor leadership questionnaire (MLQ) Form 5X. and then formulating a questionnaire on leadership style. 2 statements are used to measure each behavior therefore a total of 18 statements of Likert scale are self formulated. The measurement required sales managers to rate each statement on a five-point rating scale ranging from strongly disagree to Strongly agree based on their experience with their supervisor. Work performance. A rating tool was devised for Area Sales Managers (supervisors) to evaluate their subordinates work performance. The measurement required Area Sales Managers to rate each statement on a five-point rating scale ranging from strongly Disagree to Strongly Agree based on their experience with the subordinates. Statements focused on 7 components of subordinates work performance as discussed previously. Literature Review According to Mustapha and Naoum (1998), team management style (9, 9) was chosen by all high performing managers as their preferred management style. The finding further showed a significant association between the level of authority given to the managers and their level of effectiveness. High performing managers were given higher authority than moderate performing ones. Odusami et al. (2003) concluded that there was significant relationship between the project leaders professional qualification, his leadership style, team composition and overall project performance. The most appropriate leadership style identified in their research is consultative autocrat which is similar to team management used in Mustapha and Naoums (1998) study. Other group of scholars explained that leadership behaviour is culturally determined and different from culture to culture. (Burger and Bass, 1979; Lok and Crawford, 2004). National culture can produce statistically significant moderating effects on the impact of leadership on outcomes, subordinates performance, expectations, organizational commitment and job satisfaction are vary from country to country because of the dissimilarity in cultures as well (Al-Meer, 1989; Hofstede, 1991). Besides, some scholars have conducted the research on the relationship between leadership and its outcomes such as satisfaction, work performance, commitment and their result showed the positive association between them (Euske and Jackson, 1980; Savery, 1994). Therefore, it can be assumed that the variations in leadership styles and individuals preferences are influences from cultures variations would lead to differences in outcomes. Yukongdi (2004) revealed that the most preferred management style by t he employees was consultative management, followed by participative, paternalistic, while the least proportion of employees preferred an autocratic manager. Employees who perceived their managers to be more democratic also reported a higher level of influence in decision making, greater satisfaction with participation, and job satisfaction. Numerous scholars have provided evidence contradicting the above. For instance; Kumbanaruk (1987) observed that employees are accustomed to a tradition of a top-down approach with employees receiving orders rather than thinking by themselves and expressing their own ideas. Thai culture is characterised by a tight hierarchical social system, accepted existential inequality and a strong value of relationships (Komin, 1990). Kumbanaruk (1987) and Komin (1990) suggested that employees might feel uncomfortable working in a participative work setting. Involvement in decision-making may bring unwanted responsibilities to subordinates (Rohitratana, 1998) . Thai culture, long time ago, does not encourage subordinates to dare to make mistakes, nor to take initiative but favour avoiding taking risks, because risk means bringing on more uncertain situations and increasing responsibilities (Holmes and Tangtongtavy, 1995). Therefore, it seems reasonable to reveal that working under a participative leader may not necessarily lead to greater job satisfaction among some employees. Hofstede (1980) remarked that in countries in which most employees are afraid to disagree with their managers (high power distance countries); subordinates prefer managers spread across the autocratic or paternalistic styles. Consequently, it is logical to predict that a larger proportion of such employees will prefer either an autocratic or paternalistic manager, while fewer employees would prefer a consultative manager. According to Lok and Crawford (2004), it was expected that higher initiating structure leadership style would provide greater commitment and job satisfaction in Asian firms whereas, higher consideration leadership style would provide greater commitment and job satisfaction in a western firm. Brown (2003) summarised the concept of task-oriented and relation-oriented leadership from several scholars in his research. He revealed that task oriented leadership have included initiating structure; concern with production; autocratic; achievement oriented; goal-achieving include contingent reward; management by exception (active) and management by exception (passive). Relations oriented leadership, or consideration consists of idealized influence (attributed); idealized influence (behavior); individualized consideration; intellectual stimulation and inspirational motivation. According to Burns (1978), transactional leadership is the fundamental of one person taking the initiative in making contact with others for the purpose of an exchange of valued things or bargaining process. It involves rewards and Punishments. Transactional lea ders must identify and clarify to subordinates about the setting role, task requirements, performance expectations and the distribution of rewards and punishment according to performance (Bass, 1985) whereas transformational leadership occurs when leaders and followers raise one another to higher levels of motivation and morality. The transformational leader exhibits charisma, develops a vision, provides inspiration, motivates by creating high expectations and modeling appropriate behaviors, gives consideration to the individual, pays personal attention to followers, provides intellectual stimulation, and challenges followers with new ideas and approaches (Burns, 1978). From the foregoing, transactional leadership is akin to initiating structure or task orientation whereas the transformational style is similar to consideration or relations orientation. Brazier (2005) indicated that organic or flatter structures type of organization with decentralized decision making and low power di stance of most Western firms tends to facilitate a more transformational leadership style while bureaucratic structures with high power distance and high collectivism of Asian firms encourage a more transactional style. Besides, the relationship between organizational commitment and work performance has also been examined by Mowday et al. (1974) and their result indicated that these two variables are positively linked to each other whereas Porter and Steers (1973) found positive relationship between organizational commitment and job satisfaction. Therefore, a transactional leader is capable of facilitating the formation of a group which performs at higher commitment and work performance level to the organization in the Asian context or eastern background. Hypothesis Development I therefore hypothesized the following for Pakistan: H0. There is no leadership approach present in the organization H1. There is no relationship between Laissez-faire leadership style and work performance of the subordinate H2. There is no relationship between transactional leadership style and work performance of the subordinate H3. There is no relationship between transformational leadership style work performance of the subordinate The focus of this research is on leadership styles and their effects on subordinates work performance. Data on leadership style shall be gathered from the subordinate group whereas supervisors will be providing data on their subordinates work performance level based on their judgment. The sales and marketing departments of oil companies mainly multinationals operating in Pakistan usually have one area sales manager who receives direct instructions from the national sales manager at the same time supervises 5 to 8 sales officers (subordinates). Thus, there are direct contacts and relationships between area sales managers and his subordinates. Therefore, sales officers, as direct subordinates of the Area Sales Managers are chosen as the respondents to provide data on the leadership styles and personal competencies of their Area Sales Managers. On the other hand, Area Sales Managers provided data on the work performance of their direct subordinates. The Job description of Area sales manager is managing portfolios, developing a customer base necessary to meet all forecasts and budgets, aligning the number of distributors in the territory by strategic consolidation to increase companies ROI, articulating year on year sales forecasts for procurements at supply chain which helps in minimizing warehousing costs, developing trade promotions scheme for distributors to enhance brand image and sales volume, in close coordination with the brand team, working as a point of contact for customers which ensures smooth business transactions at all levels, keeping close follow ups with all team members prospecting for new business, preparing and presenting proposals and maintaining existing relationships. Thus, it is necessary that both Supervisors and their subordinates are qu alified to be selected for data collection. This reduces the potential bias. The top oil companies of Pakistan were identified and a full set of questionnaires (one for the Area Sales Managers and four to eight for subordinates) were then sent to each qualified work unit with the covering letter explaining the objectives of the study and assuring respondents of confidentiality and urging them to participate in the study.

Government is Best which Governs Least :: essays papers

Government is Best which Governs Least I heartily accept the motto, "That government is best which governs least"; and I should like to see it acted up to more rapidly and systematically. Carried out, it finally amounts to this, which also I believe--"That government is best which governs not at all"; and when men are prepared for it, that will be the kind of government which the will have. Government is at best but an expedient; but most governments are usually, and all governments are sometimes, inexpedient. The objections which have been brought against a standing army, and they are many and weighty, and deserve to prevail, may also at last be brought against a standing government. The standing army is only an arm of the standing government. The government itself, which is only the mode which the people have chosen to execute their will, is equally liable to be abused and perverted before the people can act through it. Witness the present Mexican war, the work of comparatively a few individuals using the standing government as their tool; for in the outset, the people would not have consented to this measure. This American government--what is it but a tradition, though a recent one, endeavoring to transmit itself unimpaired to posterity, but each instant losing some of its integrity? It has not the vitality and force of a single living man; for a single man can bend it to his will. It is a sort of wooden gun to the people themselves. But it is not the less necessary for this; for the people must have some complicated machinery or other, and hear its din, to satisfy that idea of government which they have. Governments show thus how successfully men can be imposed upon, even impose on themselves, for their own advantage. It is excellent, we must all allow. Yet this government never of itself furthered any enterprise, but by the alacrity with which it got out of its way. It does not keep the country free. It does not settle the West. It does not educate. The character inherent in the American people has done all that has been accomplished; and it would have done somewhat more, if the government had not sometimes got in its way. For government is an expedient, by which men would fain succeed in letting one another alone; and, as has been said, when it is most expedient, the governed are most let alone by it.

Simpsons Vs Wells :: essays research papers fc

The advent of new technology has been a source of trepidation throughout history. Just as with any change, fear is often the pervasive response to new technology and developments, especially amongst those who do not fully comprehend the changes. It seems, however, that people ignorant of the true meaning and extent of technology are the most likely to place unwarranted faith in its abilities. Technology becomes an authority—one that is difficult to question or rebel against. After advances become accepted, complacency sets in, reducing the general public's vigilance against dangers to society in any form. This lack of vigilance, due to an unwarranted faith in authority, is depicted and questioned in H. G. Wells's The War of the Worlds. Published in 1898, the message of Wells's work remains relevant, even in the present day. Criticisms of an unwarranted faith in authority manifest themselves in modern culture in multiple media. The Simpsons, a half-hour animated television program, represents such a manifestation. The episode entitled 'Bart's Comet,'; first aired on February 5, 1995, criticizes a blind allegiance to authority in any form by humorously detailing Springfield's response to an approaching comet, which threatens to destroy everyone in the town. The episode parallels Wells's chronicle of the Martian invasion in its depiction of authority. Unwarranted faith finds an unfortunate place in government, religion, and science in both accounts of impending disaster. In themselves, these three fundamental elements of society do not receive criticism. The misguided trust people someti mes place in these institutions, relying on them as unquestioned and unquestionable authorities, receives the brunt of the censure in both works. The townspeople themselves receive their fair share of reproach as well. In both works, the people criticized include not only the general middle- to upper-class communities, but also those responsible for the criticizing. In The War of Worlds, the government plays a silent role that finds its reflection in the attitudes of the townspeople upon the first arrival of the Martian cylinder. Here, the ignorance of the public manifests itself in the cavalier attitudes of the people toward the potential threat. In the opening lines of the novel, the public's demeanor becomes evident: 'With infinite complacency men went to and fro over this globe about their little affairs, serene in their assurance of their empire over matter'; (Wells 3). During the height of the British government's domination of the world, through the spread of its colonies and economic power, Wells's description of the people's security in their empire over matter, over reality itself, seems most fitting.

The Death of the Moth by Virginia Woolf Essay -- Virginia Woolf Death

‘The Death of the Moth† by Virginia Woolf   Ã‚  Ã‚  Ã‚  Ã‚  Death is a difficult subject for anyone to speak of, although it is a part of everyday life. In Virginia Woolf’s â€Å"The Death of the Moth†, she writes about a moth flying about a windowpane, its world constrained by the boundaries of the wood holding the glass. The moth flew, first from one side, to the other, and then back as the rest of life continued ignorant of its movements. At first indifferent, Woolf was eventually moved to pity the moth. This story shows that life is as strange and familiar as death to us all. I believe this story was well written and will critique the symbolism, characters, and the setting.   Ã‚  Ã‚  Ã‚  Ã‚  Woolf uses symbolism in her essay when she speaks of the moth and its journey towards death. Eventually the moth settles on the windowsill and Woolf forgets it until she notices it trying to move again, but this time its movements are slow and awkward. It attempts to fly but fails, and falls back down to the sill, landing on its back, tiny feet clawing at the air as it tries to right itself. Woolf reaches out to help when she realizes that it is dying stating â€Å"the helplessness of his attitude roused me. It flashed upon me that he was in difficulties; he could no longer raise himself; his legs struggled vainly. But, as I stretched out a pencil, meaning to help him to right himself, it came over me that the failure and awkwardness were the approach of death† and she was reluctant to interfere with this natura... The Death of the Moth by Virginia Woolf Essay -- Virginia Woolf Death ‘The Death of the Moth† by Virginia Woolf   Ã‚  Ã‚  Ã‚  Ã‚  Death is a difficult subject for anyone to speak of, although it is a part of everyday life. In Virginia Woolf’s â€Å"The Death of the Moth†, she writes about a moth flying about a windowpane, its world constrained by the boundaries of the wood holding the glass. The moth flew, first from one side, to the other, and then back as the rest of life continued ignorant of its movements. At first indifferent, Woolf was eventually moved to pity the moth. This story shows that life is as strange and familiar as death to us all. I believe this story was well written and will critique the symbolism, characters, and the setting.   Ã‚  Ã‚  Ã‚  Ã‚  Woolf uses symbolism in her essay when she speaks of the moth and its journey towards death. Eventually the moth settles on the windowsill and Woolf forgets it until she notices it trying to move again, but this time its movements are slow and awkward. It attempts to fly but fails, and falls back down to the sill, landing on its back, tiny feet clawing at the air as it tries to right itself. Woolf reaches out to help when she realizes that it is dying stating â€Å"the helplessness of his attitude roused me. It flashed upon me that he was in difficulties; he could no longer raise himself; his legs struggled vainly. But, as I stretched out a pencil, meaning to help him to right himself, it came over me that the failure and awkwardness were the approach of death† and she was reluctant to interfere with this natura...

Morning in the Burned House

Morning in the Burned House Margaret Atwood â€Å"Bare child’s feet on the scorched floorboards (I can almost see) In my burning clothes, the thin green shorts And grubby yellow T-shirt Holding my cindery, non-existent, Radiant flesh. Incandescent. † Morning in the Burned House by Margaret Atwood is a poem describing the mind of a burned house and of how it is tormented by pain and evil; and yet, in the midst of this darkness, there is light to guide the soul of the house to safety and into a world of peace and forgiveness.The two stanzas chosen for this analysis are the final two stanzas, in which pain and peace are both shown in different perspectives. â€Å"Bare child’s feet on the scorched floorboards† is metaphorically showing how the house’s soul’s past is connected to the present, how it’s first memories are still in its mind, though everything else is gone. The only thing connecting the house to its past are the footprints on t he floorboards. The â€Å"scorched floorboards† represent the darkness in its life; how darkness has taken over everything in the house’s life and mind.The child’s footprints are also a symbol of guidance; they guide the mind of the house to safety and protection through evil and danger. â€Å"(I can almost see)† describes how the darkness is very thick, the hatred and anger almost hides the light of happiness. The darkness nearly blinds the house’s soul in despair and pain, yet it can faintly see the light of hope on the other side, see that all was well before the tragedy had happened. In my burning clothes, the thin green shorts and grubby yellow T-shirt† is giving the reader a small image of the house itself, of how it is burned to its skeleton, the green shorts being the lawn, the yellow T-shirt being the paint on the walls and the outside of the house. The colors portray the image of happiness and calm, but the word â€Å"grubby† gives it another image. â€Å"Grubby† now tells of how the house, even though it looks fine from a faraway distance, as you move closer, you see there are many flaws, that the house is not as perfect as you imagined.The house is attempting to show its happiness and get over the pain of being burnt and left behind, and yet, in its â€Å"protective shell† there are cracks that grow into crevices over time. â€Å"Holding my cindery, non-existent, radiant flesh† The house’s soul is explaining how these bright colors, though just the outer layer of this house, it holds the real â€Å"house† together, just like the other parts of the house mentioned in the poem such as the spoon, the dishes, and the kettle hold the house together, to keep the house’s mind from collapse and defeat.The flesh is radiant means the core of the house; the â€Å"mind† of the house is still safe, still pure and unsoiled by evil. â€Å"Incandescent† This fin al word of the poem summarizes the whole poem into one word. This one word describes all the positive thoughts, hopes, memories, and wishes of this devastated house, how even at the worst moments and after the tragedy, there is still something good within the house. It represents the goodness of this house, and what it has learned from suffering. But, the word incandescent also represents evil and suffering, because the fire that ruined this house was bright and hot.The fire showed all what pain had done to this house, showed its true feelings. Therefore, incandescent is what completes this poem; it shows both sides of the house’s mind and soul, how it is tortured, and yet, it is still protected by hope. Without incandescence, there would be no fire, and without fire, this poem would never have started, because fire was what caused the house’s soul to discover happiness and learn from pain. The theme of this poem is protection and weakness. Weakness because of torture and consequences, but protection because of hope, belief, and desperation.Most of the poem talks of light or dark, each side representing how the house feels. In the beginning of this poem, you see the bare skeleton of the house, the nakedness without safety. As you read on, and especially into the last stanzas, you feel a sense of protection, as if the house has something more than just its skeleton standing. The final two stanzas (those I have chosen) summarize the house’s feelings, how protection and destruction are linked together, and how one cannot be anything without the other. The last two stanzas also show the character maturing and growing, as they learn to survive.

Ceremony of marriage in Islam Essay

In Islam, marriages are a very important event most Muslim weddings are arranged, in order for an arranged marriage to take place both the boys/girls side must give consent, with arranged marriages both families make sure that the boy’s/girl’s (and their family’s) reputation and history is accepted in society and that they have no flaws which would bring a bad name on their family all this is checked before the husband/wife enters into their family. A Muslim boy/girl have to choose their partners very carefully as it is an arranged marriage and they are expected to spend their whole life with a stranger they have to get to know them and know all their ways of living and habits etc†¦ before they agree to marry them although sometimes the parents of the girl/boy are very strict and may not allow this to happen they may just decide for their son/daughter to get married to someone without asking their opinion this may be a problem sometimes as the married couple may not get along or there may be other problems, another problem with arranged marriages is that if the parents of the Muslim girl/ boy agree to the marriage without the daughters or/ sons consent then it is like they are deciding the fate if their child without the child having a say in it, but mostly this is not the case and the girl/boy is asked their opinion about the person they are going to marry because Muslims believe that a marriage which is forced is doomed t o failure. In Islam getting married to a member of your family whether its intermediate or distant family is very common. The majority of Muslim marriages are arranged although there are a few love marriages but in the Muslim community love marriages are not really an option and it seen as a very dangerous thing to do sometimes muslims regard being under the influence of love’ as a intoxicating state of mind that could easily cloud judgement. Parents are thought to find good compatible partners for their children and sometimes they do no agree to give consent to love marriages. Muslims are encouraged to have an arranged marriage although sometimes people have a mixed marriage this is allowed as long as it is a Sikh, Indian, or a Christian person. If an Muslim gets married then the wife has to follow the husbands religion and convert the children have to follow their fathers religion but it is preferred to get married to another Muslim because this way their community expands and Islam as a whole expands. When the marriage is decided upon (arranged) before the wedding many other celebrations and ceremony’s have to take place. Such as the engagement where both the girls and boys family gets together and have an engagement ceremony where the bride and groom get together and exchange rings the other event is the Mahr (dowry) The Mahr is the dowry paid by the husband to the wife. It is a sum negotiated by the husband and wife, which she can keep when or if they later get divorced, if the wife wants to get divorced without the consent of her husband she can but only if the mahr is returned. It is against, the sunnah of the prophet to demand high dowries or not give to give a dowry at all or pay the brides father in compensation for his daughters services at home. After this follows the actual Nikah (wedding) the Nikah is a simple affair the ceremony is plain and simple consisting of readings from the Qur’an and vows are exchanged in front of witnesses. There are also a few prayers recited for this happy occasion the imam is present and no religious official is necessary. The bride does not have to be present as long as she sends her ‘wali’ or marriage representative and also two witnesses of agreement to the wedding and she can be at home. The signing of the Nikah (wedding) contract’s can be changed the original date by weeks or even months or years just like with the prophet and his wife Aishah. If the girl is at home they declare three times that she accepts the wedding. Nikah is not considered to be a sacred contract or ‘made in heaven’ but is a binding contract giving the husband and wife both equal rights and responsibilities. Due to the fact that ‘ love’ is not necessarily present at the time a bride can include into the contract certain conditions that would help her if she later wished to have a divorce she could also make it clear that she does not give permission to allow her husband to have a second wife. After the Nikah follows the Walimah this is the actual wedding party the bride may not dress up for the Nikah but she will certainly dress up for the Walimah. The walimah usually consists of the actual wedding feast it can take place within three days of the couple living together. Presents are usually given presents given are usually money. It is a tradition to have huge expensive parties in some societies but this is not religious or part of Islam, the prophet disapproves of lavish especially if it causes problems between the husband and wife.