Ethical considerations in the current business environement and the Essay

Ethical considerations in the current business environement and the impact it can have on human resource management - Essay Example The Impact of Ethical Considerations on Human Resource Management This section includes a discussion on the impact of new ethical considerations on human resource practices which include hiring employees, retaining employees, and responsibilities of current employees in regards with the use of new technology. Conclusion This section sums up the overall discussion and presents a short review of the importance of ethics in the success of a business. Introduction The importance of business ethics can never be denied because they are imperative for the success of individuals and businesses. According to Patil (2012), business ethics is a behavior that shapes individual behaviors, as well as consumers’ perception about a company. As Frederick (2002) states, â€Å"business ethics, like most areas of ethics, often tends to focus on principles of actions, on the action itself and its consequences† (p. 30). If employees of a company do not behave ethically regarding any particul ar business matter, various destructive effects occur as a result. Companies set practical business ethics codes that help them in making their business activities legal, as well as in maintaining their public image (Frenz, n.d.). Some examples of ethical considerations or ethical codes that companies promote at the workplace include truthfulness, respect towards others, equality, demonstration of corporate social responsibility, adherence to laws and social values. In this paper, we will discuss the impact of some ethical considerations on the human resource management activities of a company. For this purpose, an organization will be selected and its ethical considerations in the current business environment will be reviewed to know the effects of implemented ethical considerations on HR practices. Selected Organization The organization selected for review is University Hospitals Case Medical Center (UHCMC) located in Ohio. UHCMC is a private hospital which specializes in cancer a nd orthopedic treatments. The aim of the hospital’s management is to bring continuous improvement in patient care and other activities related to patients’ treatment processes. Let us discuss two major ethical considerations that the management of the hospital has implemented recently related to the use of hospital management information system. Ethical Considerations in the Current Business Environment The ethical considerations that the management of the hospital has added recently to the code of ethics include ensuring confidentiality of medical records and improving patient care using new technology. The hospital has started using Management Information System (MIS) to computerize all information. The MIS will help healthcare professionals in recording patients’ updates in the hospital’s database and retrieving it when required. The system will also generate accurate and relevant reports based on the information stored in the database. The information to be stored includes all details about a patient’s medical history, present medical condition, and ongoing treatment. As every employee of the hospital will be using the system for different information related purposes, so there exists a need to ensure improved confidentiality of patients’ private information stored in the system. Moreover, the management of the hospital has also made it necessary for the employees to make a fair use

How a Cellular Phone System Works Assignment Example | Topics and Well Written Essays - 250 words

How a Cellular Phone System Works - Assignment Example The cells can either take a hexagonal or circular shape. One cell can operate multiple radio towers. People can simultaneously use their cell phones due to the widespread frequency reuse within a city. The cells enable cellular phones to have incredible range as they can automatically switch as people move around. A cellular network’s range is not limited as compared to that of a walkie-talkie (1.1 miles) and a CB radio (4.9 miles). Frequencies also shift between cells when an individual is on a call while in motion. As a cellular phone moves away from its cell, change in signal strength is detected by the cell’s base station. The next base station being approached detects the increasing signal strength. The two base stations in the two cells coordinate, through a Mobile-Telephone Switching Office, and the user is ‘handed over’ to the next cell automatically. The shift makes it possible for someone to drive across a city while using a cell phone, and keep up a conversation for the entire period (Wisniewski, 36). A cell phone differs from both CB radios and walkie-talkies, which are both half-duplex devices. It is able to use multiple frequencies, hence a full-duplex device. An individual can use one frequency for listening and a second frequency for talking. The multi-tasking capability of a cellular phone is that, two people on a call can talk simultaneously. The towers in these cells transmit a two-way frequency maximizing the capabilities of cellular phones as full-duplex devices. Nonadjacent cells can use the same frequencies severally since base stations and cell phones employ low-power transmitters, which ensure that transmissions do not go very far from a cell and the cell phones around it. Low-power transmitters have a stake at the shape of cellular phones since they ensure that the power consumption of the phone is relatively low hence a small battery. Similar frequencies must

Parenting Styles and Anxiety Sensitivity Essay Example for Free

Parenting Styles and Anxiety Sensitivity Essay Statement of the problem At the end of this study the researches aim to answer these questions: 1. Is there a significant relationship between parenting styles and anxiety sensitivity? 2. Which among the three parenting style has the highest probability of producing anxious children? 3. Which among the demographic factors affect the parenting style of the mothers? Review of Related Literature It has long been proposed that parent-child relationships (particularly a child’s perceptions of these relationships) play an important role in child adjustment and psychological development (Safford et al. , 2007).Since 1966, researchers have conducted a great deal of research evaluating parent child interactions using the prototype of parental patterns developed by Baumrind (1966 1971), i.e., authoritative, authoritarian and permissive. Baumrind (1971) grouped parent’s behavior according to whether they were high or low on parental demandingness and responsiveness. Each of these parenting styles reflected different naturally occurring patterns of parental values, practices and behaviors (Baumrind, 1991). Authoritative parents strive to provide clear, firm direction, but discipline is moderated by warmth and reason (Buri, 1991). Permissive parents are non-controlling, and they use minimal punishment. Authoritarian parents are highly directive, and they value unquestioned obedience. Authoritarian parents are characteristically less warm, they discourage verbal give-and-take, and they use punitive methods to control their childrens behavior (Gfroerer, et al., 2011). It is important then to examine the type of parenting in which the child is exposed to at such a young age because it will have impact on their lives later on. During adolescence, various biological, cognitive, emotional, and social changes take place that affect the parent-child relationship (Lerner et al., 1996). Hence, it is essential to further in some factors that have influenced parenting styles in this particular period of life (Dà ¼zgà ¼n, 1995). Suppose parenting styles play a vital role in the development of anxiety disorders, it then becomes key in understanding how overprotective parenting aggravates the development of the anxiety symptoms (Erozkan, 2012). Given the importance of anxiety sensitivity for understanding emotional problems, it is important to also gain a better understanding of the nature of anxiety sensitivity (Taylor, 1995). Because family is one of the largest environmental factors impacting a child’s life, it is important to understand how a child’s family affects the development of anxiety symptoms in children. Furthermore, since it is a child’s parents who usually create the family environment, it is essential to understand which characteristics of parents or parenting contribute to the development of anxiety (Nanda et al., 2011). Chorpita and Barlow (1998) hypothesized that early life experiences involving excessive parental control can cause an individual to believe that events in one’s life are uncontrollable and unpredictable, which then contributes to the development of anxiety. That is, children who experience excessive parental control may believe that they have no internal control over their lives, since their parents are the ones who control everything; this, in turn, can lead to the development of anxiety. Further, parents with high levels of anxiety sensitivity may intervene more often, as they observe signs of anxiety in their children, judging these symptoms as harmful (Erozkan, 2011). In accordance to this, the aim of this research is to uncover the significant relationships between anxiety sensitivity and parenting styles. In the study conducted by Chambers et al. (2004), it is said that poor parenting style has been associated with anxiety and mood disorders among children. In this study, parenting styles were divided into two dimensions which are care and control. Under the dimension of care, parents are seen as warmth and understanding, while under the dimension of control, parents are seen as over-protective or intrusive. Patients with anxiety disorders were also tested in the study and Chambers et al. (2004) found out that those patients with anxiety disorders perceived poor parenting from both their mothers and fathers, while those who have no anxiety disorders report their parents as having optimal parenting. This suggests that optimal parenting may be considered as a factor in predictive recovery of the children. The study also concluded that paternal and maternal parenting styles have an effect on children. Poor parenting from mothers was associated with having a diagnosis in male participants, while poor parenting from fathers was associated with having a diagnosis in female participants. Parents who scored high in care and high in control were seen as having positive parenting style than parents who scored low in care and either high or low in control. Based on the results of the study, it is evident that parenting styles have an impact when it comes to children’s development of anxiety and or recovery from anxiety. Children who have parental care are more likely to perceive an optimal parenting and less likely to experience anxiety. Children who are already diagnosed with anxiety disorder are more likely to recover if their parents exhibit a positive parenting style. In a different study conducted by Lindhout et al. (2009), child temperament and child-rearing are said to be risk factors in child’s development of anxiety disorders. Parents of children having anxiety disorder exhibit a parenting style which is characterized by over-control and increased criticism. Also, children whose parents show less care or more control are said to be vulnerable to anxiety. The characteristic or temperament of the child may also give rise to the type of parenting style a parent uses and in return, may also strengthen the child’s characteristics. Parenting styles may depend on the characteristic or temperament of the child and at the same time, the characteristic or temperament of the child may also depend on the parenting style of their parents. This suggests that parenting serves as a moderator between temperament and anxiety (Lindhout et al., 2004). Also, children whose parents show less care or more control are said to be vulnerable to anxiety. Similar with the study of Chamber et al. (2004), Lindout et al’s. (2009) study also mentioned that parenting styles add an interesting component to the prevention of anxiety disorders among children. Temperament (shyness) appeared to be strongly related to anxiety levels in early childhood, but parenting style which is high in control showed more contribution to the anxiety that surface in middle childhood or preadolescence, even among children who were not initially anxious (Lindhout et al., 2004). According to the study of Oort et al. (2011), anxiety has several risk factors such as family or peer influences, and factors that are proximal to the individual. This study also considered temperamental characteristics as associated with anxiety. Family factors include parenting styles with high rejection and overprotection, parenting stress, and parental anxiety and depression. In the result of the study, Oort et al. (2011) found out that some of the important risk factors in preadolescence were low self-competence, rejecting and overprotecting parenting, and being a bully-victim. These risk indicators decrease toward age 16-17 years old. The risk factors that remain stable in high levels of anxiety were temperament, parental lifetime internalizing problems, and being a victim of bullying. Based on these result, it can be said that parenting styles contribute to the anxiety level of the children and may not be disregarded. It is important to consider this factor as contributing to anxiety of children so that anxiety may be prevented and parents will be educated on this matter (Lindhout, 2009). In the study conducted by Niditch and Varela (2012), two dimensions of parenting styles were studied which are acceptance/rejection and autonomy-granting/control. Parental control is said to limit the child’s exposure to developmentally appropriate autonomous experiences and self-guided problem solving (Niditch and Varela, 2012). It was also mentioned that controlling parents lead to anxiety by reducing the child’s experience of mastery of challenges in his or her environment. According to the â€Å"transactional and cyclical† nature of the relationship between parental control and child anxiety as mentioned by Niditch and Varela (2012), the parent takes action for the child in order to relieve the child’s distress, which often leads to the child feeling anxious in more situations. Parental rejection on the other hand, parents show criticism, arbitrary blame or punishment, and withholding warmth. Parental rejection teaches children that positive outcomes a re rare and are not the result of their actions, and this often leads to anxiety. It also said that parental rejection has less contribution when it comes to developing anxiety in children than parental control. It is important to consider the developmental stage in studying the effect of parental control on anxiety since parent’s controlling behaviors tend to change or increase through late childhood and decline towards adolescence (Niditch and Varela, 2012). It is also possible that changes in parenting styles affect anxious adolescents differently from non-anxious adolescents. This result manifests because anxious adolescents may perceive normative changes in control parenting style as increasing rejection. In adolescence, rejection is more associated with anxiety than control. Results of the study also revealed that maternal rejection was a predictor of anxiety. As explained by Niditch and Varela (2012), mothers are the nurturing caregivers and they pass on unique importance on maternal emotion socialization to their children, and that disruption to this role may result to reduced sense of emotional competence, which then leads to increased anxiety. Parents play an integral role in a child’s development because it is them who first interacted with the children. According to Ryan and Lynch (1889) â€Å"secure attachment to parents fosters a healthy self-confidence in adolescents as it does in other developmental stages.† Because of this, it is essential to know the possible effects of early parenting in the child’s cognitive, social, and emotional aspects. It is widely assumed that the nature and quality of the interactions between parents and adolescents can contribute to young people’s well-being (Bandura, 1997). Diana Baumrind in 1966 was able to present three primary parenting styles that can be used to categorize the parents’ behaviour towards the children. Later on in 1983, Macoby and Martin presented the fourth parenting style called the neglectful and Lamborns et al. (1991), were able to find supporting empirical results for this. As stated by Karavasilis, Doyle, and Markiewicz, (2003), authoritative parents are highly demanding, highly responsive and the same time grants autonomy. Authoritarian parents are characterized by high demandingness, low responsiveness and low levels of autonomy granting. Parents who are permissive show high levels of responsiveness and autonomy but low level of demandingness. A neglectful parent shows low levels of demandingness, responsiveness and autonomy granting. One important area that has been emphasized as contributing to the development of childhood anxiety is parenting (Chorpita and Barlow, 1998). The parent–child relationship appears to be one contributor to the development and/or maintenance of child social anxiety. A relationship between social anxiety and a parenting style marked by overprotection (or high control) and low warmth has been repeatedly demonstrated in various age groups and within both clinical and developmental areas of psychological study. (Bruch et al. 1989). This suggests that the parenting style practiced by the parents is influential in the development of social anxiety in children. Spokas and Heimberg (2008) said that â€Å"a family environment marked by affective involvement and behavioral control (which is likely related to parental overprotection) predicted one’s sense of control over anxiety symptoms, which then contributed to anxiety.† Traditional models of childhood anxiety sought to explain the development of anxiety in terms of single main effects and focused primarily on the broad parenting dimensions of acceptance versus rejection and psychological granting of autonomy versus psychological control (Rapee, 1997). As stated by Clark and Ladd (2000), parental rejection connotes low levels of parental warmth, approval, and responsiveness. This in turn can weaken the children’s emotions that make him or her sensitive to anxiety that may lead to having anxiety problems. Parental control involves excessive parental regulation of childrens activities and routines, encouragement of childrens dependence on parents, and instruction to children on how to think or feel (Barber, 1996). Theoretical models have hypothesized that when parents are highly controlling in contexts when it is developmentally appropriate for children to act independently (e.g., attending elementary school), children may experience decreased self-efficacy, and thus, increased anxiety (Wood, 2006). Adolescent years are often portrayed as the hardest stage as a teenager, because it is both tense for the parents and the teens. As said by Kopko (2007), teens undergo a number of developmental adjustments together with the changes on becoming an adult. These are related to the biological, cognitive, emotional and social changes as a teen. To be an effective parent, it requires having methodical understanding of these developmental changes. Kopko (2007) stated that the parent’s parenting style gives a healthy outcome for the developmental changes. There are different kinds of parenting styles and different impact that can help parents with their parent-teen relationship and the teens to find smooth ways in the adolescent developmental changes. According to Kopko (2007), Baumrind (1971, 1991) has four patterns of parenting style that was based on the two aspects of parenting behavior which is the parental warmth and control. Parental warmth is how a parent accepts and responses to the child and parental control is how a parent manages the behavior of the child. There are different ways of combining the two aspects of parenting behavior and if so there are four parenting styles that come into view. But in this study the researchers will only have three of the parenting styles of Baumrind; Authoritarian, Authoritative and Permissive. Kopko (2007) explained all the four patterns of parenting style, but the researcher will mainly focus on the other three parenting styles. Authoritative parenting style is a parent that shows warmth but secure towards the child. The parent reassures that the child can be able to do anything or be independent yet should also know ones limitations and control in their decision and actions. A child that has experienced an authoritative parenting style may likely to be socially capable, responsible and independent. Authoritarian parenting style is a parent that shows a little bit of warmth and more on the control towards the child. The parents are strict and controlling, they use a disciplinary style towards their child and they insist that their directions to the child will be followed. A child that has experienced an authoritarian parenting style may likely to be rebellious or dependent. A child that turns out to be rebellious has the tendency to show aggressive behaviors and a child t hat is more passive or submissive is dependent towards the parent. Permissive parenting style is a parent that shows warmth and no control toward the child. The parent is easygoing, understanding and passive and believes that by reciprocation to the wants of the child will show their love. A child that has experienced a permissive parenting style may likely to be self-centered and have no self-control. As stated by Biradar (2006), the youth is a period of time where the maturity in physical and psychological attributes change. The youth is likely to build his or her own identity and to acquire skills for socially responsible behavior. The youth’s change to adulthood can have a smooth process enabled by the presence and guide of securing, nurturing, and understanding parent. If there will be an emotional connection or bonding and communication between the parent and the child it is enough reason that the youth can be emotionally and socially capable, responsible and independent. Taylor (2007) discussed that anxiety sensitivity is the fear of arousal-related sensations, and saying that these sensations have harmful consequences. There are three basic dimensions of anxiety sensitivity; the first dimension is the fear of publicly observable anxiety reactions, the second dimension is the fear of thinking that it is unable to control one’s behavior, and the last dimension is the fear of somatic sensations. Anxiety sensitivity contributes to the intensity of one’s emotional reactions. According to Stein (1999), anxiety sensitivity is the fear of anxiety-related sensations. In the expectancy theory, an individual may become anxious whenever a symptom is experienced by an individual may tend to avoid certain activities, events, and places that will trigger anxiety. Stein (1999) also explained that if an individual has a high level of anxiety sensitivity, it is said to be that the individual is more likely to be a threat or danger if the individual experiences anxiety symptoms. Kashdan et. al. (2008) said that anxiety sensitivity can be a variable risk factor for anxiety problems and anxiety sensitivity is uniquely have a connection to escape and avoidance behavior of an individual.

Learning And Development As An Organisation Process Management Essay

Learning And Development As An Organisation Process Management Essay If the Challenge of the past has been to get organized, the challenge of the future is to find ways in which we can remain open to continous self-organizations: so that we can adapt and evolve as we go along (Gareth morgan, Imagination, p.17) Learning and development is an organisational process. Learning development is a multi-faceted study. LD activity first acquired a specific organizational meaning in the USA in the 1970s. Termed human resource development its purpose was regarded as primarily about short-term training ,encompassing skills acquistion and behavioural change . It was defined by one of its most influential commentators(Nadler 1970) as: a series of organized activites conducted within a specified time and designed to produce behavioural change. Hall(1984) defined it in more strategic perspective as Strategic human resource development is the identification of needed skills and active management of learning for the long-range future in relation to explicit corporate and business strategies According to CIPDs defnition LD purpose is as follows (CIPD 2001a): The organizational process of developing people involves the integration of learning and developing process,operations and realtionships.its most powerful outcomes for the business are to do with enhanced organizational effectiveness and sustainability .For the individual they are to do with enhanced personal competence,adaptability and employability. It is therefore a critical business process , whether in for profit or not-for-profit organizations. Rosemarys definition of LD purpose is shorter than the CIPDs and has a rather different emphasis: The primary puropse of learning and development as an organizational process is to aid collective progress through the collaborative and expert stimulation and facilitation of learning and knowledge that support business goals, develop individual potential, and respect and build on diversity Learning learning is a selfdirected, work based process leading to increased adaptive capacity in other words an environment where individuals learn to learn and possess the capabilities that enable them to build thier skills and help thier organisation retain competitive advantantage. Development Development implies a longer process of learning , acquiring skills or knowledge by different means such as training, coaching, formal and informal interventions, education or planned experience. It can be strutured by human resource development (HRD)professionals, or created as a personal plan. Learning and development (LD) as a field of management research and practice is concerned with how individuals acquire or create knowledge and skills which enable them to perform and grow in thier current or future occupational role. Historical background Terms for LD as an organisational process ; In the past three terms have been widely used to describe the LD field: training and development , employement development and human resource development.The term training development is still a popular one , however training is only way of achieving development . The term employee development is now touched by political correctness , it gives a view of master- servant relationship. It is no doubt that is falling out of use at time when many organisations are referring to their members as associates or partners rather than employees. The term human resource development retains its popularity amongst academics but it has never been as attractive practitioners. They tend to dislike it because reference to people as resource is felt to be demeaning. Putting people on a mission with money, materials and equipment creates an impression of development as an essentially unfeeling, even manipulative activity. However ,using the term learning and development is not the perfect solution. What is gained in scope is lost somewhat in generalisation. learning has so many meanings . a common view is to see it as a life long activity involving three processes (onions 1973): To develop : to unfold more fully , bring out all that is contained in To educate: to bring up from childhood , so as to form habits , manners and mental and physical aptitudes To train : to instruct and discipline in or for some particular art, profession, occupation or practice: to exercise , practice ,drill. Combining these terms a conditioning process and the gaining of competencies through planned instructional activity . another kind of defnition would draw more attention to learning driven by natural curiousity. So the terms we choose to describe things matters. They influence peoples perceptions and bestows identity. An organisation that uses the term human resource development in preference to employee development, or training or learning and development has reason for that choice. LD activity is first acquired a specific organisational meaning in 1970s. Termed human resource development its purpose was regarded as primarily about short term training , encompassing skills acquistion and behavioural change . it was defined by one of its most influential commentators (Nadler, 1970) as a series of organised activities conducted within a specified time and designed to produce behavioural change. By 1980s some commentators were moving towards a more strategic perspective. According to hall(1984) strategic human resource development is the identification of needed skills and active management of learning for the long range future in relation to explicit corporate and business strategies Now it is easy to find out the stated purpose of LD activity in HSBC? And how well or badly do the employees think LD is linked to other HR practices and to organisational goals. http://books.google.com/books?hl=enlr=id=vMFcnZiT63cCoi=fndpg=PR11dq=nadler+learning+and+developmentots=YZPzM5-Ndnsig=ZY-gDyZiM3LpuLB1IGbCNpp1OcI#v=onepageq=nadler%20learning%20and%20developmentf=false The importance of context Although many employers today increasingly call for thier LD activity to be more convincingly tied to business needs, there are still many organisations where there is not happening and also where LD professionals are to make a strategic contribution. Often this because they do not relate thier activity sufficiently to context. The term has two dimesions , external and internal. The external context consists of the business environment of the organisation and other factors that have a direct relevance for LD practice within the organisation. The internal , organisational context, expressed most obvisouly in workplace culture, is most powerfully shaped by Top managements vision and values , goals and leadership Management (espcecially front line management) style and actions HR strategies and practices. According to survey by CIPD 2004 on Training and development, it showed that greater attention is now being paid to workplace learning, and that on the job training and coaching/mentoring are the most popular processes here. Thier main use , however is to improve individual peformance , tackle underpeformance and improve productivity again, not an indicator that value is placed on longer term development. CIPD (2004a) revealed Minimal evaluation of either coaching or mentoring process against business objectives Very little training provided for the line managers who carry the main burden of coaching roles Uncertainity as to what activities coaching and mentoring involve. Thus research however should be continued to show a gap between strategy delivery across the whole HR area .To tackle this gap in thier field, LD professionals need to work with line managers to build and support learning cultures that will make LD plans come to life in the workplace. Front-line mangers in particular need helping in coping with thier LD responsibilites they are much pressurised by the organisations that regulary restructure in search for competitive advantage. Importance of planning Planning is a process of developing strategies to accomplish the goals. Planning in organizations provides a logical framework approach to the goal. It helps to improve the performance of the company. Planning, learning and development is becoming increasingly important in all organizations to become successful in the present competitive world. There are various planning models like strategic planning, Issue based planning, alignment planning, scenario planning, organic planning etc.., People have to continue learning to develop their skills along with the changing world. Learning theories like behaviorism, cognitive, constructivism, design-based and humanism theories will help in understanding the importance of the LD in the organization. The concept of identifying and analyzing the importance of training and learning is necessary at different levels. The various theories and models have a functional involvement for LD research and practice. However, all the models present only a partial imminent in actual workplace. Learning and development is concerned with how the individuals can gain the knowledge and skills which will assist them to execute the performance well in his future career. Planning is very important and has to be done properly to attain a goal of the organization. Development occurs as a result of the learning,coaching,mentoring,training,planning etc..The motivation of learning and development may differ in individuals depending on their goals.Through Learning people should change from what they were and should be able to produce a proper output. LD Management development planning term refers to the activities involved in enhancing leaders, managers and supervisors abilities to plan, organize, lead and control the organization and its members. Consequently, many view the term management development to include executive development (developing executives), supervisors). leadership development (developing leaders), managerial development (developing managers) and supervisorial development (developing Management development is an effort that enhances the learners ability to manage organizations. Managing includes activities of planning, organizing, leading and coordinating resources. A critical skill for anyone is the ability to manage their own learning The main purpose of learning and development as a process is to help collective improvement through the joint and expert stimulation and facilitation of learning and knowledge that support business goals,develop individual potential and build on diversity. Leaning and development provides a wide range of activities to improve the capacity of the individual. LD can be designed to deliver specific skills in a short time to meet an immediate need or can be designed to attain broader requirements over a longer period. Theories surrounding Learning There are various theories surrounding the learning and development which include Behaviourism theories, Cogtnitivism theories ,Humanism thories, Social and situational theories etc.There are different roles for all the theories in the individual development. Aspect Behaviourist Cognitivist Humanist Social situational PLANNING: Planning consists of some essential and significant aspects to be considered, which include goals, strategies, resources, objectives, tasks etc., Goals: Goals are the important aspects that should be accomplished in total by the organization. Goals are mission of an organization. Strategies and achievements: To achieve the goals in the organization strategies should be planned and followed. Strategies are the processes in the system. Objectives: Objectives are specific targets that must be accomplished to achieve the goal in total. To achieve the goals, objectives are the milestones, which should be implementing the strategies. Tasks: In organizations people are usually assigned with various tasks to implement the plans. If the scope of the plan is small then the responsibilities and activities are essentially the same. Resources: Resources in an organization include people, material, technologies, money etc.., which are required to implement the strategies to accomplish the goals. Costs of these resources are estimated in the form of budget. Planning models There is no one perfect planning model for each organization. All the own environment and model of organization ends with developing their developing their own planning process, planning often by selecting a model and modifying it as they go along in The models like strategic planning, Issue based planning, alignment planning, scenario planning, organic planning etc An organization might choose to integrate different planning models, e.g., work force planning model in an organisation is used in developing and retaining the staff. Using a scenario model to creatively identify strategic issues and goals, and then an issues-based model to carefully strategize to address the issues and reach the goals. Planning determines the future of the organization. The focus of strategic planning is mainly on the entire organization, while the focus of the business plan is usually on a service, product or program. The planning is developed depending on the nature of the leadership, size, capability of planners etc.., in the organization. Development of the planning greatly helps to clarify the organizations plans and make sure that key leaders are all in the same play. The process of planning is more important than the strategic plan document. 1. Basic strategic model Basic strategic model of planning is a very fundamental process is normally followed by organizations that are enormously small, busy, and have not done much planning before. Planning is usually conceded out by top-level administration. This basic strategic planning process includes: a. Identifying the function of the organization (mission statement) This describes the organization its basic purpose. The statement should explain what are the client needs are and what are the services expected by them. The toplevel management should develop and agree on the mission statement. The statements will change over the years. b. Selecting the goals the organization must achieve Goals are about what the organization need to accomplish to meet the purpose. c. Identify specific strategies that must be implemented to reach the goal By closely examining the environments of the organization or by conducting PEST and SWOT analysis specific strategies should be implemented to accomplish the goals d. Implement the action plans for each strategy These are the definite actions that each department must undertake to make sure that the implementation of each strategy is done properly. Objectives should be clear, to the extent that public can assess if the objectives have been met. The top management should ideally develop detailed committees that each has a work plan. e. Monitoring the plan Planners frequently reflect on the level to which the goals are being reached and whether the action plans are being implemented correctly. The most significant indicator of accomplishment of the organization is the positive feedback from the customers. Monitoring requires existing and appropriate data. When the plans are not being implemented according to targeted time, corrective actions must be implemented to reach the target. 1. Issue based Model Organizations that start with the basic planning evolve to using this wider ranging and more efficient type of planning. Issue-Based (or Goal-Based) Planning The organizations may not perform all the following activities every year. 1. External and internal measurement to identify SWOT and PESTEL. 1. Calculated analysis to classify and prioritize major issues and goals. 2. Design most important programs to address issues and goals. 3. Design and update idea, mission and principles. Some organizations may do follow this step first in planning. 4. Establish action plans for implementing the plans. 5. Document the analysis, issues, goals and action plans of the organization. 6. Develop the yearly Operating Plan record. 7. Develop and approve financial plan for year one. 8. Monitor, estimate and update Strategic Plan document 3. Alignment Model The main principle of this model is to make sure that there is a strong alignment between the organizations mission and its resources to efficiently function the organization. This model is useful for organizations that require altering strategies and finding out the problem during the function of a plan. An organization plans to choose this model if its facing a large amount of issues. 4. Workforce planning model Effective workforce plan is an important tool to identify appropriate.Effective workforce plan is an essential tool to identify suitable staffing levels and validate budget allocations so that organizations can accomplish their objectives.Workforce planning is a efficient process for identifying the human capital necessary to meet the organization goals and developing the strategies to meet their requirements. This step involves linking between the workforces planning process with the organization strategic plan. The main purposes of workforce planning are a.To ensure that an organization has the required workers to support their mission and strategic plan. the objectives of its strategic plan Those responsible for workforce planning should identify the organizations mission and b. Analyze workforce, Identify skill gaps and conduct workforce analysis Analysis of workforce data is the main element in the workforce planning process. Workforce analysis usually considers information such as occupations, skills and experience, retirement eligibility, diversity, turnover rates, and trend data. c. Develop and implement action plans Implementation brings your workforce plan to life. You may need a separate action plan to address the implementation of each strategy in the workforce plan. The workforce plan should be implemented in connection with the requirements of the organizations strategic plan. If the strategic plan changes due to unanticipated customer, leadership, or legislative changes, adjustments to workforce plan strategies may be necessary. d. Monitor, Evaluate, and Revise The evaluation and adjustments are very important in workforce planning and are keys to continuous improvement. Although a workforce plan should cover five years, it should be reviewed annually. If an Organization does not regularly review its workforce planning efforts, it runs the risk of failing to respond to unexpected changes. Key enabling features in managing learning and development Everyone has a responsibility in managing learning and development to achieve outcomes efficiently and effectively. Learning and development are critical processes for enhancing productivity and organizational performance. Research shows high-performing organizations in Australia and overseas share certain features in relation to learning and development as follows: à ¢Ã¢â€š ¬Ã‚ ¢ They align and integrate their learning and development initiatives with corporate and business planning by reviewing existing activities and initiating new learning programs to support corporate plans. à ¢Ã¢â€š ¬Ã‚ ¢ The corporate culture supports these initiatives and addresses cultural barriers to learning. They focus on the business application of training rather than the type of training, and they consider appropriate learning options de-emphasizing classroom training and allowing staff time to process what they have learned on the job consistent with adult learning principles. à ¢Ã¢â€š ¬Ã‚ ¢ They evaluate learning and development formally, systematically and rigorously. Most organizations carry out evaluation at the reaction level,but few attempts to assess changes in behaviour of criteria of organizational effectiveness(Ralphs and Stephan,1986;Saari et al..,1988;Training in Britain,1989). (Performance = Ability ÃÆ'- Motivation ÃÆ'-Opportunity). People development will have a lot of impact on the organization performance. Competitive success through people involves fundamentally altering the way we think about the workforce and the employment association. Success can be achieved by working with people, not by replacing them or limiting the scope of their activities. Firms that take this different perspective are often able to sucessfully outsmart and outperform the rivals.

James Joyces Dubliners - Analysis of Joyces Araby :: Joyce Dubliners Araby Essays

An Analysis of James Joyce's Araby James Joyce's "Araby" may seem at first glance to be only a story about a young boy's first love. However, there is an underlying theme of his effort to escape an inimical reality by transforming a neighbor girl into something larger than life, a spot of light in an otherwise dark and somber environment. Joyce's description of North Richmond Street evokes images of a vacuous, joyless, and stagnant environment. The house in which the young boy lives seems equally cold and gray. The narrator's description depicts a close and stifling environment: "Air, musty from having long been enclosed, hung in all the rooms, and the waste room behind the kitchen was littered with old and useless papers." (38) Another passage speaks of, "The high cold empty gloomy rooms" in the upper part of the house, and evokes a picture of a gloomy and repressed existence. The protagonist detaches himself from this ugly atmosphere leached of vitality with dreams of Mangan's sister. In contrast to his dark surroundings, he sees her as a something bright in his life, as evidenced by his description of "her figure defined by the light from the half-opened door". (38) Later, as he talks with her at the railings, the narrator relates: "The light from the lamp opposite our door caught the white curve of her neck, lit up her hair that rested there and, falling, lit up the hand upon the railing." (39) His preoccupation with first love is consuming and serves as an escape from the harsh, dirty truths of his existence. On a rainy evening, the object of his fascination spoke to the boy as he stood, hands clasped, and murmured, "Oh love! Oh love!" (39) Her address must seem almost miraculous to him. When she mentions how much she would love to go to Araby, his promise to bring her something from the bazaar seems to imply his feeling that this might somehow bring about a reciprocation of his love. His anticipation of the trip "cast an Eastern enchantment" over him as he looks forward to his trip to what his love describes as a "splendid bazaar" (39), which sets him up for the disappointment that lies ahead. The boy's final disappointment begins with his uncle's drunken preoccupation with his own agenda, which causes him to forget about the promised trip to the bazaar and come home late.

Gender Relations in A Doll’s House and How Did I Miss You? Essay

Gender Relations refers to the power relations between men and women. Under patriarchal society, men and women do not stand on an equal ground, men shows superiority and women have lower status than men. Under patriarchal values, men possess higher status and act a dominant role, women are obliged to live according to their gendered roles, to be submissive. This notion of gender relations is like a culture, it affects how men and women interact and perceive one another, it also propagates though interactions between men and women. The imbalanced power relations between men and women can be found in a lot of Western and Chinese writings. A Doll’s House is a play written by Henrik Ibsen. In A Doll’s House, Henirk Ibsen presents the female protagonist, Nora, as a conventional woman living in a patriarchal society. Nora had to follow the rules and customs. She always had to mask her unconventional traits in front of her husband. Through the interaction between Nora and Torvald, the imbalanced power relations between men and women is shown. Torvald had more rights than Nora, and he just treated Nora as a possession of him. For Nora, she had to mask herself to accommodate to the patriarchal society. Finally she transformed into a New Women, breakthrough the patriarchal values and leave the confinement to search for her self. Through A Doll’s House, Ibsen criticizes the patriarchal values that society accepts. For How Did I Miss You, Zhang Xinxin presents the imbalanced power relations between men and women through the nameless female protagonist and male protagonist. They both symbolize the many men and women who lived in China during the Cultural Revolution. In the story, the female protagonist tried hard to pursue equal status wit... ...ates to men. To become an real individual, a woman has to leave her gendered role and seek her own life. It would be a difficult time for women. Henrik Ibsen thus reminds society of the imbalanced power relations and society should solve the problem. For How Did I Miss You, Zhang Xinxin presents the imbalance of power between female and male sex in China. The female protagonist acts as a mirror of millions of female in China. She suffers due to her unconventional traits and through How Did I Miss You, Zhang Xinxin depicts the difficult process of a woman to pursue an equal status with men. Works Cited Henrik Ibsen. Four Major Plays. Trans. James McFarlane and Jens Arup. Oxford: Oxford UP, 1981. Tam, K.K., Yip, Terry S.H., and Dissanayake, Wmal, eds. A place of one's own : stories of self in China, Taiwan, Hong Kong, and Singapore. New York: Oxford UP, 1999.

Hippolytus: Seneca, Euripides, Ovid

Liz Soolkin Hippolytus: Seneca, Euripides, Ovid The story of Hippolytus, a man wronged and killed by his own stepmother is a myth retold by many different writers. For this paper, I have chosen to discuss the myth as retold by Ovid, Seneca, and Euripides. Each multiform has a few distinct differences that impacts the meaning of the myth as whole. While reading each myth, the reader receives a completely different sense from the story, a conclusion that is unique to each story.The difference in each retelling that changes the meaning of the story most significantly is the stepmother, Phaedra’s role and the emphasis each author places on her character in his form of the story. The variations in the portrayal of her character provide each story a different meaning; a large portion of the meaning comes from the reader’s ability or inability to relate to Phaedra; this ability depends on the author’s portrayal of her and her actions.Seneca’s version of the story of Hippolytus’s death is called Phaedra. Before even beginning to read the narrative, the reader understands that Phaedra is the main character in the story; the main conflict of the story is one between her and her stepson. She does everything in her power to get Hippolytus to sleep with her: she asks the nurse to convince him and even tries to do so herself after fainting in his arms. She does not seem to care about his strong morals or her own morals.Aphrodite’s curse on her has led her to be so determined to sleep with her stepson that she ignores her ideals and the ideals of Hippolytus. When she is rejected, she spreads the lies about Hippolytus having raped her and lives to see the consequences of those lies; though she is in control of the situation and could physically stop the story from ending tragically, she does nothing to prevent her stepson from being cursed by his father. She is alive when Hippolytus’ mangled corpse is brought to her and her husb and, Hippolytus’s father, Theseus.Only then does she realize her immense shame because she recognizes that her dishonest actions lead to Hippolytus’s undoing and that her need for revenge is what causes Hippolytus to suffer his horrendous fate. Her shame only comes after she causes her stepson’s death. In Euripides’ version, Phaedra kills herself before Hippolytus is cursed. She leaves a suicide note blaming Hippolytus with her death. She is unable to outlive Hippolytus and see the consequences of her vengeful actions.Unlike in Seneca’s version, in Euripides’s retelling Phaedra dies and has no ability to stop the spread of lies about Hippolytus. She can do nothing to take back her actions like she could have in Seneca’s version. The reader can accept Phaedra’s actions more in Euripides’s version because she dies, attempting to keep herself morally good and free from shame and guilt for her lust; she is portrayed more as essentially a good person who is cursed by Aphrodite and her attraction to her stepson. One can be more empathetic to her in this version because Aphrodite could cast the same curse on anyone.In her death, she blames Hippolytus of rape, relating her to Seneca’s version of her character as a harsh person, intent on revenge, someone to whom the reader cannot easily relate. Ovid’s retelling of the myth of Hippolytus is completely different from Seneca and Euripides’ narratives. First of all, Ovid’s account starts with Hippolytus’s narration of the story; the reader is first introduced to Hippolytus as someone returned from the dead so, even without reading the story, the reader already knows that Hippolytus suffers tragic death at the end of the story.Because he is telling his story to a bystander, Hippolytus does not go into great detail of his life; he recounts the story of his stepmother’s betrayal in a very short and succinct manner, concen trating more on the suffering he faced when his â€Å"limbs [were] entangled in the reins [of his chariot]† (Ovid’s Metamorphoses p. 539 line 608-609). The fact that Hippolytus talks of his own death in a conversational manner, attempting to console Egeria is important because it is one of Ovid’s techniques that he used to place the reader’s attention on Hippolytus.Whereas Seneca wrote about Phaedra and described the story with her as the main character, Ovid wrote about Hippolytus, from Hippolytus’s point of view. In this story, Aphrodite is not even mentioned as being the instigator of Phaedra’s lust. Phaedra is portrayed as a cold-blooded, merciless killer who did not feel shame for her murder of Hippolytus. The shame aspect, that was so important in defining the other author’s versions of the myth, is absent from Ovid’s version. Phaedra’s shame’s absence from the myth can be explained by the fact that Hippolyt us himself is narrating the story.Ovid gives the reader a perspective from the victim’s point-of-view, which does not view any guilt felt by Phaedra as relevant. Even if she feels guilt, she is still held responsible for her actions. Whereas in the other myths, the reader knows that Aphrodite is the final cause of Hippolytus’s death and Phaedra is not completely guilty, in Ovid’s myth, she is not mentioned since Hippolytus was not aware of her influence on Phaedra. The three versions’ portrayals of Phaedra are important when analyzing the different meanings of the multiform myth.The difference lies in the different conflicts that arise in each myth and the various sources of Phaedra’s shame, or the absence of it. In Euripides’ version of the story, the main struggle of the myth lies in Phaedra’s inner conflict; she struggles with her desires and is unable to express them and deal with them in a healthy way. She must use the help of he r nurse to help her and before the story is over, the shame of her immoral thoughts kills her. Unlike Euripides’ version, Seneca’s retelling of the myth shows her conflict to be one with Hippolytus.Phaedra’s every action is a struggle against Hippolytus’ strong morals and chastity. The story is one of a fight between the two characters, concluding with Hippolytus’ loss of life, an event that leads to Phaedra’s shame and eventually her death. Ovid tells the story as a conflict between Hippolytus and Phaedra from Hippolytus’ point-of-view. Hippolytus, in Ovid’s version is wronged by his stepmother, who is portrayed as evil and coldhearted. There is no mention of any shame she might feel for her stepson’s murder; the lack of shame depicts as heartless, an obvious antagonist to Hippolytus’.From these differences, one can interpret that a greater meaning lies in the three author’s definitions of shame. Whereas P haedra in Seneca’s version is shameful of her own immoral thoughts and urges, the other Phaedra, in Euripides’ version, only realizes her guilt when she sees Hippolytus’ dead body; she acts more child-like, not believing that such terrible consequences could come from her actions until she sees them. Ovid differs completely in his view of shame. He sees it as irrelevant to the victim’s suffering and pain.In his version, Hippolytus does not consider Phaedra as having felt any remorse for her actions, he sees her as a coldblooded killer who caused him immense grief. The way I began to analyze the myths of Hippolytus was to think about the major differences between the characters. Because the story is all about the characters rather than the setting or culture, I thought that the differences of each character among each multiform would give me a clear view of the meanings of each multiform. The character that seems to influence each story the most is Phaedra .I could have gone into greater detail about the differences amongst each Hippolytus, Theseus, and nurse but I realized that analyzing those differences would result in an essay of 20 pages and would not be as meaningful. Relying on the differences among each author’s version of Phaedra to give meaning to the differences was very fruitful. I managed to find that the differences in Phaedra’s character were based in her decisions throughout the story. In one story, she killed herself before Hippolytus was dead; in another version, she killed herself after Hippolytus died and in the third version, she was barely even mentioned.Each story showed her as more or less humane; in Euripides’s and Seneca’s versions of the story, Aphrodite was mentioned as the source of her attraction to Hippolytus. The godess’s participation in the crime took some of the blame off of Phaedra’s shoulders and made it easier for the reader to relate to Phaedra. In Ovidâ €™s version, Aphrodite was not mentioned and Hippolytus’s death was viewed as a direct result of Phaedra’s cruel passion. More differences between Seneca and Euripides’s versions could be found and meaning could be discovered from the timing of Phaedra’s death.I asked myself, â€Å"why caused her to die before or after Hippolytus and what is the meaning of the difference in her suicide? † I realized that in both cases, shame had caused her to kill herself but in each story, shame was a result of something different. In Euripides’s version, Phaedra kills herself because of her own immorality; she feels guilty about her sinful passions towards Hippolytus. In Seneca’s versions, she commits suicide from guilt of seeing Hippolytus’s mangled corpse and realizing that her actions had caused his death.