Positive Introduction free essay sample

My name is Isaac kofi kwakye I was born in Accra the capital city of Ghana about twenty seven years ago. I have spent a large part of my age in the capital city although I have travelled around the country while I was still growing up. The desire for my parents to see me achieve a higher height in life led to my early enrollment in pre-school . This marked the beginning of my academic life. My academic life started slowly during high school but gained momentum in my studies which saw me receive some awards in mathematics and geography. A good performance in the final exams in high school translated in me gaining admissions into the premier university of Ghana. That is university of Ghana. I pursued an undergraduate degree in Geography and archaeology which led to the award of a Bachelors of Arts degree with a very good class. We will write a custom essay sample on Positive Introduction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This led to the start of my career and experiences. To start with, during my final year in my undergraduate studies my class undertook a research work on the past and current life ways of a particular ethnic group in Ghana . The idea to conduct this research came with much excitement and enthusiasm since we were going to spend almost three weeks executing this . I worked in a group made of six members. We were tasked to research into the architecture of the area. We had a discussion on the strategy we were to apply, inorder to get sufficient information to enable us solve a research problem. I saw myself Introducing myself to the locals and getting them involved in an interesting discussion. By so doing I was able to gather sufficient information which was very salient for our course. Although, I had not worked much in a team, my ideas and contributions were seen by my team members to be excellent. The final day of the research was marked by a durbar in the community’s assembly hall with a sitting capacity of five hundred people. The assembly hall was almost filled to capacity. This was the intriguing and pressing moment of our research since we had to present our findings to the public . I was appointed to make the presentation to the whole assembly. I saw myself not to be a good public speaker. I was a little nervous when I started but gained enough confidence and made an excellent presentation for which I received a round of applause from all people in the assembly. I received feedback from some of the audience informing me of my performance. This feedback I called criticism. My presentation at the assembly hall increased my confidence with regards to public speaking. The criticism I received from my team members and fellow students was taken in good faith and I worked on some of my flaws such as my posture while speaking. My ability to take criticism both constructive and destructive marked the beginning of my public speaking journey. I am now able to speak confidently anywhere without any sense of nervousness. The message I carry to my audience is well executed as I receive positive feedback. My strength was the ability to take criticisms either constructive or destructive. In conclusion, my ability to learn from my criticisms while doing public speaking has improved tremendously . The trickledown effect being my ability to relate and communicate effectively with people.

Institute of Leadership and Management Level 5 Diploma in Management The WritePass Journal

Institute of Leadership and Management Level 5 Diploma in Management Introduction Institute of Leadership and Management Level 5 Diploma in Management ).   Performance Gap Analysis can take various forms. Typically they identify the different components which an employee needs to possess in order to do his or her job well.   Then, for each component, there is an assessment whether that skill or ability is critical or non-critical (non-critical components are useful, but not essential to possess), whether the employee currently possesses that skill (and to what level), and therefore where there exists a gap which needs to be filled by training and/or education (Q Finance 2013 [online]).   I am using a model which combines categories from CPS (2007) with the suggestions made by Q Finance (2013, online).   There are many versions of PGA tools, but I chose this one as I felt the competencies discussed match the requirements of the job in question very well. The member of my team is Amanda M (please note, a pseudonym has been used)]. A Junior Finance Assistant, she is one of the most junior in the department, and has been with us only 4 months.   She joined the department directly from education, so has not had any relevant work experience before. I met with her for 40 minutes to discuss the different aspects of her job, and identify her competency in each. I explained the purpose of the analysis, and she was very enthusiastic about the technique. As she had been with us for a relatively short period of time, she has not had another formal review of her job, and has expressed to me on several occasions that she would be interested in finding out how she is getting on.   Both Amanda M and I particularly valued the way that the tool offers a physical record of the meeting, which both allows credit to be given for areas in which the employee is performing well, and also helps identify areas in which the employee is underperforming, whil e allowing improvements to be tracked over time. This led to the following gap analysis (presented below): Skill/ Competency Critical or non-critical (desirable) Degree to which skill/competency possessed (out of 5) Skill gap / Action Technical ability (financial expertise required for job) C 3 Will take some time to fully understand technical aspects of job. Reassess in 6 months Teamwork C 4 Works well in team Initiative NC 2 As expertise builds, offer experiences which build confidence in using initiative Work standards C 4 Conscientious. Could check more. Recommend daily checking of work at end of day Customer / client focus (ability to liaise with clients) NC 3 Lacks confidence with service users. Recommend confidence-building course in next 6 months Understanding of organisational ‘vision’ C 5 Committed, understands aims of organisation. Communication C 3 Written communications good, verbal communication needs work. We identified need for confidence building on speaking to groups. Training to take place in next 2 months. Decision-making NC 3 Reassess in 6 months, still building expertise in role. Adaptability C 4 Flexible. No further action at moment. Planning Organising C 4 Well-organised. No further action at moment. Conflict management NC 3 Finds conflict difficult. Reassess need for extra training in 6 months. Table 1: Performance Gap Analysis with Amanda M In summary, both Amanda M and I found the gap analysis a useful tool for assessing strengths and weaknesses and planning SMART (specific, measurable, attainable, realistic and timely) objectives (Williams 2011). Implementing a Personal Development Plan for an Individual in the Organisation The Personal Development Plan As well as conducting a gap analysis with Amanda M as described above, I also (with her input) devised a personal development plan (PDP). The detailed discussions which were involved in developing the PGA raised a number of key objectives which fed into the PDP. The plan is presented in table 2 (note, this is written from the viewpoint of Amanda M: Objectives (What do I want to be able to do, or do better?) Success criteria (How will I recognise success? How will I review and measure my improvement?) Actions (What methods will I use to achieve my learning objectives?) Implementation (How will I practise and apply what I learn?) Full understanding of the accounting procedures within the Department By being able to take on more responsibility outside my current job description This will be reviewed during supervision and measure against my performance By shadowing those already currently doing the job. Also by reviewing completed tasks and comparing them with mine. By reading relevant literature. By undertaking more work within the department. Time planning and workload – getting things done on time and on schedule By meeting my targets within the specified time line of the finance timetable. By measuring current time taken to carry out tasks, and comparing with future timescales. Review current work process and look for ways to improve them To practise reflective learning (review tasks after completion) Break current tasks into constituent parts, assess (alone, and with peers / manager) whether any can be done more efficiently. Think about daily tasks and assess whether I am doing them in the best way. Compare how I work with others, both within firm and beyond. To be able to do budgeting and forecasting When am actually able to produce a budget for a new service and also when senior managers are confident enough to come and ask me questions about existing contracts I will have my budgets reviewed initially by line manager. Looking up old budgets done and trying to understand the basis on which they were set up Going on courses for budgeting Working on hypothetical ones so as to have an understanding of what is involved Manager will set me task of doing budget, and will closely supervise and talk through my process. Improve communication skills Improve the quality of my communication skills i.e. written and verbal skills Practical training, courses in written communication, verbal communication. Identifying weak areas with manager and ‘role play’ new approaches Roleplay with colleagues. Use checking techniques to make sure I am understood. Will assess my confidence re: communication at 6 month review. Take lead and use own initiative By implementing new ways to work better within the department Reducing my need to ask for assistance before acting Conduct analysis of current situation, i.e. number of times (per week) I ask for help making decisions currently, number of times (per week) I initiate new ideas or act independently. Compare this with situation in 1 month, 3 months etc. Short course in confidence building Seek detailed feedback from peers and manager about instances in which I take the lead and use initiative Use analysis of current situation to see where I could act more independently. By identifying these situations, responding more proactively to them in the future. Peer to peer mentoring – work alongside confident colleague who will support me in taking lead Use identification of possible situations for using initiative to act when I recognise these situations in future. Table 2: Personal Development Plan Delivery of the Personal Development Plan The employee identified a number of objectives she would like to achieve. Each of these objectives involved a slightly different means of delivery.   Please see table 2 for details of delivery methods.   One area which it was important to take into account was learning preferences. I found the ideas that there are different ways of learning and that different individuals are happiest learning in different ways very useful in this situation.   The idea of learning styles was developed by Kolb (1984), who suggested that people prefer to learn in different ways, with four main styles: The accommodator: learns from experience and trying things out for themselves, as well as from other people. Intuitive rather than intellectual. Prefers teamwork. The diverger: prefers thinking and analysis to practical tasks. Good at things involving ideas, and may be sensitive and like the arts. They like people, are emotional. Good at team work. The assimilator: uses reflective observation and is abstract and conceptual, not as keen on working with people or experiencing things directly. Logical, rational. The converger: combines an abstract, conceptual approach with experimentation. Solves practical problems through thinking or learning. Good at putting abstract ideas into practice. (Evans 2006). This model helped me understand the best methods for Amanda M to achieve her objectives. I felt that she was closest to the assimilator model of learning as she takes an abstract and conceptual approach, and enjoys learning from textbooks. This not only explained the areas in which she most needed development (fitting in with the time constraints imposed by others, communication, taking the lead and practical action) but helped me plan ways to help her address these objectives. I felt that taking courses would help Amanda M understand the concepts behind the objectives, and would feed her desire for learning. I also felt that working with colleagues to address issues would help her overcome her slight resistance to working with people and direct experience. Another area which needed to be taken into consideration in devising the PDP was the organisational culture. Organisational culture has been defined in many different ways. A common notion is that an organisational culture reflects the ideologies, shared philosophies, values, beliefs, assumptions, attitudes and norms of an organization (Martin 2005, p. 490). It can also cover the usual ways of doing things which new employees have to familiarise themselves with. Organisational culture is transmitted through a range of methods including direct verbalisation, symbolism   and unspoken ways of doing things.   I feel that the organisational culture at WDP is relatively forward thinking and socialistic rather than influenced by capitalist values. Collaborative working and openness is prized, and values are collective rather than individualistic. There is a large emphasis upon the organisations commitment to social equality, and to employees understanding the vision of the organisation.   Ã‚   For this reason, when devising the PDP I felt it was appropriate to emphasise shared activity and working with other people, and downplay individualistic material rewards as a learning tool. From a slightly different perspective, one aspect of the organisational culture that I feel is counter-productive to personal development is the current situation with regards to reviews. New employees currently have to take part in three probationary reviews, one after 5 days, one after 8 weeks and one after 20 weeks, with the last review being key in determining whether the individual passes probation or not. However, I feel that the current final review relies upon outdated tools, and that it fails to assess the correct aspects of an employee’s ability. For example, currently a large part of the probationary review consists of a formal test of accountancy skills. While this is relevant to some extent, I feel a review which looked at whether the employee had developed the skills required in the job, not simply accountancy ability but wider ranging skills like teamwork, as well as the ability to apply formal knowledge to our particular work situation. Currently, the review al so fails to look at the extent to which the probationer has understood, and is in agreement with, the wider aims of the organisation. Given the nature of our work, I feel that this is a key area, and that it is extremely important for employees to be ‘on board’ with our mission.  Ã‚   I would like to see changes here. Learning environment was also relevant. I feel that WDP promote learning as part of the environment. They are proactive in assessing training needs, and take training and development of employees seriously. They promote in-house, on-the-job and off-site training where possible. Weiss identifies several principles which can mean an organisation promotes the best possible learning environment, and I feel these describe the culture at WDP fairly well. They include (Weiss, 2012): the promotion of self-learning (helping people be open to learning and giving them the tools to learn in different ways). WDP are generally positive about learning, and promote learning opportunities. giving responsibility to both leaders and employees for learning WDP train managers to think about the learning needs of their employees, but also offer ways for individuals to identify and address their own learning needs. just-in-time learning making it possible for learning to take place whenever it is needed and wherever it is needed. WDP recognise the need to be adaptable and flexible regarding learning. For example, as a manger I am encouraged to think of innovative, quick ways to address employees’ learning needs once identified. Monitoring Progress Towards the Personal Development Plan Part of the personal development plan (see table 2) is the need to identify ways to find out if the objective has been achieved, and ways to review and measure improvements. These are summarised in the table. However, I feel objectives in general, and the objectives set for Amanda M in particular can be better achieved if detailed outputs and outcomes are set, and these should be given a specific time-frame for achievement.  Ã‚   Shapiro (2012) identifies different types of monitoring of a project or individual’s progress: goal based, in which progress towards a target is assessed, decision-making, where the aim is to gather information to support a decision, goal-free, where there is no good or bad outcome, and expert judgement. The closest to the type of monitoring necessary here is goal-based. The aim is to identify whether the employee has achieved certain objectives, and it can also be asked if the goals were achieved in the most effective way and whether they were the most appropirate goals. A suitable methodology for this type of monitoring is to compare a baseline with progress over a period of time, and indentifying key indicators (Shapiro 2012).   To this end I created an excel spreadsheet which has a worksheet for each set of actions associated with a desired objective that breaks down the actions into smaller sections to be achieved, and associates each with a likely timeline. This not only identifies which actions need to be completed for the achievement of each objective, but helps Amanda M see how perhaps daunting larger scale actions can be broken down into small, very achievable pieces. One issue with monitoring progress concerns institutional matters.   That is, an individual’s progress can be hampered by organisational failings. I feel that although WDP support learning in general, and promote it in an abstract way, they could be better at providing the detailed support that individuals need to learn. For example, while the directors agree in principle that employees should be given time off for training, in practice I have been asked to justify letting staff leave the office to do library research for example, and have had the sense that it is sometimes seen as a waste of time. Summary In the above I have looked at the processes through which employees’ development needs can be assessed. I have touched upon relevant theory in the discussion, but it has been shaped through devising a gap analysis and a personal development plan for one employee working in my department. While the case of one particular employee has been used to illustrate how development needs can be addressed, it should also be kept in mind that other members of the financial team are involved in these development needs. It is important to involve more experienced staff in expanding the experience and addressing knowledge gaps of Amanda M. For example, other staff members can offer support through allowing Amanda to shadow them for a day, or by acting as mentors over a longer period of time. Previously, in group meetings, we have addressed issues raised by training new members of staff, and it has been agreed that there is a need for an approach with a broad, team-wide sweep which involves everyone in training the new staff member. However, I also recognise that some individuals may find this easier than others. In my opinion, there is a need for further team-wide training to help less confident members of the organisation develop best practice for supporting new staff. References CPS Human Resource Services (2007) ‘Workforce Planning Tool Kit: Supply/Demand Analysis and Gap Analysis’, CPS, Washington, DC Evans, C (2006 Learning styles in education and training, Emerald Group Publishing, UK Kolb, D A (1984) Experiential Learning: Experience as a Source of Learning and Development, Prentice-Hall, Englewood Cliffs, NJ Martin, J (2005) Organizational Behaviour And Management (3rd edn.), Cengage Learning EMEA, USA QFinance (2013) ‘Performing a Skills Gap Analysis’, [online] (cited 16th January 2013) available from qfinance.com/performance-management-checklists/performing-a-skills-gap-analysis Qfinance ‘Performaing a Skills Gap Analysis’ (2013) Self Care Connect (2013) ‘Tool 5 – the Gap Model’, [online] (sited 15th January 2013) available from selfcareconnect.co.uk/tools_sc4pc/tool5.php Self Care Connect ‘Tool 5 – the Gap Model’. 2013 Shapiro, J (2002) ‘Monitoring and Evaluation’, Civicus, South Africa. Van Tiem, D, Moseley, J L and Dessinger, J C (2012) Fundamentals of Performance Improvement: A Guide to Improving People, Process, and Performance (3rd edn.), John Wiley Sons, USA Weiss, D S (2012) Leadership-Driven HR: Transforming HR to Deliver Value for the Business (2nd edn),   John Wiley Sons. Williams, C   (2011) Effective Management: A Multimedia Approach (5th edn.), Cengage Learning, Mason, CA Institute of Leadership and Management Level 5 Diploma in Management Introduction Institute of Leadership and Management Level 5 Diploma in Management Introduction2 Assessment of the Effectiveness of Organisation in Measuring Team Performance against Organisational Goals and Objectives2.1. Measurement Methods Used2.2 Team Objectives and Measurement Against Organisational Targets2.2.1 Organisational Objectives2.2.2 Developing our Reputation2.2.3 Understanding what we Have to Do2.2.4 Developing the Potential of our People2.2.5 Developing Financial Resources2.2.6 Sharing what we learn with others2.3. Evaluation of Effectiveness of Organisational Leadership in Helping Teams to Achieve the Set Goals2.4. Being Able to Develop and Lead Teams ConclusionReferencesRelated Introduction The following report evaluates the role played by leadership in successful teams, and the effectiveness of measuring team performance. Based upon this evaluation, I will critically examine my own leadership style, and highlight changes which could be implemented.   I work for Westminster Drug Project, a charity which helps people with drug and alcohol dependency. We are based in London but work across several London boroughs. I am the financial accountant for the organisation. For a fuller description of the organisation and my role, see appendix 2 Assessment of the Effectiveness of Organisation in Measuring Team Performance against Organisational Goals and Objectives 2.1. Measurement Methods Used Our organisation uses two main methods of assessing team performance against organisational goals and objectives. These are ‘Key Performance Indicators’ (KPIs) and the ‘Balanced Scorecard’ approach. KPIs are also sometimes known as ‘Key Success Indicators’. For a fuller description of KPIs and the Balanced Scorecard approach, see appendix 2. We adapt the balanced scorecard framework by specifying individual objectives within each perspective (see appendix 3 for full details). 2.2 Team Objectives and Measurement Against Organisational Targets My company uses both KPI and balanced scorecards to identify a number of team objectives, and to allow progress towards these to be measured.   For all objectives, the process is similar: objectives are agreed overall at board level, then these are filtered down to individual managers and their teams. Managers discuss team targets (what they are, how to progress towards them, and how they will be measured) in meetings with staff.   Discussions are mainly amongst the whole team, but sub-teams and individuals can also be the focus.  Ã‚   This section looks at our different objectives and the measurements for these, and identifies task and behaviour elements of them, looks at how these targets contribute to the organisation as a whole, examines the line of sight to strategic objectives, and critically assesses the efficacy of the measurements. 2.2.1 Organisational Objectives Our organisational objectives are primarily maintaining accurate budgets and cost control.   These ensure that our services are financially strong with an aim of facilitating growth (particularly diversifying into other areas in the drug / alcohol field, for example last year we took over an organisation offering residential rehabilitation services). Team objectives fit into organisational budgets in this respect, as company-wide standards for budgeting and cost-control are implemented. Team behaviour is designed to ensure that standards within the department are those used within the organisation as a whole.   For example, my budgeting activities are spot-checked by my line manager, against methods used organisation-wide. In this sense there is a good ‘fit’ between team objectives and organisational ones.   I feel also that the line of sight to the strategic objectives is well-managed. That is, we are trained not only in the methodology of budgets and cost control but also in the reasons why we use the particular methods we do, with the reasons always tying back to the organisation as a whole.  Ã‚   Measurements are varied and include monitoring of behaviour (periodic watching of staff carrying out budgeting tasks etc.), spot-checks of records and other administration. Measurements are carried out by in-team m anagement but also by auditors from outside the team.  Ã‚   Cost control in particular is monitored regularly as there are so many outside and internal factors which can affect costs.  Ã‚   I feel that overall the correct aspects of organisational objectives are measured, and that the ‘fit’ between team and organisation are well managed and that the balanced scorecard method and use of KPIs is well-integrated.   This area corresponds to 1.a in the appendix below. 2.2.2 Developing our Reputation In this area I feel there is a poorer fit between team performance and organisational objectives. The latter include full transparency in financial procedures and excellent customer relations.   Most of our income is from grants and contracts, which means that some funds are restricted (that is, must be spent on what the money was donated for).   We have to provide very detailed accounts to funders of our spending, with complete transparency.  Ã‚   There is clearly a strong need to adhere to these constraints, with the rationale for doing so a part of the overall vision for the organisation.   In practice, however, I feel that customer relations are often side-lined in terms of team management and goals. The emphasis within the team seems to be primarily upon meeting goals in this area and this is managed with something of a feel of reluctance and antagonism. I feel more could be done to disseminate a positive approach here.   This area corresponds to 1.b in the appendix be low. 2.2.3 Understanding what we Have to Do In this case, the requirement translates into financial analysis and also understanding how projects work overall. The problem here is that working in the financial department can be isolating, and team members can become separate from the overall purpose of the organisation. There is less client-facing contact. For this reason, site visits and other ways of helping us understand the vision behind projects have been introduced.  Ã‚   In this case I feel a poor fit between overall objectives and team ones has been overcome through thoughtful planning.  Ã‚   Historically workers in finance had a poor line of sight between team objectives (quantitative and financially based) and the overall purpose of the organisation. However, this has been overcome. However, I feel more could be done to measure the impact of these new initiatives. For example, although I feel, through talking to colleagues, that site visits have improved the team sense of what the organisation is about, there need s to be formal measurement of this, perhaps through employee questionnaires. This area corresponds to 1.c in the appendix below. 2.2.4 Developing the Potential of our People Developing the potential of employees is something that the organisation as a whole are very committed to. However, I feel there is something of a mismatch here between the holistic vision and the department interpretation of this. In finance we do provide training to everyone, and additionally provide training on financial matters to people from other departments, however the training tends to be predominantly focussed upon technical aspects of our job. I understand that this reflects our role, but I feel that more could be done to integrate the overall vision which seems to be holistic in approach and focused upon developing people to their full potential, which integrates areas outside the narrow focus of the job.   For example, I would like to see more access to education of all sorts, for example learning new languages or arts related, as I believe this would both produce more rounded employees and fit better with organisational goals. This area corresponds to the KPI 1.d in t he appendix below. 2.2.5 Developing Financial Resources I feel that the ‘fit’ here is fairly good. This objective means, in practice, managing financial resources prudently. This is a clear objective which has been tackled well through straightforward departmental systems. We work closely with senior management to provide information, for example monthly management accounts. Measurement of success here is straightforward: we are asked for figures and provide them.   I feel team objectives contribute greatly to organisational success, as without the information we provide we would be unable to provide information to funders, and hence our income would be withdrawn. This area corresponds to KPI 1.a in the appendix below. 2.2.6 Sharing what we learn with others In practice this objective translates into clinical governance, team meetings and making sure all skills are utilised.   We do address both these elements within the finance department, however I think there is a slight mismatch here between team and organisational objectives. Governance and meetings in our department tend to be very focused upon detail, and the wider, more visionary objectives are not really translated into the team context.  Ã‚   Occasionally we will discuss what the organisation is really ‘about’, but I feel this gets forgotten as there is simply so much detail to get through. However, at the same time, I do feel that by sharing knowledge regularly, we fulfil an important organisational function.  Ã‚  Ã‚  Ã‚   Also, I think we, as a department, fully utilise and share skills at team meetings. By open communication I believe we learn from past mistakes and tell others how to avoid making the same mistakes. This is facilitated by an atmosphere of seeing ‘mistakes’ as opportunities to learn, not blame. 2.3. Evaluation of Effectiveness of Organisational Leadership in Helping Teams to Achieve the Set Goals Overall, I feel that there is a mis-match between organisational leadership and the desire of individual team management to achieve goals. The overall culture at the organisation is somewhat lassie faire (Tannebaum and Schmidt 1973), that is, individuals are given a high degree of autonomy to achieve goals in their own way.   This has been called a type of non-management (Bilton 2007) and, I believe, in my organisation is not effective.  Ã‚   Aside from cost-control and budgeting, there is a mis-match between what the organisation as a whole seems to champion and both what individual managers consider desirable and the means they employ to achieve the desirable. Individual staff are also left to their own devices to pursue team goals, and organisation wide there is little cohesion or sense that individuals are part of a large, organic whole.  Ã‚   There is little intervention from higher levels in terms of achieving goals, rather an assumption that if targets are met the method must be correct. Additionally, targets tend towards the quantitative, and primarily the cost related.   While individuals display high degrees of creativity in achieving goals, there is little sense that achieving those goals will fit into a corporate vision. I also find that this high degree of individualism works against effective teamwork. Where individuals do work together as a team, this is frequently motivated (with the support of team managers) by short-term goals (such as winning a evening out for the team) rather than a larger sense of organisational purpose.  Ã‚   In my experience this leads, long-term, to individual ‘burnout’, high turnover and a lack of longer term motivation.   I have also had experience of lack of communication and understand across organisational teams, for example recently I did a financial report for a manager, to find that not only had he not seen such a report before but worse that he had no clear understanding of what it meant . There needs to be better training of managers regarding how to motivate teams in a way which fits organisational objectives, but perhaps more importantly better promotion within our organisation of what these objectives actually are.   Managers need to go on more training courses. There also needs to be more open communication between managers in the organisation so they can share knowledge and learn from each other.  Ã‚   Career structure within the organisation needs to be addressed. Currently there are very few opportunities to progress within the organisation, as most vacancies seem to be filled by people new to the organisation. This is not good for staff morale, and it creates a situation in which there is no sense of possibility within the organisation.   Finally, there is a lack of communication of the deepest values held by the organisation across all employees. It seems to me that many managers are unaware of the corporate vision. However, there is also a problem beca use not all agree with some parts of the vision, for example some believe we should not hold reserves, although by doing so we are able to invest in new directions and ultimately help more people. Tannebaum and Schmidt (1973) discuss other types of leadership in addition to the laissez faire,  Ã‚   They suggest a continuum of styles from the extreme of laissez faire leadership to a situation where the manager controls all activity.   I believe that an intermediary position between the two extremes, for example the position where the manager engages with a team to discover different viewpoints before assimilating this knowledge into decisions is more appropriate. 2.4. Being Able to Develop and Lead Teams There are some areas in which I would welcome training to better manage teams. I am fairly new to the experience, and have been learning as I progress. I have been helped along the way by other managers in the organisation who have given useful feedback. As I wasn’t expecting to be promoted to a managerial position, I feel I was particularly unprepared. I have been daunted by the challenge, but also have become aware of the difference a good manager can make.   Initially I have made many mistakes, but I now feel I am learning from them. I feel this is helped because the department has quite an open culture and learning from others is highly valued. One particular challenge so far has been to communicate with others in my team, particularly as I was unclear myself about what my role precisely involves, and what my objectives are.   However, through learning to use tools such as delegation, empowerment and motivating others I’m now much more confident in communicating with others.   I have had success by developing action plans in past unit reviews, for example I set the goal of clarifying my job role and what it entails, breaking this down into a series of achievable steps and setting a time-scale to complete each step by. Having done this I have a full understanding of my objectives and am working towards achieving them, but I am also convinced of the effectiveness of practical action plans. Although I have made many improvements in managing teams, there remain changes which I need to make to more effectively lead teams in the future, which I will address through action planning.  Ã‚   The main change is to do with my line-management skills. I believe that by setting achievable goals for the people who report directly to me, clarifying the objectives expected of them, and being better trained in motivating and empowering people I can make my department more productive and a happier place to work.  Ã‚   Please see the appendix for the action plan Conclusion This report has critically assessed the situation in my organisation in regards to leadership and team performance. I have looked at the ways in which team goals are matched to organisational goals across a range of relevant areas. I have also evaluated the extent to which leaders are effective in helping teams achieve goals, and looked at my own successes and shortfalls in this area. References Barrow, C and Molian, D (2005) Enterprise Development: The Challenges of Starting, Growing and Selling Businesses, Cengage Learning, UK Bilton, C (2006) Management and Creativity: From Creative Industries to Creative Management,   John Wiley Sons, USA Cornelius, N (2001) Human Resource Management: A Managerial Perspective, Cengage Learning, UK Havenga, J and Hobbs, I (2004) A Practical Guide to Strategy: Making Strategic Thinking, Development and Implementation Accessible’, Sun Media, South Africa. Kaplan, R S and Norton, D P (1992) ‘The balanced scorecard: measures that drive performance’, Harvard Business Review, 70:1, 71-79 Schmeisser, W, Clausen, L, Popp, R, Ennemann, C and Drewicke, O (2011) Controlling and Berlin Balanced Scorecard Approach, Oldenbourg Verlag, Germany Tannebaum, R and Schmidt, W   (1973) How to Choose a Leadership Pattern, Harvard Business Review, May/June 1973

#5 Research Paper Example | Topics and Well Written Essays - 500 words

#5 - Research Paper Example In the generic business level strategies, New York Times Company can be positioned as a leader in cost efficiency. The organization has a good and wide reputation in the industry. Therefore, it enjoys some internal efficiency that would see it have a margin that would maintain above average profits. Moreover, the internal efficiency would be instrumental in sustaining the cost to the clients since it would attract customers to purchase the product. The organization engages in standardizing the product in order to have generic goods that are satisfactory to a considerable number of clients and offer it at the lowest price. This generic strategy has been an essential tool for the company in the industry considering it is quality level. The New York Times Company offers its products at the industry’s average prices, and this has enabled it gain the share of the market. The New York Times company business problem originated from its failure to use online services earlier enough than its competitors. It is, consequently, sensible for the company to implement integrated cost leadership and differentiation strategy. This strategy is new and hybrid and had gained more weight and popularity especially in today’s increased global competition (Janice, n.d). In essence, the organization can utilize this strategy to position itself and enhance its ability to adapt faster to the technological changes. In addition, this strategy would be a more efficient core competency in the product line. It would also be useful in producing products with differentiated characteristics that are treasured by the customers and providing the product at a lower cost in comparison to those of its rivals. The airline industry is one industry in which companies have to adapt in order to earn profits continually. In this industry, it is inevitable to charge high ticket prices so as to make profits. The Southwest Airlines confronted this challenge by marketing itself as a cost leader. The

Nursing Essay Example | Topics and Well Written Essays - 1000 words - 4

Nursing - Essay Example This will ensure that that person understands what the institution like and hospital believes in and stand for. If everyone understand what is expected of him or her, it is very easy while in the course of business because it will just be about reminding them. Health institutions offering nursing services must give priority to its own staff by letting them understand where the institution is leading. A people without direction have no motivation at all. The vision gives a direction and objective as well as clearly outlined plans of how to achieve the set goals. Engaging staff while formulating these goals is very important for it encourages them to have a sense of ownership of the institution. This makes them see that they also have the power to make a contribution in making contribution towards success of their own institution. Workers may be having great ideas that can turn around the state of health. Nurses always have better solutions to solve their own problems but the management teams always think that it can solve all the problems of the people. Another wonderful strategy is allowing workers to form their own unions, which can help them air their views. When one is employed, the needs increases with time with the focus shifting from only salary to other needs in an order called hierarchy of needs. Every institution should ensure that nurses are given the freedom to form their own associations so that their opinions may be heard equally as for the executive team. While making critical decisions that affects the lives of all the staff, it is crucial to consult the staff through their unions and

Societal Determinants of Health

Societal Determinants of Health Louise Matthews Determinants of Health Tutor: Liz Footsoy Introduction This essay will be looking at how an individual’s health is determined within society. Epidemiologists who study the pattern of disease, have found that not all groups have the same opportunities to achieve good health (Naidoo, 2009). There are many factors that effect a person’s health such as where a person lives, the state of the environment in which they live, employment, income, education levels and relationships that person has with their family and friends. Using employment as an example. If a person is in employment they will receive an income, which can be used to fund food, a home and bills. Therefore they have shelter, heating and a decent chance of a steady healthy life. In comparison if a person is unemployed they would not receive an income to fund food, a home and bills. This would have a detrimental effect on their health, not only physically but also mentally. Financial worries and stress could easily cause mental health problems such as depression and the person would have low levels of self-esteem. They are also at risk of having to live in damp housing which could cause long term respiratory disease (Deaton, 2003). This essay is going to have an in-depth look at how income and education effect the lifestyles of different levels of social class. It will then look how this determines the health of these groups in society. Statistical sources will be used as evidence to show how mortality rates are effected by high and low levels of income and education in England compared to America. The essay will finally be drawn to a conclusion, using all the information and statistical facts found throughout the writing of this piece of work. An excellent introduction – good use of sources. Main Body[i1] In the 1900’s the major causes of death were infectious diseases such as Tuberculosis and Influenza but with advances in science and improvements in medicine, deaths from these sort of diseases have been dramatically reduced. As infectious have been eliminated, other illnesses have replaced them as leading causes of early death in Western culture. In modern day the main causes of death are known as chronic lifestyle related conditions such as chronic heart disease, respiratory disease, obesity, diabetes and certain forms of cancer (Mc Graw Hill, 2014). These kinds of diseases are most common amongst lower socioeconomic groups. It is the lifestyle that this group of society lead that causes these kind of diseases. Things like excessive drinking, smoking; low levels of physical activity and high levels of stress, depression and poor diet are all factors that contribute towards ill health (Naidoo, 2009). Cardio vascular disease in England is amongst the highest in the world, being the cause of death in 40% of men and 38% of women (Mayes, 1991). For a person to have good health and well-being they need to have access to fresh fruit and veg[i2] daily in order to eat well. Regular physical activity is essential for disease prevention and health promotion. Good fitness reduces the risk of chronic diseases such as heart disease. Good fitness also contributes to the mental well-being of an individual, making them feel good about themselves and improving their self-esteem and increasing energy levels. Fewer than 40% of adults meet physical activity guidelines and this generally declines with age (Mc Graw Hill, 2014). People in higher social class groups live longer and enjoy better health than disadvantaged groups, for example a man in a professional job is likely to live seven years longer than a man in an unskilled or manual job. It would seem that if a man was unemployed the life expectancy would decline even further (Naidoo,2009). The major inequality in social class is wealth, income and education. Many economists argue that better educated people live longer than poorer, less educated people. This is because with good education, comes good knowledge and understanding and stands well educated people in better positions to get higher paid jobs, bringing them good income and wealth. Meaning they can afford better things in life, like good fresh food and housing which in turn should lengthen their life expectancy. A varied, healthy diet is essential in promoting good health. A person needs to eat to survive, food supplies energy for growth and movement, Protein for muscles and dietary fibre for roughage. A low intake of dietary fibre is suggested to be the cause of many diseases such as constipation, bowel cancer, coronary heart disease and varicose veins (Mayes, 1991).[LF3] The type of housing a person lives in also has a massive impact on that person’s health. If someone lives in a damp free house, situated in an area of low pollution levels, they should have lesser chance of suffering from respiratory problems than someone who does live in damp conditions. A person from a lower class group, that has no choice but to live in damp housing because of income is at risk of ill health. With damp housing comes all sorts of problems for an individual’s health. It can cause respiratory problems and infections, allergies and asthma, the environment can also affect the immune system (NHS, 2014). More than one million children in England live in bad housing. Poor housing conditions increase the risk of severe ill health or disability by up to 25% during childhood and early adulthood. Respiratory problems such as coughing and wheezing, means losing sleep, restricted physical activity and missing school. Therefore growing up in poor housing can have a long term impact on a child’s life chances because of the effect it has on their learning and education, lower educational attainment, greater likelihood of unemployment and poverty (Harker, 2006). It is thought that better educated people are more able to understand and use health information and are better placed to benefit from the healthcare system. The knowledge that the higher class people have learnt prevents them from partaking in risky behaviours like binge drinking and smoking, like the lower socioeconomic, less educated people do.[LF4] Both education and income promote health in different ways, like stated before good education makes it easier to use new health information and technologies and income makes life easier for the individuals, reducing stress and worry financially. Not having to worry about child care costs and being able to go on relaxing family holidays, giving them a better quality of life and better state of mental health. Reducing stress levels is just as important as a healthy diet and exercise regime in reducing the risk of chronic heart disease and certain forms of cancer. Cities with higher average education or higher average income have lower mortality rates (Deaton, 2003). Children born into well educated, high income households will also be given the best chance at a bright, healthy future. They will realise the importance of education and along with education comes power and the ability to earn a decent income. This is obviously not the case for children born into less educated poorer families. These children arrive at adulthood with poorer health and poorer educational attainment. This has a massive knock on effect to that individual’s ability to earn themselves a good income in adulthood. These individuals will also suffer high levels of stress and low levels of self-esteem which will have a negative effect on their mental health and well-being. An excellent discussion – well done! Conclusion It is obvious at the end of this report that not everyone is given an equal chance at a healthy life. People do not get chronic diseases because they are unlucky; they get these diseases because of the lifestyle in which they lead. These people may not choose to lead these lifestyles; it can be because of reasons out of their control why they are in these situations. Lack of education and income can all impact upon their health and lifestyle. A good education is the building block to a healthy life. Education increases a person’s chance of employability and ability to cope with many situations, allowing the person not to get overwhelmed with stress which could have a detrimental effect on their mental health. Employment provides income and thus access to health promoting resources such as a variety of fresh fruit and vegetables, good housing and heating. People need to take education more importantly from an early age to increase the whole of society’s life expectancies and to close the gap between different social classes. Very clear, decisive conclusion however it is important to consider factors such as a healthy balance between foods, drinks and exercise. Some people who exercise excessively when they are young will often suffer ill health later in life etc. Overall an excellent report – well done! Table of Reference Mayes, A. (1991) ‘The A-Z of Nutritional Health’. London: Harper Collins Publishers. Naidoo, J., Wills, J. (2009) ‘Foundations for Health Promotion’. (3rd edition) London: Bailliere Tindall ELSEVIER. Deaton, A. (2003) ‘Health, Income and Inequality’ [Online] Available at: http://www.TheNationalBureauofeconmicresearch.com [Accessed – 12th May 2014] GOV.UK. (no year) ‘Can damp and mould affect my health?’ [Online] Available at: http://www.nhs.co.uk [Accessed – 5th May 2014] Harker, L. (2006) ‘The impact of bad housing on children’s lives’ [Online] Available at: http://www.england.shelter.org.uk [Accessed – 12th May 2014] Mc Graw Hill. (no year) ‘Lifestyle for health, fitness and wellness’. [Online] [Accessed 5th May 2014] Very good range of sources! 1 [i1]Should be discussion of findings [i2]Always write in full i.e., vegetables [LF3]Very good points of discussion and very good use of sources. [LF4]I do agree however this could go the other way too – more money means you can afford to behave more riskily e.g., drug taking alchol.

Development across the lifespan

Growing old is another phase of our lives that is often perceived negatively and with apprehension. American society values youth and vitality and strength which to the elderly have become diminished and with it the sense of self-esteem and importance (Berger, 2001). Everyone dreads becoming old, especially if it is equated with sickness, memory loss and helplessness. To ease the anxiety of becoming one of the elderly, it is important that one is aware of the possible changes that would happen as you age.Knowledge of the changes that you will experience as the natural course of ageing will help you better deal with it and probably actively take an active role in growing old gracefully. At present much has been discovered about the developmental challenges of the elderly but this was not the case in the early years of developmental psychology. Developmentally speaking, old age was not given the attention it deserved in the past. Psychologists were more concerned with the development o f human beings from birth to adulthood (Shaffer, 1999).It was assumed by many that old age is a period wherein the physical strength and will decrease, mental functioning will become slower and ultimately will affect one’s psychological well-being. However, it was also evident that the ability at which an individual can age gracefully depends on the quality of his/her younger life. But for those who are past their prime and whose youth have been less than ideal, it is not too late to change how we perceive becoming old.As we age, it is normal for our body to change and lose its strength and vitality and healthy bodily functioning (Petersen, 1996). This is brought about by the daily wear and tear that our bodies have been subjected to and just like any other antique piece of furniture it becomes frail and needs extra care and attention. For females, menopause can signal old age and for some it is the most difficult stage in ones life. Males usually have to contend with lost vi gor and physical strength.Coupled with this is the onset of several illnesses and physical discomforts like arthritis, high blood pressure, elevated cholesterol levels, diabetes and the more common failing eyesight, hearing loss and diminished taste buds. Likewise, endurance and physical strength continue to decrease and chores like mowing the lawn, gardening, cleaning the house, going to the grocery and other strenuous activities have to be sacrificed simply because your body cannot take it anymore.This does not mean that you should altogether stop doing any physical activity, exercise is still important as it keeps your body functioning well, the key is moderation. The elderly also tend to have sensitive digestive systems and some diseases require special diets, thus the elderly need to monitor their food intake and dealing with food restrictions can be frustrating for some. Others experience bowel difficulties, problems with digestion and metabolism disorders. As you age, the wor st physical change you could face is the lost of control over your bladder and bowels.It is almost frightening to think of but this is a reality that many of us experience when we get to a certain age. How we deal with these changes depends on our resiliency and attitude. If we anticipate these changes, then we become more prepared for it and accepting it as a natural course of ageing will help us effectively adjust in this stage. With old age, one’s mental ability also suffers, forgetfulness is common, attention span becomes shorter, concentration is limited and problem solving ability wanes (Berger, 2001).However, recent research shows that mental functioning is physiologically based on our brain cells and mental activities like reading, writing, solving puzzles and artwork can keep our brain cells healthy and then stave off the deterioration of our mental functioning. Because the elderly often feel tired after doing some activity they do not have the energy to pursue menta l activities like reading and crossword puzzles. Moreover, most of the elderly face the television set day in and day out which does not help our brain cells at all.Mental ability can also be enhanced with social interaction and discourse, which means that the elderly need someone that they can relate with on a regular basis so as to keep their brains from withering. Brain cells can also benefit from vitamins and minerals that would keep the brain healthy however, one should be cautious of taking supplements because it also inadvertently affects the kidney and liver. One of the most common illnesses of the elderly that affects mental functioning is Alzheimer’s disease; it is both a painful and difficult condition that puts a strain in their family and their lives.There is no way of telling that one will not become afflicted with Alzheimer’s but to make a conscious effort to keep our mental ability working will keep it from deteriorating. Old age can also significantly affect psychological well-being. In this culture being old is frowned upon and is not treated with the respect and deference that other cultures have for their elders (Petersen, 1996). Being old is synonymous with helplessness, dumbness and even craziness for some; the elderly is often emotionally abused or bullied by others through name calling and ignoring their opinions and ideas.For those who are better off economically can afford to pay someone to take care of them and then spend time by themselves or with a support group. But just the same, they have to deal with diminished self-esteem, self-worth, loneliness and the inability to have control over their lives. The quality of life of the elderly can be improved by adopting a positive attitude about being old, accepting that all people grow old and if one is old, then that means that one is still alive.The quality of relationships of the elderly could either suffer or become better as one ages, some people find it difficult to r elate to the elderly while strained relationships are often resolved when a persons ages due to the realization that family and relationships are more important. In the past, old age have been associated with wisdom as it is something that comes with age and this is what our young people should appreciate and what yourselves should claim to have. Erik Erikson (Murray, 1990) says old age is associated with the crisis of wisdom versus despair.That is, if one has lived a full life and then gains wisdom in old age, while those who have failed to accomplish something in their life suffer from despair or regretting not being able to do what they wanted to do in their lives. Being old is not such a bad thing, one gets special attention in one’s family, one gets to indulge their grandchildren, one does not have to discipline children, one gets away with mistakes and blunders, one can laugh at one’s self and finally, one can do the things that younger, more rational and self-co nscious adults would not dare to do like shimmy while waiting in line.

Eleven Minutes

‘’Eleven minutes â€Å"– Paulo Coelho It took many years gruelling quest before I found author whose style of writing is natural and real. Paulo Coelho is my favorite writer and like nobody else knows a way how to grab my attention. He is a Brazilian lyricist and novelist. His books have been translated in 71 languages. Critics identify him with phenomenon of mass culture. He is rated among the best writers of all time. For me he became a true authority and I dare say that for many also.I read almost all his works but especially one exerted a huge impression on me. ‘’Eleven minutes’’ originally â€Å"Onze minutos† was published in 2003 in 39 languages and until 2005 sold in 6 million copies. It is one from this books which has a powerful magnetizing effect on me. The novel tells a story about young woman Maria, her beauty attracted to men. She lives in the Brazilian province. We meet her as a child who dreams of a prince from fai ry tale and a quiet house overlooking the sea. Her first innocent contacts with love leave her heartbroken.As a teenager she already knew what suffering is and was living in the belief that love brings only pain and is not worth to worry about. She is confident that will never find true, pure love. After graduating school she found a job in a store with fabrics. Owner fell in love with her but these unpleasant experiences from the past cause that she was only guided by a desire to hold money. This contributed to the fact that Maria has used him and then went to Brazil. There she met a rich guy who offered her a job as a dancer at a nightclub in Switzerland.Excited girl thought that the fortune had smiled upon her and this trip will help her make a career and earn the money she has always dreamed of. But Maria soon discovers that the work is different than she had imagined. The salary was low and working conditions below her expectations. Also, the employer was a completely different man. She decided not to give up because only her stubbornness could help her achieve the desired success. She entered into an affair with a rich Arab. She began to neglect her duties as a dancer, which led to job losses.Unfortunately, as it used to be in the life of Maria her lover dumped the girl and with this left another deep wound in her heart. This unpleasant experience cemented her belief that love is nothing. She wanted to become a model but she didn’t succeed it because the man who had to take care of her career turned out to be only a man seeking a woman for one night. Deprived of all hopes and dreams were not wondered long and with the adoption of a proposal from a stranger a part of Maria’s soul died. After that fateful night she has been meditating on her life.She could not go home with nothing therefore she decided to follow the path she chose. Maria borrowed many books about sex and bought clothes that seemed relevant to her profession. She began looking for work which proved to be very easy. After the first, actually the second night she didn’t feel like her, she hasn’t thought about it and started to do it automatically like someone who is devoid of all feelings. She tried to explain why she was doing but she couldn’t. Maria wanted to become the best in her profession to earn in the short time a lot of money.After six months she was unrivalled. She had high expectations of her customers which helped her keep respect for herself. She wanted only to survive the next 6 months and with a sizeable sum in the account return to Brazil where she will buy a small farm, animals and parents will take under her roof. She moved to a more comfortable dwelling and was careful to not fall in love. One day, when she had free afternoon went for a walk when she met a painter named Ralf Hart. Maria felt by him as the friend whom she had known for a long time.Girl for the first time told someone the whole truth because she felt s afe with him. At all meetings the man showed her true life reminded her that prostitution did not lead to anything besides money that has no value. Maria guided by an impulse decided to abandon the present life and return to the country. She did not intend to ask Ralf to go with her. She was grateful that he made that she was capable to love again. The end of her stay in Geneva was approaching. In two weeks, she had to leave Europe. She decided that the day before departure, she will say her lover about her plans.He tried to persuade her to not leave but she was adamant. Last night they spent together and then she went to the airport. All the time Maria believed that Ralf will show up at the last moment, like in the movies, take her in his arms and never let go. But that has not happened. When she flew to Paris, was still a lot of time until the next plane. She thought about it, or not spend one day in Paris, explore, contemplate about what had happened, but it turned out that the t icket does not allow for departure the next day.Suddenly she heard a voice. It was Ralf. He said that he had seen her at the airport in Geneva and flew to Paris to make her a surprise. She did not care about what will happen in the future, the present was the most important at this time. I stood before choosing to describe the entire book or just a fragment. I decided to describe everything not only a part because a whole novel and its message had a great influence on me. Novel’s language engages the attention – it is specific to the style of Coelho.On the one hand we find a metaphor, rich symbolism, subjectivity and emotion marked by language, which is perfectly adapted to the philosophical sense of the whole work. But this is not a reason to worry about because philosophical doesn’t mean something difficult. Coelho want to get closer to his readers, he isn’t inventing his own, an abstract style. On the contrary – often uses colloquial words and p hrases, so readers can easily identify with this book and its characters as human as he is. Even Maria is close to us – the script of her life could be a scenario, each of our lives.Her reflections are forcing the reader to his own reflection and try to answer questions like: what is for us sex nowadays? Or how much of our lives can change the case, for example the reading of boring books about the science in an exclusive cafe? These and other questions will also find the answer in the discussions of Mary with her customers, Ralf and the librarian. As I already mentioned the book contains many quotations. Especially one is impressive for me: â€Å"Everybody wants absolute love, and is not to be found in someone else, but in ourselves; we simply awaken it.But in order to do that, we need the other person. The universe only makes sense when we have someone to share our feelings with. † With these words comes a great moral, if we will be love ourselves with our shortcomin gs and weaknesses, we will be immensely happy. It's not about loving ourselves unconditionally and did not notice our own faults but try to work on them as far as possible and then keep a distance to ourselves. If we would satisfy our own needs then we will be able to love others, because each of us is dying for love, even if we try to defend against it.And I think that everyone has a moment in your life when he opens up for this feeling, it happens when we meet our true love. This book will inspire you to find the â€Å"light† that Ralf saw in Maria that she didn’t know she have. It awakens your senses and sensual side, allowing passion and love to take you to different heights. The novel not only shows us how to realize our dreams, but also how to follow your heart and love without being selfish because we cannot own anyone. Our love should be free as we want to be free. No words can talk about this book†¦. just wonderful.