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2017 Top 40 Undergraduate Professors: Staci Thomas, Washington University in St. Louis (Olin) by: Andrea Carter on September 18, 2017 | 0 Comments Comments 1,077 Views September 18, 2017Staci A. ThomasLecturer, Management CommunicationWashington University in St. Louis, Olin Business SchoolStaci Thomas’ sole mission as professor is simple: to provide an engaging, challenging environment that offers students relevant, real-world communication experience. And with that mission at the heart of every class she teaches, she strives for each one to build confidence, self-awareness, resiliency, and above all, an understanding of how communication motivates others to take action. Part of how she does it so masterfully is through an inverted setting known as the â€Å"flipped classroom,† a technique she implemented as she led the overhaul of Olin’s Management Communication course. Using the â€Å"flipped† model, undergraduate students in Professor Thomasâ€⠄¢ business communication class view pre-recorded lectures outside of class then spend class time engaged in discussions and exercises to apply what they’ve learned. One student from the course took to LinkedIn Pulse to share his recent experience inside Thomas’ flipped classroom. â€Å"A great deal of business communication skills can only be cultivated with actual experimentation. This applied learning helped me gain a greater appreciation for how the bulk of communication is conveyed with facial expressions, body language, and the tone of your voice. I couldn’t have achieved the same level of knowledge through a problem set or a multiple choice quiz.†Colleagues also speak highly of Professor Thomas’ dedication inside the classroom. â€Å"She has done an incredible job ensuring that the electronic content is robust and that when in class students are applying the knowledge they have gained,† Olin’s senior associate dean of the under graduate program commented. Age: 47At current institution since: 2011Education: BA, Communication and Psychology, University of Missouri;  MA, Communication, University of Missouri,  MA TEFL – Webster UniversityList of courses currently teaching: Management CommunicationFun fact about yourself: My first career was as a Mandarin translator for the US Air Force.â€Å"I knew I wanted to be a business school professor when†¦Ã¢â‚¬  When I realized that I would LEARN as much I as would teach! The diversity and intellect of Olin’s students is staggering. Each day contains intelligent conversation with individuals who have vastly different perspectives and a wealth of knowledge to share. Learning is a fantastic fringe benefit. â€Å"If I weren’t a business school professor†¦Ã¢â‚¬  I would be dissatisfied with almost anything else. I have a long background in marketing and corporate communications; I would likely go back to that. Perhaps I’d cons ult, with a focus on helping veterans gain the communication skills they need to succeed in business. â€Å"One word that describes my first time teaching† ExhilaratingWhat do you enjoy most about teaching undergraduate business students? Helping them achieve their own goals. I love helping them find and maximize their strengths.What is the biggest challenge that comes with teaching undergraduate business students? Getting them outside their own worldview. We’re always told to â€Å"put yourself in someone else’s shoes† but that’s meaningless and impossible without deep self- and other-awareness. Undergraduates seldom have the age and experience needed to gain that awareness.   It’s difficult to convey the concept that my â€Å"right† could be your â€Å"wrong,† and, that we’re both correct. Communication is all about audience; success in this subject demands critical listening and an open mind. Both are hard to teach! What is the most impressive thing one of your undergraduate students has done? That’s really difficult, because I’ve had several students who started incredibly successful businesses or nonprofits during their off-hours. One of my classes was able to work on a client project for Coach. They pitched their concepts to the CEO, who ultimately implemented some of the students’ strategies. It’s a great feeling to see their work actually come to life for a major global brand.What is the least favorite thing one has done? My course uses live corporations and nonprofits to create experiential learning opportunities. The â€Å"clients† visit class several times throughout the semester to guide the students through the development of a communication strategy. During a first meeting, one of my students told an entrepreneur that his business was likely to fail because he’d â€Å"never buy the product.†   He obviously missed a critical class on other-awareness.What does a student need to do to get an A in your class? Show me some grit. Attend, engage, do the work, try. Grit and resourcefulness go a long way with me.â€Å"When it comes to grading, I think students would describe me as †¦Ã¢â‚¬  An advocate of â€Å"tough love.† If I issue a low grade, I’ll ask the student to rework it, as many times as needed, to earn that A. That shows me they’ve mastered the skill.â€Å"But I would describe myself as †¦Ã¢â‚¬  Blessed. Committed. Happy.What are your hobbies? I’m an extreme extrovert, and a whirlwind at work. So, my hobbies tend to help me decompress. I unplug. I run and read. My kids have big personalities, and days with them are the best comic relief imaginable.How did you spend your summer? Some travel to Asia, a Disney Cruise, plenty of time at the pool, and working.Favorite place to vacation: I’ve traveled much of the world, and I always come back to The American South. G racious people, good food, slow pace. Any other vacation is work.Favorite book: Nonfiction – Team of Rivals, by Doris Kearns Goodwin was a great autobiography, and exploration in understanding how to create cohesive, diverse teams and maximize the strengths of others. Fiction – I’m a post-apocalyptic junkie, so The Passage by Justin Cronin is one I could re-read a dozen times. I love the end of the world!Favorite movie and/or television show: Italian cinema never fails to break my heart. Television – Game of Thrones and the Walking Dead. Favorite type of music and/or favorite artist: I love songs that tell stories, but all music is wonderful with the right speakers! I like everything from Jesse Cook to Florida Georgia Line. Bucket list item #1: No bucket list items! If there’s something you want to do before you die, do it now because you could die tomorrow.What professional achievement are you most proud of? My students! Seriously, every time a st udent tells me that they achieved their professional goals and that I helped even a little – that’s my moment.What is your most memorable moment as a professor? I have some great inside jokes with my students. I’d tell you, but you wouldn’t get it.Professor you most admire and why: Todd Milbourn, who teaches finance here at Olin, is amazing. He has a way of interacting with people that’s so down to earth and pragmatic, I’d love to bottle and sell it. If I had half his intellect, I could rule the world. Apparently, he just doesn’t want to.What are you currently researching and what is the most significant discovery youve made from it? I can’t sit still long enough to research, and that’s not my role at Olin. However, I’m fascinated with how technology affects the evolution of language. The medium evolves the language in many ways. For example, we’re watching the development of an entire language in emoji. Hi eroglyphics are back in style, and this will undeniably affect communication in business – where almost 80% of communications fail due to missing context. Businesses are however, acutely aware of the cost of communication, so I’m curious to see the continued evolution.Twitter handle: There’s enough noise in the world without my having a Twitter handle. I find myself distressed by humanity when I’m on social media. We need to stop sacrificing interactions to gain convenience. Make someone’s day by actually picking up the phone and asking about their status, rather than clicking â€Å"like.†   And for the love of God, don’t measure your worth by number of likes or shares.â€Å"If I had my way, the business school of the future would have much more of this†¦Ã¢â‚¬  Student-centered, experiential androgogy. There’s a YouTube video to explain almost concept or skill a student cares to master. In response, we need to determin e how we can create customized real-world experiences centered on cutting-edge research that the students can’t gain anywhere else.â€Å"And much less of this†   Lecture. There’s a pretty clear difference between lecturing and teaching. We need to stop â€Å"dumping information† and placing the onus of responsibility on the students to absorb it. Today’s student grew up in sound-bites, vivid imagery and ever-changing pop-culture references. Long lectures and static images are no longer effective. We need to create new ways of teaching that work for the student, not just for the professor.Looking ahead 10 years from now, describe what â€Å"success† would like for you:  If, in 10 years, I could look back on 10 years’ worth of successful, satisfied former students, I’d call that a success. Page 1 of 11

The epic of gilgamesh by stephen mitchell Free Essay Example, 1250 words

Maybe Enkidu is purposely avoiding this discussion as to not excite Gilgamesh since he is already so fearless. Enkidu tries to convince that man is a weak and feeble creature through various exhibitions, like: â€Å"But how can any man dare to enter†¦Ã¢â‚¬  and â€Å"Hasn’t he put Humbaba there to terrify men? † (Mitchell, 93). This shows how Enkidu is uncertain of the strength and qualities of man and, like his gods, undermines and questions man’s abilities. Enkidu tries to explain how any man who faces the Humbaba will be overwhelmed by fear, which helps to highlight the fact that Enkidu considers mankind to be frail and coward (Mitchell, 93). Even though it is only mankind that Enkidu is skeptical about, he tries to convince Gilgamesh to forgo the quest in the following words: â€Å"Who among men or gods could defeat him? † (Mitchell, 93). This shows that Enkidu is extremely desperate about not going on the quest as he is sure of the overpowering qualities of the Humbaba. Enkidu seems to consider humans as inferior and helpless beings against the gods an d their will. We will write a custom essay sample on The epic of gilgamesh by stephen mitchell or any topic specifically for you Only $17.96 $11.86/pageorder now The way he tries to convince Gilgamesh to not go on the quest as the creature arranged by gods will overpower them and they will fail is a clear indication of the lack of faith he has in himself and his accomplice. There seems to contradictions in Enkidus description of the Humbaba when he says that the Humbaba has been put in the jungle to terrify men. He never at any point during the description of the beast mention that it will kill anyone but he very discretely emphasizes that it is so terrifying that its rivals are seized with fear when they confront it. Enkidu mentions that the Humbaba’s rivals will lose because fear will be their main hindrance. He is constantly ignoring how Gilgamesh is a gallant character and is not afraid of death or facing gods for what is right. Enkidu is ignoring the fact that it might be Gilgamesh’s bravery that might allow them to overpower and kill the Humbaba. Enkidu is constantly contradicting his statements. At one point in the conversation he says the beast is terrifying and no man stands a chance against him, but he doesn’t mention that Humbaba has killed anyone. Then Enkidu contradicts his statements when he says that Gilgamesh is no challenge to the creature. This means that Enkidu is saying that the beast will be able to overwhelm and kill Gilgamesh. It is clear that Enkidu has no solid stance to stop the brave and enthusiastic Gilgamesh from battling the creature. Enkidu does seem to prove his point as he again and again reminds that the Humbaba is the god, Enlil, so fighting him would mean clear opposition of the god.

Was Rock And Roll Responsible For Dismantling America s...

Ileana Velasquez Issue 3.2 Was Rock and Roll Responsible for Dismantling America’s Traditional Family, Sexual, and Racial Customs in the 1950s and 1960s? Rock and roll (often written as rock roll or rock n roll) is a genre of popular music that originated and evolved in the United States. The music we know as rock and roll emerged as a defined musical style in the mid 1950s, even though a form of it had been on the horizon for at least a decade or so. A quarter of the American population moved during World War II, and that is what brought southern, rural, sacred and secular traditions into contact with urban-based music and its audiences. Rock and roll drew on many different styles. It derived most directly from the rhythm and blues music of the 1940s, which it developed from earlier blues, boogie-woogie, jazz and swing music. It was also influenced by gospel, country, western, and traditional folk music. With the combinations of all of these genres of music, that help to create this new style of music excited a worldwide generation of young listeners. Even though it had the attention of young listeners it started to upset the alr eady established social, cultural and musical authorities. With this new music style coming into full affect along with new dances and people having voicing out their own opinion caused a lot of turmoil. Many people began to question this new genre of music and labeled it as the devil music while other loved it and couldn’t help but danceShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesTiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesEducation, Inc., publishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions

Great Expectations Charles Dickens Essay Example For Students

Great Expectations Charles Dickens Essay This tells us the city is in poverty. This is clever of Dickens as he doesnt actually tell us that London is in poverty but he still gets the point across. He also creates almost a refuge atmosphere by Dickens use of emotive language, as he does not say the only stock the shops had were lots of children he says heaps of children. He describes them as they were animals. Dickens also just describes the filth and squalor in London by saying The air was impregnated with filthy odours and he also writes, positively wallowing in filth, muddy and dirtier. Impregnated is a very strong adjective and fundamentally means saturated, so Dickens is actually saying that the air is saturated with filth, and this very effectively makes you almost feel sick. Dickens also says wallowing which means to roll in filth but Dickens then almost qualifies wallowing by saying positively wallowing. Dickens really brings the chase scene to life and makes it truly memorable but he accomplishes this in many ways. After Oliver starts running and the chase really begins Dickens builds up the tension and makes everything extremely busy by one long sentence. Stop thief! Stop thief! There is a magic in the sound. The tradesman leaves his counter, and the car-man his waggon; the butcher throws down his tray; the baker his basket; the milkman his pail; the errand-boy his parcels; the school-boy his marbles; the paviour his pickaxe; the child his battledore. Away they run. This sentence rally gets your heart pumping, and it doesnt give you a chance to breath, but you have to read on because its so exciting. After this sentence he carries on for the rest of the chase with this sentence structure; long sentences which dont give you a chance to breath. When Oliver is caught, Dickens makes the sentences short and snappy again which really adds to the affect. However when Oliver is brutally stopped stopped at last! A clever blow the tone and atmosphere changes. Now Oliver is down on the floor hurt we feel sympathy for Oliver as he is just a poor child even if he did steal something (although we know he didnt). However we feel even more sympathy for Oliver because not only has been wrongly accused but he was chased and betrayed by his only friends, the Artful Dodger and Master Bates. Something else that Dickens does in the chase is that he makes an extremely good use of description and adjectives. Dickens describes Oliver as One wretched breathless child, panting with exhaustion; terror in his looks; agony in his eyes; large drops of perspiration streaming down his face, strains every nerve to make head upon his pursuers. Dickens describes so many emotions in that one sentence and makes you feel so sympathetic for Oliver. He says that Oliver has terror in his looks. This is a very strong choice of word as it means intense fear but it really shows what is happening. All of this makes the chase even more memorable as Oliver has been chased, hit, betrayed, hurt and been left all alone but he didnt do anything. However this chase seen is another perfect melodramatic example as Dickens so cleverly exaggerates this scene. He describes it almost as if it were some kind of battle, as people would not literally chase after this tiny little boy like flocks of geese and begin to hit Oliver. This exaggeration of the chase builds up this enormous sentimentality for Oliver which readers would have loved in the 19th century. Oliver Twist is obviously one of the greatest novels written. Dickens manages to ensure that Olivers early adventures in London are truly memorable through a gripping fast moving storyline, the creation of the unique larger than life characters of Fagin, Artful Dodger and Mr Fang and the vivid critical descriptions of life in London. In addition using a melodramatic style Dickens was and is able to evoke emotions within his reader/audience. .u62f5e9373c89c85c18bec3ec4faab0ac , .u62f5e9373c89c85c18bec3ec4faab0ac .postImageUrl , .u62f5e9373c89c85c18bec3ec4faab0ac .centered-text-area { min-height: 80px; position: relative; } .u62f5e9373c89c85c18bec3ec4faab0ac , .u62f5e9373c89c85c18bec3ec4faab0ac:hover , .u62f5e9373c89c85c18bec3ec4faab0ac:visited , .u62f5e9373c89c85c18bec3ec4faab0ac:active { border:0!important; } .u62f5e9373c89c85c18bec3ec4faab0ac .clearfix:after { content: ""; display: table; clear: both; } .u62f5e9373c89c85c18bec3ec4faab0ac { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u62f5e9373c89c85c18bec3ec4faab0ac:active , .u62f5e9373c89c85c18bec3ec4faab0ac:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u62f5e9373c89c85c18bec3ec4faab0ac .centered-text-area { width: 100%; position: relative ; } .u62f5e9373c89c85c18bec3ec4faab0ac .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u62f5e9373c89c85c18bec3ec4faab0ac .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u62f5e9373c89c85c18bec3ec4faab0ac .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u62f5e9373c89c85c18bec3ec4faab0ac:hover .ctaButton { background-color: #34495E!important; } .u62f5e9373c89c85c18bec3ec4faab0ac .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u62f5e9373c89c85c18bec3ec4faab0ac .u62f5e9373c89c85c18bec3ec4faab0ac-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u62f5e9373c89c85c18bec3ec4faab0ac:after { content: ""; display: block; clear: both; } READ: World Class Soccer EssayAt the time that Dickens wrote Oliver Twist part of the impact of Olivers adventures in London would have been the social relevance of the poverty and crime in London. Today it could be argued that it serves as a reminder of what life used to be like in London in Victorian times and that from a charitable and compassionate viewpoint society has moved on.

Convergent boundary Essay Example

Convergent boundary Paper Describe the major topographic relief elements on the solid surface of the earth and briefly explain their deposition in relation to the plate tectonics concept. Have you ever wondered where mountains come from, why there is a sea floor, island arcs or even volcano and what plate tectonic have to do with this? Well worry no more as all your question on the earths surfaced topographic relief elements and plate tectonics are about to be answered. The first question that might come to mind is what is a relief? A relief is a land form that is naturally developed or created on the earths surface, and the study of hose land forms is called topography as such the term topographic relief is just land forms that are studied. These landforms are able to be studied through theories that were originated by pioneers such as Alfred Wagoner, Harry Hess, J. Outs Wilson and many others, theses men all contributed to plate tectonics; which is the study of the plates that makeup the lithosphere, their movements and how these movements has influenced changes in the surfaces topography (Stealer, 2011 , 389). We will write a custom essay sample on Convergent boundary specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Convergent boundary specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Convergent boundary specifically for you FOR ONLY $16.38 $13.9/page Hire Writer These plates either sink in to the mantle creating subsection zones which occurs at convergent plate margins r move away from each other causing magma to rise and spread this occurs at divergent plate margins. These plate margins create various relief elements such as volcanoes, Fold Mountains, sea floors and many others. How they do this is not a mystery as at convergent plate margins its the rising of magma that creates volcanoes. Convergent plate margin consist or two plates oceanic and continental The topographic elements that are formed here are due to three occurrence, oceanic-oceanic plates colliding, continental oceanic plates and continental-continental plates colliding (Mueller, 2005, 140). When a continental and an oceanic plate meet a major topographic feature that will form is a volcano, this is an upward mountain that usually have an opening (vent) through which magma or gas flows. And yes plate tectonics concept explains this. The concept of plate tectonics is that the divided crust which is called plates move and due to the movement of a continental- oceanic plate subsection zones are created. The oceanic plate is denser than the continental plate as such it will sink (see figure 1) in to the stratosphere pressure will rise as well as gases and the mantle will melt it then forces its ay to the surface leaving a permanent mark or formation of a volcano. As rocks and magma are being forced up and this forms the mountainous landforms which is a topographic relief. Examples of this are Mount Fuji in Japan and Mount Peel in Martinique. Where two of the same plates meet in this case oceanic-oceanic the denser of the two will sink and is stead Of a single volcano form a curved volcano mountain island chained is formed above the sub-ducted plate and example of this can be seen through the Lesser Antilles of the Caribbean and Aleutian Peninsula of Alaska these are topographic element that are too created by the concept of plate tectonics. The last but not the least is the collision of a continental-continental plates, none of these plates sing as such constant movement causes them to collide or slide over each other in anyway the same land form is formed. It is here that the highest mountains in the world grow as at this collision solid rock is crumpled and faulted. Huge slivers of rock, many kilometers wide are thrust on top of one another like a fold, forming a towering mountain range. The pressure here is so great that an enormous piece of Asia is being wedged sideways; slipping out of the way like a watermelon seed squeezed between your fingers an excellent example of this is Himalayan Mountain Range in Asia. These topographic elements arent the only ones in existence as divergent plate margins also contributes to major topographic relief. Divergent plate boundaries are where two plates are moving apart from one another (Ritter, 2012)usually oceanic-oceanic . The topographic features that develop at this boundary are due to extension of the plate boundaries which causes rifting in continental and oceanic crusts Stealer, 201 1, 419). This extension is caused by rising convectional currents from the stratosphere, as they rise and approach the surface, convection currents diverge at the base of the lithosphere. The diverging currents exert a weak tension or pull on the solid plate above it. Tension and high heat flow weakens the floating, solid plate, causing it to break apart (see figure 2). The two sides of the now split plate then move away from each other, forming a divergent plate boundary. The space between these diverging plates is filled with molten rocks (magma) from below. Contact with seawater cools the gamma, which quickly solidifies, forming new oceanic lithosphere. The continuity of this process builds a chain of submarine volcanoes and rift valleys called a mid ocean ridge or an oceanic spreading ridge. Examples of this can be seen where the Eurasian plate and the North American plate are moving away from each other to form the mid Atlantic ridge located in the Atlantic Ocean near Iceland. In concluding topographic features on the earth surface are formed through the concept of plate tectonics which is the study Of the plates that makeup the lithosphere, their movements and how these movements has influenced hanged in the surfaces topography (Stealer, 2011 , 389). The movements of these plates form convergent plate boundary and divergent plate boundary and at each of these boundaries a different topographic relief id formed. At divergent the separation of oceanic plates forms oceanic ridges and at the convergent volcanoes, Fold Mountains, mountains and island arcs are formed. Features observed at these margins share some similarities but, also vary quite largely. These differences are caused by the different movements displayed at each boundary and the types of plates involved; oceanic or continental.

fossils essays

fossils essays Fossils are amazing how they are formed. The process is fossilization. I was surprised to discover that a series of mistakes must happen in order for a fossil to be created. First some living creatures must die and must some how escape the scavengers that have a roll in the food chain. The once living has to then become entombed in mud and sand. The shroud must lie undisturbed for years so that mineralization can take place in which the tissue or cast gets filled in with sediment. Then this body turns to stone. The scientists that study these relics are called paleontologist. Dates in paleontology are usually revised backward in time, since a new find may revise an event earlier then what was discovered previously. Examining articles for the first multi-cellular organisms, First vertebrates or the pollination of insects to flowering plants. The strata of rock in which they are found date the fossils. Measuring the extent of radioactive decay in certain isotopes they contain dates the rocks. The element carbon can exist in three different forms, Carbon 12 six protons and six neutrons, Carbon 13 six protons and seven neutrons. 12C and 13C are not radioactive. The rare 14C is radioactive, its atom decay by the loss of an electron to nitrogen 14. Theirs a half-life 14C is approximately 5,730 years, this is how long it takes for half the atoms in and quantity to decay. The earth gains 14C from cosmic radiation and losses it as a result of radioactive decay. Volcanic ash can be used for dating. Ash known as mazama, with an age of 6,720 radiocarbon years, and Glacier Peak B ash located in glacier peak Washington with an age of 11,250 radio carbon years. Another method of dating is called molecular clock examine for genes which are descended from a common ancestral gene. Although very new this ...

Companies with low on diversity Research Paper Example | Topics and Well Written Essays - 1000 words

Companies with low on diversity - Research Paper Example There is a realization that diversity can be a source of immense creativity and innovation. In the new light, American companies are doing their best to embrace and harness the value of diversity in all their aspects. This paper will explore ways in which these companies are embracing diversity. It will also highlight companies that are leading in embracing diversity as well those lagging behind. An understanding of the American diversity is crucial (Johnson 9). The workforce comprises Whites, African American, Hispanics, Latinos, Indians, Asians, and Africans. The Whites form the majority while the others are the minority groups. From a different angle, the minority group also includes women, and all disabled people. The American people are adherents of different religions (Wuthnow 130). The society has varying cultures and belief systems. The people grow up in different backgrounds and neighborhoods. The American society is greatly diverse. In addition, each individual has a unique personality and abilities. For companies, embracing diversity means more. Most of the companies are operating on a global front. Their markets are from different races and backgrounds. A good example is McDonalds that operates in many regions of the world (Harris 6). They realize the need to satisfy their clients. One of the strategies of survival has been to recruit a heterogeneous workforce. Such a workforce is a representation of the society. This workforce produces ideas that can address the needs of the market (Harris 58). In this sense, diversity results in innovation. Most of the companies who understand the need for diversity have a diversity officer in place. This officer ensures that the company maintains diversity and inclusion at all levels. Companies are working hard to ensure that there is inclusion in all offices and departments. Most of the companies are proving gender sensitive. A remarkable percentage of women sits in boards in many companies and indulges actively in decision-making and formulating practices at the workplace. Appreciating diversity in the American society has not been an easy venture. There are numerous challenges and the companies need to have a great deal of commitment. Such commitment drives the companies to lay down strategies that can help the company improve in appreciating diversity. Many of the companies have made remarkable progress in embracing diversity.

The difference between Realism and Neorealism Essay

The difference between Realism and Neorealism - Essay Example The neorealism ideology is an advanced link to the classic realism and this has been duly highlighted within the length of this paper. This will give an idea on how realism and neorealism are understood within a global context and how their differences have facilitated the political settings in this day and age. It will tackle the debate regarding how realism has shaped up the neorealism nuances and how neorealism differs from classic realism from the outset of such analyses. Introduction Realists are frequently faced with the consequence of being intellectually smart with Thucydides’ classic saga of the Peloponnesian War which occurred in the fifth century BC. It would date back to about 2500 years when the study of world politics started to take place as an institutionalized field of academics as well as for the initial classical realists to come about within this newly inaugurated discipline. It is important to focus on the classical form of realism as compared to neorealis m which is a necessary element of the mainstream literature available today. Even though realism is different from neorealism, it would be significant to understand which of the two is an advanced form of the other one? (Waltz, 1979). Since realism is involved with the world as it essentially is as compared to how it should be, neorealism is more commonly associated with international politics as a whole. The two forms in effect suggest the distinction towards human nature (classic realism) and emphasis on international politics (neorealism). This paper highlights the two forms have their marked differences and weighs the pros and cons that come along with the same (Keohane, 1986). When this has been done, the study will find out which one is an advanced form of the other, and how the two can co-exist alongside one another to achieve a solid basis for the people who believe in such ideologies and have a comprehension regarding these from time to time. In the following paragraphs, bo th realism and neorealism will be explained in detail and then their differences will be highlighted upon (Wendt, 1999). Focus on Realism In order to understand what realism is, it is necessary to know what it stands for. Realism is related to some form of reality in every form of context that one studies it. When one sees realism from the domains of philosophy, it is a documentation of philosophical realism which suggests for the perspective of reality existing in freedom of some observers. Similarly, realism in arts and scientific realism is a couple of other distinctive realism’s basis which takes place in separate disciplines. It is indeed a philosophy of mind which is deeply rooted within the common sense philosophy related with perception and at times is remarked as naive realism (Mutch, 2009). This naive realism has been a manifestation of direct realism which when differentiated from representative realism gives out a perspective that human beings cannot perceive and analyze the external world in a direct fashion. Realism at times is pessimistic and concentrates upon the repeating patterns of politics backed up by power as demonstrated by recurring conflicts and rifts, the tussles and rivalries. Since this seems like a world full of negativity and immense gloom, realism is a concept that is linked in close resemblance with the balance of power as well as the security question which essentially gain essence as the chief analytical tools within the aegis of realism (Crawford, 2002). Realists give enough importance on the premise of the state within the discussions that emanate from the domains of international politics. Also they believe that the national interest gains more impressions. This is their regional ego

Memorable and striking characters Essay Example for Free

Memorable and striking characters Essay Another way in which Charles Dickens creates memorable and striking characters is by the way he describes how the characters look, as in my opinion a description of what they look like helps me to remember the characters. We first hear Abel Magwitch rather than see him. When we do hear him we learn that he has a terrible voice. On our first impressions we could think he is a ghost as Dickens says, As a man started up from among the graves. Then a full description of Magwitch begins and Dickens throws lots of descriptive words at us in a rhythmic manner. Magwitch is first described as A fearful man All in coarse grey With a great iron on his leg. This is very monosyllabic, suggesting a very basic man. This also immediately gives us the impression that he is an escaped convict, which later in the story we find out he is. In Victorian times an escaped convict would have filled the reader with utter fear. Dickens also says that Magwitch isnt wearing any hat, which would be regarded as disrespectful, and that he is not a gentleman, as he isnt wearing a hat. Dickens also uses a lot of verbs in the description regarding the way Magwitch looks, such as: soaked smothered lamed cut stung and torn which suggests that the environment is hostile towards him and that it has disabled him in some way. There is also a strong sense of rhythm throughout the description, for example soaked in water, and smothered in mud, and lamed by stones, and cut by flints, and stung by nettles and torn by briars. The Cut by flints is almost onomatopoeic in that it gives a choppy monosyllabic effect to capture the act. Dickens finishes off his description of Abel Magwitch by writing verbs like: shivered, limped, glared and growled. The glared and growled gives us alliteration and proves just how animal like he is, as Magwitch is conveyed as beast like in a wilderness, who is hunted by society. When Pip first sees Miss Havisham he describes her as The strangest lady he had ever seen. There is then a full description of Miss Havisham that proves just how strange and emotionally scared she is. Dickens says that she is dressed in rich materials- satins, and lace, and silks, we can tell from this that is an extremely upper class woman. We start to realise she is strange when Dickens says everything she wore was white. When he says white, we associate it with a wedding and we learn that she was abandoned at the altar later in the book. She has been at Manor/ Satis house for a long time, we can tell this when Dickens says, The dress she wore had lost its lustre, and was faded and yellow, and also when he says The bride within the bridal dress had withered like the dress. We can tell there is no hope left in her and that she is miserable when Charles Dickens says she has Sunken eyes. Now Pip sees her as Ghostly waxwork. Miss Havisham is regarded as waxwork, as skin and bones but also as a skeleton. She is like the living dead, if you excuse the oxymoron. The way the characters behave is another way in which Charles Dickens creates his memorable and striking characters. Magwitch behaves in a totally bizarre way with Pip, for example: he turns Pip upside down, which is a symbolic action for when he turns Pip upside down, its like he has turned Pips life upside down, which he eventually does. Magwitch also behaves differently as when he finds some bread in Pips pocket he eats the bread ravenously, which makes us realise just how hungry and animal like Magwitch is. Magwitch behaves very roughly with Pip as we can see from the descriptions Took me by both arms, and tilted me back as far as he could hold me. This is the action of a man who is desperate and needs Pips help. Miss Havisham also behaves not just strangely but the way she behaves is grotesque, as she tells Pip I have sick fancies, and I have sick fancies that I want to see some play. I mean who says that to a young boy, its just disgusting. She also orders Pip almost as soon as he gets through the door, I think that this is because she thinks that just because she is a wealthy she has the right to order Pip about because he is a working class boy. Another way in which she behaves strangely is that she talks out loud but doesnt seem to care if Pip can hear or understand what she is saying. The last way in which Dickens creates both memorable and striking characters is by the way he makes them speak. Speech is a very important vehicle in characterisation as it determine a lot about the characters, for example: where they are from and their social class. When both Magwitch and Miss Havisham speak, they both use imperatives but we realise that Magwitch needs to issue imperatives out of necessity whereas Miss Havisham wants to issue imperatives because she feels she can because she is an upper class woman and Pip is a working class boy. We realise that there is a lot of communication between Magwitch and Pip, but when Pip is with Miss Havisham he is the audience. We also realise that Magwitch uses you all the time whereas Miss Havisham uses I all the time, as she is full of self-absorption. When we first hear Abel Magwitch speak, he speaks with such force and aggression that we think he is a dangerous man. When Magwitch speaks he uses lots of imperatives, such as Keep still or Ill cut your throat! and Hold your noise! these two sentences are also part of a number of sentences that are monosyllabic. Dickens also uses lots of dialectal grammar for example, Tell us your name. When Magwitch says Pint out the place! this suggests that he may be from a particular region as pint is a dialectal word. When Magwitch says What fat cheeks you ha got it is quite comical in a way as Magwitch is so hungry he is wanting to eat Pips cheeks. When Magwitch turns away as he thinks that Pips mother is nearby we can tell that he lives a life of constantly been afraid. After Pip says that both his parents are dead Magwitch says Ha! but this Ha! is not an evil ha, it is a desperate man trying to sound sarcastic muttering, which proves just how desperate he is. When he learns that Pip is an orphan we see a side of him, a warm kind side when he asks all these questions, and Magwitch realises that he can depend on Pip. When he orders Pip by saying, You get me a file, and you get me wittles, and you bring em both to me we notice the repetition of the word you that suggests that Magwitch is desperate and in a panic, and that Pip (this young boy) is the only person who can help him. When Magwitch describes the man who is in hiding with him, he creates the most horrific and violent imagery, which indeed scares Pip. When Pip says Goo- good night sir Magwitch replies with Much of that, I wish I was a frog, or an eel which proves just how much he hates himself, and that he wants to be someone/ something else, and with that he goes limping into the distance. When we first hear Miss Havisham she comes across as a little, sad, vulnerable, weak, feeble old lady when she says Who is it? however, even though she says this, it arouses our suspicions because she was the person who invited him, so therefore, is expecting him. When Miss Havisham is speaking there is a lot of commands that are styled as imperatives. Miss Havisham starts to open out when she says You are not afraid of a woman who has never seen the son since you were born? When she says this, it is effective sibilance; it is also taunting and full of utter spite. What do I touch broken this sentence is Miss Havishams monologue, it is also full of spite, this sentence is also a very odd thing to say to a young boy such as Pip. When Miss Havisham says, I am tired, I want diversion, and I have done with men and women, play! we see that it is all about her, it is full of self-absorption, as she is always saying I the readers also realise that something is not quite right when she says this sentence. She then becomes extremely insulting towards Pip when she says Are you Sullen and Obstinate which proves that Miss Havisham is extremely well educated owing to the long sentences and the complex vocabulary she employs. She also talks in riddles when she says So new to him, so old to me, so strange to him, so familiar to me which is not only comparing herself to Pip, but when she says this sentence, its like she doesnt care if Pip hears and understands her or not. Miss Havisham doesnt think that Pip can do anything for himself and she proves this by saying You can do that. Call Estella. At the door, which is ordering Pip to call Estella in a strange house. I think this is one reason why Pip feels very uncomfortable in Manor house, as it is totally outside his experience- a working class boy in the presence of middle/ high-class society. When Miss Havisham says to Estella Well you can break his heart we see what her plan is and Miss Havisham is also been very horrible. When she asks Pip, what does he think of Estella? She is being a bit cheeky, quite controlling and very mean, but it is the only sentence she says to him politely. When he does say (in her ear) Miss Havisham keeps prompting him, which in my opinion is very taunting, but overall that is what Miss Havisham is. So to conclude there are three main ways, in which Charles Dickens creates his memorable and striking characters. Firstly by the way he describes the setting, secondly by the way Dickens delineates the characters, for example: the way the characters look and behave and thirdly by the way the characters speak. We have learnt that Abel Magwitch is a kind, desperate man who needed Pips help, and that Miss Havisham is a strange, grotesque, mean old lady who just likes to boss people around, having said this, in my opinion the reader feels a small amount of sympathy for her. We wouldnt expect that Magwitch and Miss Havisham are totally reversed on our first impressions, but the whole theme is about our expectations. Dickens has created a number of successful characters, and because of their capturing description we can hear and see the characters, and because we know them and Dickens has brought them alive, we remember them for the rest of our lives.

Finding the Truth in the Situation Essay examples -- Literary Analysis

William Shakespeare has yet again created a world of good and evil. In his work Othello, the ideals and principles of this world are just like any other with a twist brought upon by two characters, Othello and Iago. These two characters along with many others employ the central idea of what good and evil entails. However, neither Othello nor Iago possess just one of these traits. Othello is not just the pure perfect guy he is perceived to be and Iago is not just the evil vindictive character he is believed to be but rather both of these men are far more interesting than that. They both have the necessary qualities that get them through life and potentially threaten their lives. Through their actions and interactions with the other characters that they really are is shown. Othello seems to have a really rough time finding the truth in people. The reasoning behind this is simply the way he acts around people. Although Othello is a cultural and racial outsider in Venice, his skill as a soldier and leader is nevertheless valuable and necessary. He is after all a man in high power and is respected for that simple fact. Essentially, the first impact that is made upon the reader of Othello is not one of high quality. He was called many names of which had to do mostly with his racial background some of these names include â€Å"the Moor† (I.i.57), â€Å"an old black ram† (I.i.88), and â€Å"a Barbary horse† (I.i.113). The two characters that begin the cruel introduction of Othello are two trusted comrades, one being Iago. Right from the start, Iago already begins the demise of Othello. Now since Othello made this decision to trust and simply see the good in everyone rather than the truth in everyone his life got turned upside down and st arted to take ... ...re. He is like a chameleon, loves the attention he receives when entering a room, yet he can blend in with the crowd when need be. No one could ever see the real Iago because he never let anyone, even his wife Emilia, know the real him. Both Othello and Iago have many different qualities but the ones that are the same are what proves the point of them not just simply being two sides of one coin. Othello had many weaknesses and Iago plays off every single one of them, the â€Å"hellish villain†(V, ii, 354) that Iago is killed every living ounce that was left in Othello, and once the truth came to the surface, Othello only wished he could awaken and â€Å"arise, black vengeance, from the hollow hell† (III, iii, 507). The fact that Iago had â€Å"ensnared [Othello’s] soul and body† (V, ii, 354) made Othello believe that â€Å"honesty’s a fool† (III, iii, 436) and his life was over.

Motivation Theory Essay

1. What motivates behavior? According to humanist psychologist Abraham Maslow, our actions are motivated in order to achieve certain needs. This hierarchy suggests that people are motivated to fulfill basic needs before moving on to other, more advanced needs. This hierarchy is most often displayed as a pyramid. The lowest levels of the pyramid are made up of the most basic needs, while the more complex needs are located at the top of the pyramid. Needs at the bottom of the pyramid are basic physical requirements including the need for food, water, sleep, and warmth. Once these lower-level needs have been met, people can move on to the next level of needs, which are for safety and security. As people progress up the pyramid, needs become increasingly psychological and social. Soon, the need for love, friendship, and intimacy become important. Further up the pyramid, the need for personal esteem and feelings of accomplishment take priority. 2. Clayton P. Alderfer’s ERG theory from 1969 condenses Maslow’s five human needs into three categories: Existence, Relatedness and Growth. Existence Needs Include all material and physiological desires (e.g., food, water, air, clothing, safety, physical love and affection). Maslow’s first two levels. Relatedness Needs Encompass social and external esteem; relationships with significant others like family, friends, co-workers and employers . This also means to be recognized and feel secure as part of a group or family. Maslow’s third and fourth levels. Growth Needs Internal esteem and self actualization; these impel a person to make creative or productive effects on himself and the environment (e.g., to progress toward one’s ideal self). Maslow’s fourth and fifth levels. This includes desires to be creative and productive, and to complete meaningful tasks. Even though the priority of these needs differ from person to person, Alberger’s ERG theory prioritises in terms of the categories’ concreteness. Existence needs are the most concrete, and easiest to verify. Relatedness needs are less concrete than existence needs, which depend on a relationship between two or more people. Finally, growth needs are the least concrete in that their specific objectives depend on the uniqueness of each person. Contrarily to the idea by Maslow that access to the higher levels of his pyramid required satisfaction in the lower level needs, the ERG areas of Alderfer are simultaneous needs. ERG Theory recognizes that the importance of the three categories may vary for each individual. Managers must recognize that an employee has multiple needs, which must be satisfied simultaneously. According to the ERG theory, if you focus exclusively on one need at a time, this will not effectively motivate. 3. The expectancy theory says that individuals have different sets of goals and can be motivated if they have certain expectations. This theory is about choice, it explains the processes that an individual undergoes to make choices. In organizational behavior study, expectancy theory is a motivation theory first proposed by Victor Vroom of the Yale School of Management in 1964. Motivation, according to Vroom. boils down to the decision of how much effort to apply in a specific task situation. This choice is based on a two-stage sequence of expectations (effort —> performance and performance —> outcome). First, motivation is affected by an individual’s expectation that a certain level of effort will produce the intended performance goal. For example, if you do not believe increasing the amount of time you spend studying will significantly raise your grade on an exam, you probably wilt not study any harder than usual. Motivation also is influenced by the employeeâ €™s perceived chances of getting various outcomes as a result of accomplishing his or her performance goal. Finally, individuals are motivated to the extent that they value the outcomes received. EXPECTANCY THEORY BELIEFS 1. Valence. Refers to the emotional orientations which people hold with respect to outcomes [rewards]. The depth of the want of an employee for extrinsic [money, promotion, free time, benefits] or intrinsic [satisfaction] rewards. Management must discover what employees appreciate. 2. Expectancy. Employees have different expectations and levels of confidence about what they are capable of doing. Management must discover what resources, training, or supervision the employees need. Facts [+] The 2011 Nielsen survey also showed that the top five dimensions students considered when it comes to seeking employment were high degree of independence at work, salary package, learning on the job, growth prospects and standing of the company in the market [Employer brand] respectively. 3. Instrumentality. The perception of employees whether they will actually receive what they desire, even if it has been promised by a manager. Management must ensure that promises of rewards are fulfilled and that employees are aware of that. Vroom suggests that an employee’s beliefs about Expectancy, Instrumentality, and Valence interact psychologically. In this way they create a motivational force, such that the employee will act in a way that brings pleasure and avoids pain. This force can be ‘calculated’ via a formula: 4. Adam’s Equity Theory Equity theory, most popularly known as equity theory of motivation, was first developed by John Stacey Adams, a workplace and behavioral psychologist, in 1963. John Stacey Adams proposed that an employee’s motivation is affected by whether the employee believes that their employment benefits/rewards are at least equal to the amount of the effort that they put into their work. Definition of equity An individual will consider that he is treated fairly if he perceives the ratio of his inputs to his outcomes to be equivalent to those around him. Thus, all else being equal, it would be acceptable for a more senior colleague to receive higher compensation, since the value of his experience (and input) is higher. The way people base their experience with satisfaction for their job is to make comparisons with themselves to people they work with. If an employee notices that another person is getting more recognition and rewards for their contributions, even when both have done the same amount and quality of work, it would persuade the employee to be dissatisfied. This dissatisfaction would result in the employee feeling under-appreciated and perhaps worthless. This is in direct contrast with the idea of equity theory, the idea is to have the rewards (outcomes) be directly related with the quality and quantity of the employees contributions (inputs). If both employees were perhaps rewarded the same, it would help the workforce realize that the organization is fair, observant, and appreciative. This can be illustrated by the following equation: Adam’s categorised employment benefits and rewards as outputs and an employee’s work effort as inputs. Input Examples The number of hours worked by the employee An employee’s work responsibilities An employee’s work duties The work commitment demonstrated by the employee An employee’s loyalty An employee’s flexibility such as undertaking tasks at short notice The support that the employee has provided to the organisation, colleagues and line managers Output Examples Salary Bonus Prizes Recognition of the employee’s contribution Positive work appraisals Work promotions Pension Employer flexibility Annual leave Adam’s stated that if an employee believes that their work outputs are not equal or greater than their inputs then the employee will become de-motivated. Adams’ theory includes the assertion that when an employee is assessing whether the outputs they receive are fair the employee will often compare their colleague’s work inputs and outputs with their own. The comparison will often be made with an employee at a similar level in the organisation to the employee. Propositions Equity theory consists of four propositions: Individuals seek to maximize their outcomes (where outcomes are defined as rewards minus costs). Groups can maximize collective rewards by developing accepted systems for equitably apportioning rewards and costs among members. Systems of equity will evolve within groups, and members will attempt to induce other members to accept and adhere to these systems. The only way groups can induce members to equitably behave is by making it more profitable to behave equitably than inequitably. Thus, groups will generally reward members who treat others equitably and generally punish (increase the cost for) members who treat others inequitably. When individuals find themselves participating in inequitable relationships, they become distressed. The more inequitable the relationship, the more distress individuals feel. According to equity theory, both the person who gets â€Å"too much† and the person who gets â€Å"too little† feel distressed. The person who gets too much may feel guilt or shame. The person who gets too little may feel angry or humiliated. Individuals who perceive that they are in an inequitable relationship attempt to eliminate their distress by restoring equity. The greater the inequity, the more distress people feel and the more they try to restore equity. (Walster, Traupmann and Walster, 1978) 5. Acquired Needs Theory: McClelland McClelland proposes that those in top management positions should have a high need for power and a low need for affiliation. Psychologist David McClelland created Need Theory, a motivational model that attempts to explain how the needs for achievement, power, and affiliation affect the actions of people from a managerial context. McClelland’s Need Theory, created by psychologist David McClelland, is a motivational model that attempts to explain how the needs for achievement, power, and affiliation affect the actions of people from a managerial context. People who are achievement-motivated typically prefer to master a task or situation. This motivational need stems from a person’s desire to influence, teach, or encourage others. is a motivational model that attempts to explain how the needs for achievement, power, and affiliation affect the actions of people from a managerial context. It is often taught in classes concerning management or organizational behavior (Figure 1). People who are achievement-motivated typically prefer to master a task or situation. They prefer working on tasks of moderate difficulty, in which the results are based on their effort rather than on luck, and to receive feedback on their work. Those who desire affiliation, however, prefer to spend time creating and maintaining social relationships, enjoy being a part of groups and have a desire to feel loved and accepted. People in this group may not make effective managers because they may worry too much about how others will feel about them. In his theory, people are not placed into categories but rather have degrees of these needs: No one is only in ‘one group†™ of these needs. The balance of needs brings out a profile. Needs do not explain competencies in any area. One can have high needs in one area and still be effective in an area where these needs are not necessarily fulfilled. This motivational need stems from a person’s desire to influence, teach, or encourage others. People in this category enjoy work and place a high value on discipline. The downside to this motivational type is that group goals can become zero-sum in nature. For one person to win, another must lose. However, this can be positively applied to help accomplish group goals and to help others in the group feel competent about their work. McClelland proposes that those in top management positions should have a high need for power and a low need for affiliation. He also believes that although individuals with a need for achievement can make good managers, they are not suited to being in top management positions. 6. Herzberg’s two-factor theory states that certain factors cause job satisfaction, and a separate set of factors cause dissatisfaction. According to Herzberg, understanding what causes employee satisfaction and dissatisfaction is important for management. The factors that motivate people can change over their lifetime, but â€Å"respect for me as a person† is one of the top motivating factors at any stage of life. Satisfaction and dissatisfaction are not on a continuum with one increasing as the other diminishes, but are independent phenomena. To ensure a satisfied and productive workforce, managers must give attention to both sets of job factors. Frederick Herzberg’s two-factor theory, also known as the motivation-hygiene theory or intrinsic/extrinsic motivation, concludes that while there are certain factors in the workplace that cause job satisfaction, a separate set of factors can cause dissatisfaction. The factors that motivate people can change over their lifetime, but â€Å"respect for me as a person† is one of the top motivating factors at any stage of life. Figure 1 According to Herzberg, intrinsic motivators such as challenging work, recognition, and responsibility produce employee satisfaction, while extrinsic hygiene factors, including status, job security, salary, and fringe benefits – if absent – produce dissatisfaction. Herzberg’s theory appears to parallel Maslow’s needs hierarchy. Individuals look for the gratification of higher-level psychological needs having to do with achievement, recognition, responsibility, advancement, and the nature of the work itself. However, Herzberg added a new dimension to this theory, including factors that cause dissatisfaction as well, such as company policies, supervision, technical problems, salary, interpersonal relations on the job, and working conditions. This two-factor model of motivation is based on the notion that the presence of one set of job characteristics or incentives leads to worker satisfaction, while another and separate set of job characteristics lead to dissatisfaction. Thus, satisfaction and dissatisfaction are not on a continuum with one increasing as the other diminishes, but are independent phenomena. If management wishes to increase satisfaction on the job, it should be concerned with the nature of the work itself – the opportunities it presents employees for gaining status, assuming responsibility, and achieving self-realization. If, on the other hand, management wishes to reduce dissatisfaction, then it must focus on the job environment – policies, procedures, supervision, and working conditions. To ensure a satisfied and productive workforce, managers must give attention to both sets of job factors. Examples of Business Goal-Setting Theory Business owners will often set individual goals to motivate employees and reach company objectives. Goals that are hard to reach are often more intriguing, as more work is required to fulfill them. Edwin A. Locke introduced the theoretical approach to setting goals and building motivation, which can be directly applied to a professional setting. In fact, this type of goal-setting theory is one of the more useful motivational theories used in industrial and organizational psychology and management. Clarity and Focus One part of business goal-setting theory is creating clear and focused goals that are obtainable. Having a goal of pulling in $100,000 in business profits within a single year may not be obtainable for a small business owner. A clear and focused goal may be to get $50,000 in profits based on $20,000 in product sales, $10,000 from investments and $20,000 from service sales. A single goal must have a plan to reach the goal, whether it is a monthly plan with mini-goals or a weekly plan for short-term goals. Commitment and Teamwork Employees of a given business may be more committed to a goal if they are a part of setting the goals and deadlines. In addition, a team may also work closer together if they have a mutual goal. Commitment and responsibility to a goal may also increase the motivational level within the business. In addition, each employee may have his own goal, but keep all workers informed of larger goals to ensure continuous commitment and teamwork in a business. Feedback and Progression Another theoretical perspective on setting successful goals in a business environment involves getting feedback from managers and other employees as the work towards the goal progresses. Part of the feedback includes getting clarity on tasks, adjusting the goals or methods, making budgetary changes and getting additional help from managers. This feedback may alter the progression of the goal, so the employee working to reach the goal must be informed of the changes. Complexity and Success A single goal may become overwhelming, especially if the goal is long-term or very complex. Fulfilling these types of goals requires a reasonable time period, including time to learn and practice skills to meet expectations. Meeting a revenue goal may not be reasonable within a single month or quarter, so extending the goal deadline for a reasonable time period may lead to more success. Having a short period of time to fulfill goals may inhibit employees from reaching expectations and may end up failing. Dr. Edwin Locke formulated and clarified what has come to be called â€Å"goal-setting theory† in the 1960s. Since then, businesses have found that employees are more likely to do their best work once they have set clear, attainable goals. Goal-setting theory affects many aspects of your business and once you understand specific applications in each area, you can improve your company in concrete ways. Sponsored Link Small Business Loanswww.captap.com Fund your business today $5k to $15k. Apply now! Clarity To be effective, goals must be clear according to goal-setting theory. Employees must know exactly what they’re supposed to achieve and when. Merely telling an employee to â€Å"do better† does not offer a clear course of action and doesn’t indicate how the employee will know when he has achieved the goal. An example of a clear goal is telling an employee you expect a 10 percent increase in sales in three months. Another example might be asking an employee to produce 15 more units per day over a period of six weeks. Such goals make it clear what the employee is supposed to do and what the deadline is. They allow for objective measurement. Challenge A goal is most effective when it presents a challenge to the employee. According to the article, â€Å"Building a Practically Useful Theory of Goal Setting and Task Motivation† written by Dr. Edwin Locke and Gary Latham, if a task is too easy or too hard employees will not put in their best efforts. However, a goal that is just difficult enough to be challenging inspires maximum performance. For example, asking a production manager to cut costs by 90 percent might be overwhelming. Cutting costs by 20 percent might make a reasonable challenge. Similarly, requiring order takers to double the amount of orders they take in an hour could discourage them. A goal of 15 percent more orders per hour might be more reasonable and challenging. Commitment Getting employees to buy in to the goals you set makes it more likely they will reach those goals. You can do this by asking employees to participate in setting goals. Their commitment will provide the energy and perseverance that will help them achieve those goals. For example, getting your accounting department to agree to having all of your assets labeled and tracked by the end of the year can give them a sense of purpose and direction that will help them work together and improve their ability to value assets for tax purposes. Feedback You don’t just add goals and then check on their completion at deadline time. If you provide benchmarks along the way, this lets your employees know how they are doing. You can also hold periodic meetings so they can give you feedback about any issues that have arisen and adjustments that have to be made. This two-way feedback approach helps measure progress towards achieving goals and provides encouragement in the face of difficulties. For example, if you want the production department to have 20 percent fewer rejections from the quality-control department in six months, you can meet with them each month to give them their current figure and identify any areas where the problems seem to be occurring. In addition, if you would like a 30 percent improvement in customer service ratings, you can give your customer service department feedback on a weekly or monthly basis to let them know how they’re doing. Task Complexity Complex tasks can be overwhelming. Help your employees break such tasks into smaller parts so that they can achieve smaller goals on their way to the big one. For example, if you want to migrate all the data from one database to another, you can set smaller goals of moving a set number of accounts each week or month. Another example might be that if you want expansion plans for a new facility done in six months, you could set smaller goals of completing an analysis for the financing needed, construction costs and the new personnel that will be required as separate goals to achieve.

10 Behaviors Of Un Stoppable Entrepreneurs - 950 Words

10 behaviours of un-stoppable entrepreneurs There are different groups of entrepreneurs, those who talk about their great ideas but never get started or give up at the first obstacle and those who are on an unstoppable quest to get things done. Having mentored and worked with many high profile organisations and individuals over the years, I’ve learnt that often an ‘overnight success story’ is actually the result of someone working hard over a long period of time and exhibiting certain behaviours. Success leaves clues and it’s the implementation of this knowledge that sets apart the good from the great, creating an ‘unstoppable entrepreneur’. 1) Get up and get at it The most successful and unstoppable entrepreneurs I know are early risers. They wake up early with drive and motivation. A clear idea of what needs to be achieved is at the forefront of their mind and they don’t start their day with a delay. Holding a clear focus and daily intention ensures objectives are met. 2) Exercise first thing participating in exercise first thing in the morning, whether it’s going for a run or hitting the gym is something that can’t be overstated. An unstoppable entrepreneur puts as much emphasis on their wellbeing as they do on their business. Exercise not only benefits the body, it also kick starts the day, putting an entrepreneur in the right head space to perform at their best. 3) Healthy Diet Along with exercise, a healthy diet is crucial to an unstoppable