Category: Questions

Importance of talent development; learning objectives;

Importance of talent development
    Importance of talent development

Importance of talent development

Order Instructions:

Learning objectives

The rationale behind your Personal Development Portfolio (PDP) is for you to reflect on the importance of talent development in all organisations; and, in particular, how you can contribute to this concept within your own organisation.
This PDP is divided into two submissions. The first part is due in Week 6, and the final part is due in the final week of the module, Week 8.

To prepare for this PDP assignment:
•Reflect on the readings you have encountered in the first 6 weeks of this module.

SAMPLE ANSWER

Importance of talent development

In the current knowledge economy, talent is not just crucial, it is also scarce. Even though a lot of executives report that finding and retaining talent is usually their main priority, a lot of organizations are still struggling to fill skilled positions. Senior managers of the company need to consider that an effective way of attracting and retaining talent entails creating an environment in which talented individuals can develop. Talent development is understood as building the abilities, skills and knowledge of other people and assisting them to develop and attain their potential so that the organization can succeed and grow (Popescu & Popescu 2012). This essay provides my reflection on the importance of talent development in all organizations, and the way in which I can contribute to this concept within my own company.

Retain top talent

Talent development helps organizations to retain their top talent. If employees leave a company due to a lack of talent development initiative, the company may be adversely affected. There would be the disruption of customer service, loss of company knowledge, in addition to loss of engagement and morale for the employees who remain. Offering opportunities for career development and talent development will ensure that when they desire a job shift, valuable workers are more probable to look in the company, and not somewhere else (Neves, Galvão & Pereira 2013). Talent development allows an organization to develop, retain and leverage its talent in order to realize its most important business goals. An organization should be able to envision, plan, execute and assess talent initiatives which produce real bottom-line results.

People who are talented often look for opportunities to grow, and they would move to companies which offer them sufficient opportunities to grow. Moreover, retention becomes a non-issue; if employees are developing more quickly than they could develop in any other organization, they will not leave since they have no reason to. If a business organization is really serious as regards attracting, retaining, and developing high-quality talent, then it needs to view itself as a growth platform for talent where employees could actually develop themselves much quicker than they could in any other company. In turn, this could create a self-reinforcing cycle as talent creates more growth opportunities (Castellano 2014).

Promotes lasting employee engagement and commitment and boosts productivity

Training and development of staff members starts with the process of onboarding. Typically, orientation is the initial substantive touch point for new employees. It offers an important opportunity for getting the new hires to get acquainted with the company – its policies, values, and culture. In addition, this is an opportunity to promote employee commitment and engagement by telling them how their position actually contributes to the overall business goals and mission of the organization (Holland, Sheehan & De Cieri 2010). Training is important in adding value to workers and to the company. Other than the benefits of more skilled workforce, training also promotes lasting employee engagement as well as commitment (Castellano 2014). Staff members who receive training obtain the satisfaction of mastering new skills as well as increasing their employability. Training shows the commitment of the organization to its staff members, makes employees feel valued, and promotes reciprocal commitment (Holland, Sheehan & De Cieri 2010). Workers nowadays expect to find direction and meaning in their daily work – not only tasks and jobs but meaningful careers as well as career goals. Staff members with access to talent development processes, tools and resources feel much more supported and engaged by the company. Additionally, staff members who drive their own development have a higher likelihood of being motivated and optimally productive consistently (Neves, Galvão & Pereira 2013).

More productive and profitable workers

Employees who are empowered are profitable and productive workers. Researchers have reported that employees who feel empowered by their organization’s training and development initiatives have greater innovation, higher morale, and better output. This also implies less absenteeism and turnover within the company (Downs 2012). Career development and talent development initiatives prepare workers to attain their professional objectives and align these professional goals with the objectives and needs of the organization.

Strengthens the succession pipeline

The backbone of any effectual process of succession planning is a talent pipeline which is well-prepared that could actually be drawn from at any given time. If an organization has an employee-driven talent development initiative, its top talent will have the chance of applying for major job positions which might be vacant. When the company makes such opportunities available and visible for every qualified employee, the organization would ensure that the most eligible people enter those crucial roles (Salopek 2014).

Creates a positive branding for the company

Companies which attain the most sustainable success are the ones which attract the best individuals to develop their strategies and realize their objectives and goals. Salopek (2014) reported that an effective talent development initiative will brand the company as an organization which truly cares about its staff members. In turn, this will help the company to constantly attract the best employees for the positions the company needs.

Fill internal skill and role gaps

Gaps in competency and skills, especially in crucial high-level roles, are becoming increasingly widespread as roles become more challenging and the demands of leadership become more and more intricate. Creating a process and culture which facilitates internal mobility is an effective way of filling these gaps from within the company (Neirotti 2013). It is worth mentioning that an internal mobility framework will enable workers who are qualified to find job positions that are most suited to them. It will also enable the company to fill these roles without significant expenditure associated with hiring new people from outside, training them, and onboarding them.

Own contribution to talent development

I can contribute to the concept of talent development within my own company by informing the HR manager about the talent development strategies that can be used in the organization in order to enhance talent development at the company and obtain the many advantages of talent development as described above. Some of these advantages include enhancing long-term engagement and commitment of employees, retaining top talent, and to have staffs who are more productive and profitable. I will also inform the HR manager about the importance of designing a work environment that helps workers in the company to improve their everyday performance. Since talented individuals often look for opportunities to grow, I will encourage the HR manager to create an environment wherein people who are talented can grow. For example, training programs can be used in helping employees to develop a particular knowledge or skill set.

Conclusion

To sum up, talent development is important because it brings the following advantages for the company: ensures retention of talent, improves the branding of the company, develops talented workers in areas of professional know-how, and develops guiding stars. Guiding stars refers to those star workers who can contribute to the success and growth of the company. Therefore, the key to sustained success lies in the capacity to keep these workers in the company, and in knowing, managing and developing their talents appropriately. Furthermore, talent development increases innovation as well as capacity for change in the organization.

References

Castellano, S 2014, ‘Opening Solutions to Talent Development’, TD: Talent Development, 68, 8, pp. 66-69, Professional Development Collection, EBSCOhost, viewed 18 September 2015.

Downs, LJ 2012, ‘Integrated talent management: Building a Strategy One Block at a Time’, T+D, 66, 8, pp. 42-47, Professional Development Collection, EBSCOhost, viewed 18 September 2015.

Holland, P, Sheehan, C, & De Cieri, H 2010, ‘Attracting and retaining talent: exploring human resources development trends in Australia’, Human Resource Development International, 10, 3, pp. 247-262, Business Source Complete, EBSCOhost, viewed 18 September 2015.

Neves, C, Galvão, A, & Pereira, F 2013, ‘Guidelines in human resources management’, Tourism & Management Studies, 2, pp. 420-429, Hospitality & Tourism Complete, EBSCOhost, viewed 18 September 2015.

Neirotti, P 2013, ‘How do human resource development strategies influence performance? A contingency perspective’, Journal Of General Management, 39, 2, pp. 3-34, Business Source Complete, EBSCOhost, viewed 18 September 2015.

Popescu, M, & Popescu, A 2012, ‘The development of human resources in organizations’, USV Annals Of Economics & Public Administration, 12, 2, pp. 36-42, Business Source Complete, EBSCOhost, viewed 18 September 2015.

Salopek, JJ 2014, ‘Showstopping Learning’, TD: Talent Development, 68, 10, pp. 56-59, Professional Development Collection, EBSCOhost, viewed 18 September 2015.

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Learning objectives Assignment Paper

Learning objectives
  Learning objectives

Learning objectives

Order Instructions:

Learning objectives
Depending on the module goals, learning objectives may target a range of skills or cognitive processes. Bloom and Krathwohl’s (1956) taxonomy of educational objectives differentiates between three domains of learning: cognitive, affective and psychomotor.

For this Collaboration, you suggest possible learning interventions that would fulfil the learning needs identified by your colleagues.

Reference:
Bloom, B.S. & Krathwohl, D.R. (1956) Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. New York: Longmans, Green.

Noting the range of types of learning objectives presented.

Discussing ways your experiences in the creation of learning objectives are similar or different.

SAMPLE  ANSWER

Introduction

Taxonomy involves the classification of different learning objectives that students are expected to achieve as set by educators. The three major categories are cognitive, affective and psychomotor. To provide a holistic form of education, educators insist on attainment of all the three objectives (Anderson & Krathwohl, 2001).

Cognitive domain of education objective revolves around attainment of knowledge and critical thinking. The recipient of knowledge must demonstrate understanding and application of the acquired knowledge to analyze and remember the concepts taught. Different individuals have varying aspects and affinity to grasp what is taught in class. Some individuals may display outstanding abilities in cognitive skills as demonstrated in academic performance and general analytic skills (Bloom & Krathwohl, 1956). Others may be excellent in physical abilities like driving, running and other sporting activities that require a different form of training. Psychomotor domain is applicable to this group of persons. It involves the physical attribute that an individual posses and the ability to manipulate tools or other instruments in an effort to develop or excel in the production or organization of an event, sport or any other activity that requires someone’s presence.

Affective domain is the response or the description of individual reaction mostly emotional. The objectives of affective domain aim at developing growth in feelings, attitudes and emotions. For effective achievement of these objectives, students must demonstrate minimum abilities to pay attention to recognize and memorize the concepts taught by attaching some value to the knowledge acquired. The students must be able to apply what they have learnt by accommodating, comparing, elaborating and relating the concepts learnt with their environment.

My colleagues mostly in college and work place have demonstrated strong cognitive skills compared with the other two domains. To develop effective cognitive skills that are applicable to the current corporate market setup, the best learning intervention that would provide a holistic development would be available in corporate universities (Simpson, 1966). These institutions provide accredited learning programs that are complete with case studies that simulate particular job demands and training requirements (Reid & Barrington, 1999). To provide the needs of the affective domain most colleges offer elementary psychology classes for overall growth in attitudes and emotional development. The need for effective interpersonal skills especially when dealing with clients and other stakeholders in the same industry is an essential part of the affective domain objective (Goleman, 2006). The learning strategies that can be applied in a job setup include on the job training, planned internal or external organization experience, internal or external courses or even personal self managed learning programs. The intervention methods would include coaching and action learning mostly for psychomotor needs and other relevant cognitive and Affective needs required (Grant, 2006). Mentoring, education partnerships and E-learning interventions are also suitable for both college students and employees.

For my colleagues to learn, they must have the desire to learn and accomplish their targets. Their perception or ability to apply individual cues to guide and control their motor activities as adduced by the psychomotor concept determines their eventual ability to change or develop their skills or behaviors. The abilities to assemble, dismantle, construct, organize or play successful indicate whether one’s performance is better, quicker or effective. Other skills like estimating where a ball would land or determine the condition and problems of a motor car by its engine sound or determine the quality of wine or coffee by its smell or taste are all good pointers to perception in psychomotor domain.

References

Anderson, L. W. & Krathwohl, D. R. (eds.) (2001). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. https://www.jstor.org/stable/42926529

Bloom, B.S. & Krathwohl, D.R. (1956) Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. New York: Longmans, Green.

Goleman, D. (2006). Emotional intelligence. New York: Random House.

Simpson, E.J. (1966) ‘The classification of educational objectives: psychomotor domain’, Illinois Journal of Home Economics, 10 (4), pp.110-144.

Reid, M.A. & Barrington, H.A. (1999) Training Interventions: promoting learning opportunities. London: CIPD.

Grant, A. M. (2006). Workplace and executive coaching: A bibliography from the scholarly business literature. In R. Stober & A. M. Grant (Eds.), Evidence based coaching handbook: Putting best practices to work for your clients (pp. 367-398). Hoboken, NJ: Wiley.

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Learning interventions Research Assignment

Learning interventions
    Learning interventions

Learning interventions

Order Instructions:

For this Key Concept Exercise, you will create learning objectives used in organisational learning interventions.

To prepare for this Key Concept Exercise:

Consider the definition of learning objectives.

To complete this Key Concept Exercise:

In an approximately 550-word response, address the following issues/questions:

•Create or find three learning objectives used in organisational learning interventions.

•Propose learning interventions that would meet these objectives and show how they are underpinned by a sound knowledge of learning theory.

•In formulating your Key Concept Exercise, consider the following issues/questions:

o What is the purpose of the intervention?

o What learning needs have been identified?

o What are the objectives and learning outcomes of the intervention?

When writing your responses, synthesize the theory with real-world experience and use examples of the theories in action in a real organisation about which you have read or one in which you have worked.

SAMPLE ANSWER

Learning interventions are important as it provides a base for learning events such as self-managed learning, external courses, on-the-job training and planned organization experience among others. The primary goal of a learning event is to achieve specified learning objectives. In many organizations, people learn naturally and in some instances incidentally each and every day (Conole, 2012). However, these events can be formalized by asking the learners to internalize what they have experienced, done and learned by linking them to a set of objectives. Learning objectives refers to a statement that outlines the expected goal of a lesson, course, curriculum, or it defines the knowledge and demonstrable skills that will be acquired by students as a result of learning events.

When employees working in the human resource department of an organization who undergoes On-the-job training, for instance, the learning objectives will be

  1. Identify business issues considering legal, economic, political, quantitative and psychological perspectives.
  2. Apply knowledge and management skills in work environment
  3. Create and implement human resource system for training and development, compensation, labor relation and employment.

Some of the learning interventions that would help meet these objectives include;

Action Learning: Action learning encompasses working on a real project (Boud & Molloy, 2013). The Human resource developer can be put in a small group to work on a real project. The students will learn about the methodology as they work. For instance, to learn about competency-based interviewing, the learners can be grouped to form an action learning team. The mentors can then give them an opportunity to decide on a common approach then start working using competency-based interviewing. The learning objectives are attained when they meet to discuss their duties and the method that worked best.

Coaching and Mentoring: The primary goal of coaching and mentoring will be to teach about team performance and help the employees working in the Human Resource department build strong team relations. And finally align performance with the organization goals. The coaching can be done by line managers and use of external coaches to help the employees identify business issues relating to the organization.

Education partnerships: This refers to varying collaborative relationship for diverse partnership (Beetham & Sharpe, 2013). The organization can form a college company partnership to educate their human resource employees on some of the core issues relating to human resource management. The core output of the program would be to improve learner’s management and leadership skills through education programs. Therefore enabling the human resource stakeholders to create and implement human resource system for training and development, compensation, labor relation and employment.

In conclusion, learning and talent development is a continuing process. Many organization help in nurturing talents by developing learning interventions designed to improve talents within the organization (Bonk & Graham, 2012). Training programs are designed to aid in improving employee skills and abilities and develop an all rounded workforce that will be able to work towards achieving organization goals and objectives.

References

Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.

Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. Routledge.

Conole, G. (2012). Designing for learning in an open world (Vol. 4). Springer Science & Business Media.

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.

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Process of planning and managing change

Process of planning and managing change
Process of planning and managing change

Identifying and assessing the process of planning and managing change within an organisation

Order Instructions:

Identify and assess the process of planning and managing change within an organisation.

What role should HR play in change management?

SAMPLE ANSWER

Process of planning and managing change

Business transformation and change is often difficult and involves changing organization culture and employees attitude towards accepting new way of doing things in the organization. Change management refers to organization practices and structured procedures that management of an organization adopts to lead people towards achieving a new vision or the stated goals of an organization (Cummings & Worley,2014). The process of planning and managing change begins by understanding the employees and their capacity to change. According to Hayes (2014), change management process encompasses three stages as follows:

Change preparation: This stage entails the preparation, assessment and strategy formulation. The leader in charge of the change process has to define the change management strategy and prepare the change management team. This preparation is done in readiness to carry out the required organizational direction in alignment with the corporate level strategy, and finally the change management leader has to develop the sponsorship, model.

Managing change: Phase 2 involves thorough planning and proper management and implementation of change process. The management team in this phase develops change management plans, take action on decisions made on earlier phase and implement plans on the functional level and operational level of the organization.

Reinforcing change: The last phase involves data collection, corrective plans, and acknowledgment. In this level, the management has to collect and analyze data from relevant departments. On the same note, the management also looks out for challenges that the team is facing and develop strategies that help to manage resistance from the employees.

The responsibility of Human Resource Management in change management process

Human resource management plays a critical role in change management because many of the issues tackled concern the people’s aspect of change. The human resource has the responsibility of ensuring that employees are motivated to undertake and participate in the change management program (Kuipers et al., 2014). The human resource department is also responsible in aligning organization goals, with the change management process.

On the same note, Human resource has to ensure that impetus for implementation of change at every managerial level is available such as the provision of structured framework for change. Furthermore, the management must provide mechanisms of aligning the management concerns with those of the employees (Raineri, 2011). This is achieved by identifying and establishing a workable change management process and finally Human resource management has to reinforce change management communiqué as a means of attaining the desired change.

In conclusion, Managing change as a progression from an organizational point of view helps to make certain that the right actions are taking place at the right moment. And those workers are gaining the right information they require to proceed through their personal process of change. The three processes is a sequence that in the end ensures that change impact is seen in the organization’s performance. Human Resource Department plays a primary role in managing and overseeing the change process. This role is imperative as it helps to align organization goals, change objectives, and the change process to ensure a smooth transition to achieve organization sustainability.

References

Cummings, T., & Worley, C. (2014). Organization development and change. Cengage learning.

Hayes, J. (2014). The theory and practice of change management. Palgrave Macmillan.

Kuipers, B. S., Higgs, M., Kickert, W., Tummers, L., Grandia, J., & Van der Voet, J. (2014). The management of change in public organizations: A literature review. Public Administration, 92(1), 1-20.

Raineri, A. B. (2011). Change management practices: Impact on perceived change results. Journal of Business Research, 64(3), 266-272.

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Human resource and management Planning the change

Human resource and management Planning the change
Human resource and management Planning                               the change

Human resource and management Planning the change

Order Instructions:

Identify and assess the process of planning and managing change within an organisation. What role should HR play in change management?

SAMPLE ANSWER

Planning the change

In different organizations, there is always need to impact changes. For such changes to have positive impact there must be proper planning of the change as well as its management. Different persons of organization play different roles in planning and managing change. However, it is crucial to note that; the human resource personnel usually play greater roles. It is critical to understand the perspectives of the two elements of change. Louw-Potgieter (2012) observes that: planning entails the initial blueprint of the intended change, whereby there is discussion of what is to be changed and how such changes will be implemented by human resource. On the other hand, managing change in an organization entail tackling the real change process. The difficult part of managing change touches on addressing the challenges that come with adopting change.

To have successful planning and management of change, the ideal process of the same must be followed. Preparation for change is the initial stage that must be well addressed. The preparation entails first selecting the viable changes that ought to be implemented. For this stage to be successful there must be consultation from different groups of people involved in organization. Here, the role of human resource will mainly entail consultation and not deliberating on what they think is needed. Assessment of different areas and how feasible they are in terms of adopting change is also done. Assessment is done for different areas. For instance, the human personnel as well as physical resources need to be assesses for viability in accordance to the intended changes. In preparation for the change, strategy development is critical.

Fratričová & Rudy (2015) note that; the human resource is mandated with coming up with strategies that match the intended changes. Such strategies may include strategies of ensuring that different persons of the organization buy the idea of change. This view emanates from the realization that; human beings have a tendency of resisting change. In any given organization, there will always be elements of resistance to change from some members however positive the change may be even for the persons as individuals. The human resource therefore, have a duty to package the intended change in such a way that it is it is highly acceptable.

Change management

In order to have successful management of change, the human resource management must follow the right process. e Borges  (2009) asserts that; in the initial stages of managing change, there must be readiness assessment. Here, the human resource carries out assessment to ensure that an organization is ready for the intended changes. This aspect is achieved by assessing both the human personnel as well as the availability of physical resources. Such readiness will vary from one organization to the other and also from one form of change to the other. When the human resource has ascertained that there is adequate readiness, it is the right time to start the process of implementing change. On the other hand, if the human resource feels that there has not been adequate preparation, then they ought to go back to the preparation stage where they put more effort to ensure such readiness. It is crucial to note that; the human resource must be well prepared for the change before they even start the process of presenting the intended change to the rest of organization. If this is not done, it will be very difficult for the rest of organization to accept the intended change.

To effectively manage change in organization, there is need for constant communication. There is always a tendency of assuming that once a communication has been done there is no need of a repeat. In enacting changes in organization, there is need to constantly keep reminding members of the ongoing changes. Such communication keeps the organization more focused on change and also to avert unnecessary resistance. Such communication is also ideal at every stage of change. This communication helps the members to understand the role that they ought to play as well as the expected results. When such aspects are well communicated and in good time, there is high likelihood of success in the intended change.

Conclusively, awareness communication that is done in the initial stages of start of a planned change is necessary but not enough for success. Hollenbeck & Jamieson (2015) observe that; in the process of managing change, human resource ought to evaluate the undertakings to note if there is need for training of more assistants to have effective implementation of change. If there is such need, it is crucial that human resource give chance to such training which could yield positive results. There could also be need to take some of the members of organization to some sort of training so as to have successful implementation of change. As such, it is necessary that the human resource considers the best alternative that is suitable for the change. For instance, the members could be taken for training outside or the trainers could be brought to the organization to undertake the same. It can be summarily be said that human resource, in implementing change has the role of making assessments, communication as well as ensuring right training.

References

e Borges, RG 2009, ‘Organizational Change Implementation and the Role of Human Resource Practices: a Brazilian Case Study’, Brazilian Business Review (English Edition), 6, 3, pp. 284-295, Business Source Complete, EBSCOhost, viewed 17 September 2015.

Fratričová, J, & Rudy, J 2015, ‘Get Strategic Human Resource Management Really Strategic: Strategic HRM in Practice’, International Journal Of Management Cases, 17, 4, pp. 149-155, Business Source Complete, EBSCOhost, viewed 17 September 2015.

HOLLENBECK, J, & JAMIESON, B 2015, ‘HUMAN CAPITAL, SOCIAL CAPITAL, AND SOCIAL NETWORK ANALYSIS: IMPLICATIONS FOR STRATEGIC HUMAN RESOURCE MANAGEMENT’, Academy Of Management Perspectives, 29, 3, pp. 370-385, Business Source Complete, EBSCOhost, viewed 17 September 2015.

Louw-Potgieter, J 2012, ‘Evaluating human resource interventions’, South African Journal Of Human Resource Management, 10, 3, pp. 1-6, Business Source Complete, EBSCOhost, viewed 17 September 2015.

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Managerial accounting Essay Paper

Managerial accounting
                   Managerial accounting

Managerial accounting

Order Instructions:

PART A: Individual Component (5%)
This is a research assignment and requires the use of independent, academic research. In your group assignment you have been asked to use Net Present Value analysis to analyse Beaver Tales Pty Ltd. Why would a financial manager feel more confident using NPV analysis than the discounted payback period method? Is there potentially a better method to undertake such an analysis?

You will be assessed on the following criteria:
1. Strength and relevance of arguments presented. This will include the persuasiveness (including breadth and depth) of the arguments presented. Any material needs to be structured in a logical manner to enhance your arguments. (3 marks)
2. Depth and Quality of research undertaken to support your arguments (1 marks)
3. Grammar, spelling and referencing style (1 Marks) Assignments should be succinct in their language and arguments.

You are required to submit the following:
1. You are required to submit an assignment of no more than 300 words by the due date. Any words beyond this limit will not be marked.
2. You are required to display the word count on the front page of your assignment.
3. You are expected to submit a file using 12-point double spaced Arial font.
4. You are encouraged to research this topic well in advance of preparing to write your submission.
5. You are required to reference using the Harvard Referencing style.
6. References should be from credible sources (Note: Wikipedia and Investopedia are not acceptable).

SAMPLE ANSWER

Introduction

The payback method is a capital budgeting process where the period taken to recover the initial amount is calculated. The discounted payback method differs from the payback method as it utilizes discounted cash flow system in its calculations.

The discounted payback system has limited relationship with wealth maximization concepts. Net Present Value estimates all the future cash inflows and outflows as it also discounted to the present value. Positive NPV adds real economic value to the cash flows in a company. NPV is one of the most reliable capital budgeting techniques presently (Hermanson, Edwards & Invacevich, 2011).

Beaver Tales Pty Ltd Beaver Tales Pty Ltd
Capital Budgeting Capital Budgeting
Discount rate 15.00000% Discount rate 15.00000%
Year Cash flow Year Expenses
0 -15,609,792 0 0
1 4,470,000 1 7,143,000
2 4,498,000 2 2,267,726
3 4,529,650 3 2,267,726
4 4,565,413 4 2,267,726
5 4,605,807 5 2,267,726
6 4,651,415 6 2,261,264
7 4,702,891 7 2,261,264
8 4,760,966 8 2,261,264
9 4,826,464 9 2,261,264
10 4,900,302 10 2,261,264
PV for future Earnings $23,085,154.42 PV for future Expenses $15,609,791.75
NPV $7,475,362.67

The above calculations indicate that the NPV is positive and the project would be profitable and viable. All positive NPVs represent projects that are viable but projects with negative NPVs should not be undertaken.

Discounted payback system

PV for Exp 33217430.05
        6,211,304.35    27,006,125.70
        1,714,726.62    25,291,399.08
        1,491,066.63    23,800,332.45
        1,296,579.68    22,503,752.77
        1,127,460.59    21,376,292.18
           977,607.01    20,398,685.17
           850,093.06    19,548,592.11
           739,211.35    18,809,380.76
           642,792.48    18,166,588.28
           558,949.98    17,607,638.30

The total expenses for the Beaver Tale Pty ltd amounted to 33,217,430 while the total earnings for the project for the next ten years would amount to   46,510,906.25. The figures when discounted at 15% for ten years periodically would amount to 17,607,638.30 as the negative balance under discounted payback period.

The discounted payback suggests that the project is unviable.

Reference

Hermanson, R.H., Edwards, J.D., & Invacevich, S.D. (2011) Accounting Principles: A Business Perspective. First Global Text Edition, Volume 2 Managerial Accounting, 37-73.

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Leadership theory taxonomy Paper

Leadership theory taxonomy
    Leadership theory taxonomy

Leadership theory taxonomy

Order Instructions:

A 1-page taxonomy that follows the Leadership Theory Taxonomy Template available in this Module’s Learning Resources to the Assignment Part 1 – Module 2 link.
A 4- to 6-page (not including cover page or references) Leadership Theory Taxonomy paper that explains in detail each theory listed in the taxonomy, by synthesizing multiple scholarly references and examples. This paper will be submitted to the Assignment Part 2 Turnitin – Module 2 link. Be sure to include the following in your paper:
Five peer-reviewed scholarly resources in addition to those offered by the Learning Resources
Specific examples of two of the four theories drawn from experiences or scholarly literature
Work that adheres to APA style

SAMPLE ANSWER

Leadership theory taxonomy

Over the number of years, leadership has continuously evolved giving rise to the different types of leadership positions. The leadership theory taxonomy studies the behavior, traits and ability of a leader to play the important role that the society expects them to play. The various leadership theories are defined by the various unique characteristics and they vary considerably. In this study, three types of leadership’s taxonomical theories are going to be explored. The three include transformational, situational leadership taxonomy, contingency and leader- member exchange.

Transformational leadership theory

Transformational leadership refers to the mode that goes beyond the normal running of day-to-day operations in any business organization. It depicts the leadership of the future whereby the leader is more interested in creation of a vision for the company. Transactional leadership runs or provides a mechanism to run the day-to-day operations without much focus on the future goals of any company (Patrulescu, n.d ). The transformational style was coined in the year 1973 by Downtown. It puts more emphasis on providing motivation or morale for their employees, understanding their problems and looking at the bigger picture of trying to solve such problems. It also places high regard to the employees of a given company and urges them to put more focus on the good of the group rather than the individual interests. Additionally the leader serves to motivate and inspire those under them, at the same time providing them with an opportunity to make solo individual positions regarding several types of issues (Sarros& Santora, 2001).

The common four features that describe the transformational leaders are referred to as the 4is. They include intellectual stimulation, inspirational motivation, individual consideration and idealized influence. Transformational leaders are open-minded and tend to agree with most of the employees wishes. They area also extraverts and conscious of the surrounding climate that their employees face. A perfect  example of a transformational leader was Nelson Mandela. Nelson managed to inspire confidence in the people of South Africa in abolishing apartheid in South Africa .similarly Martin Luther King Junior similarly managed to abolish discrimination between the whites and blacks providing them with equal opportunities in the united States. Meanwhile Nelson Mandela urged forgiveness between the native compatriots of south Africa and the Boers who had racially segregated  them. The followers since they looked upon the leader they agreed to let by gones and embrace each other thanks to the leader (Sarros& Santora, 2001).

Situational leadership  theory

Situational leadership charges leaders to change basing on the various conditions or circumstances. The four main leadership characteristics  that define the leadership  are delegative, supportive, directing  and coaching role. The delegative role allows the leadership to assign powers or specific job details to other employees to act on their behalf in making certain conditions or situations. The delegative style of leadership is considered as one of the highest form of leadership position. Supporting leadership form allows the individual leader to consciously partner with their employees or subjects in assisting  them to achieve their various roles or goals.. the leaders in this case act more as consultants  assisting  the employees  where  some matters may be difficult or complex (Graeff, 1997)..

The coaching mode of leaders requires both directive and supportive principles from the leader. The leader is supposed to teach the employee about key aspects concerning their jobs. The employees or followers of the leaders might not have particular knowledge concerning a given subject. Therefore , the mode that leader, uses ultimately defines whether the followers would understand the said concepts. It becomes imperative that leaders  become more supporting in assisting the employees. The leader should direct the employees or followers to acquire the basic knowledge and skills. Finally yet importantly, the directive method employed in situational leadership is used in providing supervision. Situational leadership is much more of an adaptive  mod of leadership practiced by most leaders throughout  the world( Nye, 2013).

Contingency theory

Similar to the situational theory, contingency theory defines circumstances between leadership styles and different situations. The success of the leader depends on the task structure, subordinates and the power position. The task structure requires every aspect of the task to be organized clearly. The leader power position provides the leaders with an option of firing the employee in case they do not meet the organizations goals or objectives. The leader has the option of hiring new employees. The leader’s member relationship in the structure would determine the success of the leader. A closer relationship between the leader and the members results in a higher chance of success. The best way of organizing a given organization is in the managing the task ahead. The contingency structure puts more emphasis on using  different managing practices in different organizations

Leader-member theory

Leader- member exchange theory  puts more emphasis  in the  communication structure between the leaders and their subordinates. The more and closer the relationship between the leaders and the subordinates the more the higher of success in an organization. By having the leader –member theory, the members know the exact roles they are to play in the company in realizing the set objectives. The leader in this case provides a better organizational climate  due to the close relationship. A better communication structure  results in provision of  solutions to the problems that affect the organization. Leaders have an important role in building  this communication barriers and the only way  to enhance this communication  is via breaking the normal communication barriers (Sherman,2002).

Leaders –member exchange theory has three important roles. Role taking, role making  and routinisation of the roles. Role taking involves the leader’s ability in assign new roles to every new member that joins a specific team. Role making  involves the assigning the members in a given group. The in-group recognizes employees or composed  of members who have proved their loyalty and trust to the leader(Antonakis, & House, 2014). They are  provided with unrestricted opportunities  in doing most of the task since they are completely trusted. People in this group have a similar personality to the leader. The out-group is composed of employees who have shown distrust or have been not loyal to the leaders. The communication structure is a little bit broken and the members of the group are a restricted  access. Finally yet importantly, in daily company routines, in-group members tend to rely on the  leaders  and would want to maintain a good impression to their leaders. Out-group members have a lot of distrust for their leaders and never carry out activities in the right manner (Antonakis & House, 2014)..

In conclusion, the different taxonomical theories underlying the various types of leadership ultimately defines the type of leader in any organizational setting and climate. Additionally, the leaders who are the forefront of maintaining the image of the company should choose one of the methods to lead their organization.

References

Antonakis, J., & House, R. (2014). Instrumental leadership: Measurement and extension of transformational–transactional leadership theory. The Leadership Quarterly, 25(4), 746-771.

Graeff, C. (1997). Evolution of situational leadership theory: A critical review. The Leadership Quarterly, 8(2), 153-170. https://www.doi:10.1016/s1048-9843(97)90014-x

Hesselgreaves, H., & Scholarios, D. (2014). Leader-member exchange and strain: a study of job demands and role status. Human Resource Management Journal, 24(4), 459-478.

Nye, J. (2013). Transformational and transactional presidents. Leadership, 10(1), 118-124. https://www.doi:10.1177/1742715013512049

Patrulescu, C. Comparison and Contrast of Trait-Based, Situational and Transformational Leadership Theories. SSRN Electronic Journal. https://www.doi:10.2139/ssrn.2132126

Sarros, J., & Santora, J. (2001). The transformational‐transactional leadership model in practice. Leadership & Organization Development Journal, 22(8), 383-394. https://www.doi:10.1108/01437730110410107

Sherman, J. (2002). Leader Role Inversion as a Corollary to Leader-Member Exchange. Group & Organization Management, 27(2), 245-271. https://www.doi:10.1177/10501102027002005

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Finding focus in a qualitative study

Finding focus in a qualitative study
Finding focus in a qualitative study

Finding focus in a qualitative study

Order Instructions:

The writer will read the article and then will carefully respond to the two main questions raise here below. It is important that the writer read carefully the questions and also the section of the article require for the information needed. The writer must also cite all references listed in the reference section, meaning the writer cannot just include a reference on the reference list without using it within the body of the paper. The writer must also include all DOI where necessary and follow proper APA style in formatting the paper.

Finding More Focus in a Qualitative Study

You must always consider the research method you plan to use when collecting your data. This can have an impact on how you proceed. The five research approaches can vary in the variety of information collected, the scope of the issues, and the invasiveness of the data collection effort.

• Using the qualitative article assigned to you last week. Review the methodology section and compare and contrast the design and the method with the information you have learned from the Creswell course text.

• Analyze and discuss the recursive relationship between research methods and data collection techniques and how that can help to bring focus to your study.

I will re-email the article for this paper. confirm when you have it

Resources;

Course Texts

Qualitative Inquiry & Research Design: Choosing Among Five Approaches

•Chapter 6, “Introducing and Focusing the Study”

This chapter addresses the problem statement, the purpose statement, and the research questions, which are three main components related to introducing and focusing a qualitative study.

•Chapter 7, “Data Collection”

This chapter explores the many components of the data collection process and states that the method of data collection can vary depending on the research method used.

Case Study Research: Design and Methods

•Chapter 2, “Designing Case Studies: Identifying Your Case(s) and Establishing the Logic of Your Case Study” (pp. 46–65)

This reading describes four types of designs for case studies.

•Chapter 3, “Preparing to Collect Case Study Evidence: What You Need to Do Before Starting to Collect Case Study Data”

Preparing for data collection is an important part of your research. Depending on the scope of a case study, the undertaking may be clear-cut or complex. This chapter explores the different types of case studies you may encounter.

American Psychological Association, (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
(Note: You should have received this reference text for a previous course. The APA Publication Manual will be used as a resource throughout this program.)

•Chapters 4–-6
Read and understand “The Mechanics of Style,” “Displaying Results,” and “Crediting Sources.”

SAMPLE ANSWER

Finding more focus in a qualitative study

Qualitative methodology was the research methodology of choice employed in the article. The research method utilizes general open-ended questions that  do not formulate a hypothesis. On the contrary, quantitative research method applies close-ended questions that are structured concerning a set of hypotheses. Also, qualitative methods structure the questions with words while quantitative methods encompass numeric values. The fundamental concept studied in the study is the attributes that define ethical business decision making. The relevance of the qualitative methodology to the study was because the qualitative nature of the objective of the study that was to explore life experiences of the participants.

Interviewing the members with open-ended questions provided a detailed study beyond an ordinary conversation thus makes this form of research methodology more appropriate for the study. This methodology is applicable when the researcher tries to find out and highlight emotions and bring texture to a research project.

The research design applied in the study is phenomenological, a qualitative analysis of narrative data. This model is employed when describing themes, meaning of findings and general lived experiences of the study participants. The application in the study was to allow a deeper understanding of the nature and causes of a leader’s tendency to behave in an ethical manner and to make moral decisions. While collecting data in the phenomenological study, the participants description of the experience or occurrence is obtained by use of an in-depth interview, observation, oral or written self-report and through aesthetic expressions such as narratives. After the analysis of the data, a report is then written which has a proper description of the experience. Interpretation is based on the data collected and the researcher’s perspective.

Other qualitative research designs such as ethnography are applied when conducting a study that concerns the cultural characteristics a group of people or a certain cultural scene. Case study research is another approach to qualitative research that gives a detailed description of one or a few instances. Grounded theory is another approach used to generate a theory from raw data or to test an earlier grounded theory (Creswell, 2009).The data collection method vary according to the type of research design employed.

In quantitative studies, ideas are generated which are further be used to formulate the realistic hypothesis that can be statistically analyzed and comprehensively tested with standard quantitative research methods. Quantitative research designs, unlike the qualitative research design, use standard formulas of generating a hypothesis to be accepted or rejected. The hypothesis has to be proved statistically. It is the basis around which the research design is formulated. Mathematical methods of data collection are employed (Creswell, 2009).

The relationship between research methods and data collection techniques.

The process of data collection involves measuring and assembling information on the variables of interest following an organized way that ensures evaluation of the results of research or study. Choice of the method of data collection depends on the method used in research method applied. A qualitative research design will employ qualitative data collection method while quantitative research design will utilize quantitative data collection method.

Qualitative research data collection methods either involve direct interaction with individuals in a group or individually. These methods include standard features such as they are open-ended and have lesser structured procedures, they rely on deeper and more interactive interviews so as to acquire detailed and reliable data.; observations, action research, individual interviews, focus groups and document review (Vogt, 2010). To begin with,observation this involves the researcher becoming the observer of the participants in a natural setting to facilitate the understanding of the phenomena. The researcher will utilize methods such as note taking, description reports, photographs for instance of buildings   and video recording

Another method of qualitative data collection is by use of interviews that could either be depth or in-depth.Qualitative interviews are informal and involve thought, adequate preparation and development of a schedule. The researcher may formulate the interview questions based on the research topic and the interviewee. Coverage of the issues is thus detailed and efficient. (Vogt, 2010) The interview questions can be unstructured, semi-structured also known as focused interviews or structured.

Focus groups that are group interviews consisting of 6-10 individuals enhance the capturing of participant emotions perceptions and opinions. Focus groups are utilized when resources required to carry out the research are inadequate and when the collective discussion is essential for the phenomena under study. The advantage of this method is that with the dynamic nature of the group greater understanding of the cause and the subject matter may be developed.

On the other hand, Quantitative data collection methods involved random sampling and structured data collection mechanisms that are appropriate for the preset response groups. Since quantitative research is concerned with hypothesis testing.Depending on the research question, the participants are randomly assigned to different treatments. Also data may be collected depending on participant and situational characteristics. The main quantitative research data collection techniques include; questionnaires, observations, interviews. Quantitative representation may involve the use of a checklist recording the presence, frequency and incidence of predetermined scenarios. Although it is time-consuming, this method provides valuable insights and fine details of how the participants behave and interact.

Questionnaires are used to collect uniform data from several people. They consist of the same number and set of questions that are then used to get information from a carefully selected or randomized sample of people. The questionnaires can then filled in by the participant or asked in a formal way by the researcher. Questionnaire questions should have the elements of simplicity, precision to make the process of data analysis easier and more efficient.

The quality and reliability of data is fundamental in defining the end results of any research or study.Therefore, it is  important to choose the method according to the respective research design. Every research methodology confers to a particular and appropriate method of data collection. Qualitative research is mainly based on exploring opinions ideas and underlying reasons. It helps develop a hypothesis for quantitative research. Quantitative research provides a way of generating useful statistics from numerical data using quantifiable variables.

References

Bcps.org, (2015). Baltimore County Public Schools. Retrieved 15 September 2015, from        https://www.bcps.org

Creswell, J. (2009). Research design. Los Angeles: Sage.

Jensenius, F. (2014). The Fieldwork of Quantitative Data Collection. P.S.: Political Science &      Politics, 47(02), 402-404. doi: 10.1017/s1049096514000298

Vogt, W. (2010). Data collection. Los Angeles: SAGE.

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Authentic christian leadership Audit

Authentic christian leadership
Authentic christian leadership

Authentic christian leadership

Order Instructions:

You will submit 9-page paper during this course that contain a personal analysis pertaining to the various leadership audits stemming from the Malphurs textbook readings. Each paper must contain a 1-page introduction, 1 page per audit, and a 1-page conclusion describing 2 personal action points stemming from the analysis. A current Turabian style title page, pagination, footnotes, and bibliography are also required.

Module/Week 4 includes the following audits:

Christian Leader: p. 173
Servant Leader: p. 180
Credibility: p. 182
Spiritual Gifts: p. 184
Natural Gifts: p. 191
Passion: p. 193
Character Audit (men/women): pp. 195/198

SAMPLE ANSWER

Introduction

The term audit is often used in or within the context of an in-depth financial investigation. In its more common occurrence it usually take a significant period of time where the investigation is done following a predetermined pattern. The main aim in a financial audit is to see if the custodians of an organization’s  resources. The basis of the audit is usually the comparison between the standards that have been set and the actual performance on the ground. A leadership audit is based on similar principles since this involves the assessment and appraisal of an individual’s leadership capabilities and qualities. Leadership is of course the ability to lead people who are in one form of organization or another. The concept of leadership is abstract unlike financial record keeping which will be done through the comparison of numerical values. The abstract nature of leadership means that there is a degree of flexibility in its analysis. Usually the concerned parties conduct a leadership audit based on an already existent value system, specifically the relevant aspects of the value system. Another unique aspect about a leadership audit that separates it from the conventional audit is the fact that it is best carried out retrospectively since an individual is best placed to judge his or her collection of attitudes, strengths and weaknesses relevant to their ability to lead. Leadership audits can therefore be based on[1] religious principles, legal principles or ethics that apply in a given area of human interest such as academia,politics or other career areas. A leadership audit is an invaluable tool when there is an impending strategic change around the corner. This is because it provides a logical and accurate pointer about the capacity an existent leader has, something that can be compared to the challenge or task ahead. Leadership audits are not done to determine whether change will take place or not. On the contrary they are done so that individual leaders know exactly where they are so that they figure out what to be more alert about, which areas they need to urgently improve and also the strengths they can capitalize on. This exercise details a leadership audit that I am conducting on myself based on principles of Christian leadership as discussed in the course.

Christian Leadership

Christian leadership is basically the tendency or ability of a leader to exemplify christian principles through his or her leadership. As a christian leader myself, the values that are manifested in the depiction of various leaders in the Bible need to be clearly seen in the way I carry out my responsibilities as a leader. I scored 15 in this area, indicating that I am above average with regard to being a Christian leader. Christian leadership for me is layered and it first of all begins with who I am as a person, secondly it is manifested in my professional life and ethics, third, Christian leadership needs to be very clear in the way I interact with other people in the workplace, mainly those who are my subordinates.

As an individual I need to be completely blameless without having any possible blame or issue that would bring me into disrepute. This is a case of the proverbial ‘putting my house in order.’ To the best of my knowledge I believe I have no problems in as far as my personal life goes. I live my life based on christian principles and this means that I hold firmly to honesty, sensitivity and also affirmatives. The one area that I however feel I need to work on is that of being steadfast when it comes to moral dilemmas in the wake of public pressure. My spiritual convictions mean I have to make decisions that stay on the ‘straight and narrow.’  I always work to ensure my obedience to scripture is based on my fear of God and not a fear of fellow human beings. This keeps me accountable even in private.

As a worker I always strive to ensure that I am following the rules that the organization has set. This way I show those who have been placed under my leadership a proper example and also show them that I have faith in the rules. Being transparent also key to my christian leadership since it shows that I have nothing to hide and this helps to create an environment of transparency. Being transparent also keeps me alert and more accountable for my actions[2].

Servant Leader

The concept of servant leadership was best exemplified by Jesus as he established his ministry here on earth two millennia ago. The term servant-leadership is somewhat of a moron given the fact that leaders are often the ones being served in society. Jesus’ best illustration of being a servant leader was when he washed the feet of his disciples, something that would be taken as the severe lowering of the status that a leader has relative to the members of the group. In this area I scored 12 and that is indicative that I am doing well in the area of servant leadership. For me servant leadership refers to looking for ways where I can serve those I am leading and add value to their lives instead of merely issue instructions.

The desire to offer service is something that I have had for a long time and it enables me to have the initiative to make things better wherever I am. As a result, I find myself having an urge to lead so that I can make things better for everybody involved whether it is in an informal setting or a formal one.

In the instances that I have been in a position of leadership, I strove to ensure that the needs of the major stakeholders are clear and well known. Once this is done, I had to weigh the different needs and give priority to the ones that were most pressing. This necessitates the need for dialogue and compromise since there is the ever present reality of needs clashing. Some of these needs are my own and as a servant I need to keep them aside for the sake of the greater good. I have noted that I tend to achieve greater success in instances where I keep personal interests aside. I think this is because in such a situation I have a much clearer focus on  the people that I am working with. I have the capability to better leverage on the strengths of my subordinates and also be sensitive about the challenges they have. I also don’t have any qualms about working alongside those I am leading since this is how I get an opportunity to demonstrate to them specifics about their tasks. If they have any challenges that are specific to their responsibilities, I will easily pick up on them and work towards a way forward[3].

Credibility

Being credible is basically being believable from the perspective of others. Gaining the trust of people is not something automatic. It is more of a journey whereby the level of trust gradually increases. I say this because I also tend to be skeptical of people I don’t know and it takes some considerable amount of time before I can trust them. I scored 17 in credibility, a sign that this aspect of my leadership is also above average. I am also particularly aware of the fact that people tend to have difficulty placing their trust in leaders and this therefore obliges me to be more deliberate about how I tender my duties as a leader. The best way for a leader to be viewed as credible is for him or her to be first of all trust-worthy as a person and second within their position of leadership.

The only platform that I have for my credibility to be manifested is through the interactions I have with other individuals. I believe that honesty is something that everyone should have and that the truth should always be told without its potential consequences being a determinant of whether it needs to be said or not. As a result I do my best to avoid being economical with the truth especially when the temptation to do so is great. Examples of this are when I have to express my displeasure about an offense that a friend or relative has committed against me. Another example is when I have to correct somebody about a potentially sensitive aspect of their person. With respect to social issues of public interest I must admit that I have lacked in credibility since it is at times more convenient to appear to be on the fence about a matter than to take a side which will be more controversial. I do this under the guise of seeking political correctness but the truth of the matter is that I need to be more credible and concise about the beliefs I have. These views however need to be expressed in respect so as not to raise ugly arguments with those of a contrary belief.[4]

Spiritual Gifts

Spiritual gifts are abilities given to us through the Holy Spirit’s workings. These gifts are very important in that they enable a person to better minister to others by enhancing his or her abilities. Spiritual gifts in the context of leadership are mainly those that have an inter-personal manifestation as they are supposed to enable the leader better relate with others and inspire them towards a desired direction or goal that has been set. Besides the interpersonal component which will be emphasized in the course of my leadership, these gifts should also be manifested in my administrative capacity as an overseer of the affairs of a larger group. My score for spiritual gifts was 19 and this shows above average manifestation of these gifts in my leadership.

On a personal level the gift of leadership makes me visionary and capable of imagining a suitable or desirable future of any formal/informal, spiritual/secular or academic group I find myself operating in.  I easily find myself asking myself about the reason we are together in a specific group and furthermore how we can maximize on the strengths we have to achieve the goals. If the goals have not been defined, I always encourage the rest of the members to be clear and specific about the goals that need to be achieved. I am very respectful of those I am managing and this makes it easy to see the potential they have within the group. Being a good administrator helps me to understand those I am working with better and assign them responsibilities that they will best carry out. I am also well placed to effectively pair people up into solid teams. Charisma is another spiritual gift that I have. With respect to  the leading of heterogeneous groups of people with different cultural backgrounds and ethnicity, charisma  makes it easy to break the boundaries and relate with everybody. I also get to act as a central figure connecting people who may ordinarily have difficulty interacting[5].

Natural Gifts

Besides the spiritual gifts that have been mentioned above, I also have natural gifts which are important in helping me  to lead effectively. These natural gifts include creativity, problem solving and intellect. All of these have a bearing on the way my leadership is manifested. My score in this area was 9 and this shows that a key strength area for me is the presence of natural gifts.

Being creative means that I thrive on the development of ideas in the different areas of life that interest me. I am regularly thinking of alternative ways of doing things and this is commonly referred to as the practice of ‘thinking out of the box.” As a result of this, my ideas tend to stand out from the existent ones, something very important when one needs to rectify a problem that has been existent for a long time due to inadequate resolution strategies being applied. Creativity ensures that redundant approaches to solving problems are eliminated and instead replaced with objective oriented techniques. I find that creativity helps me a lot in being progressive as a leader. The groups that I lead are always making progress and improvements to the members and to the task or tasks at hand. Another natural gift that helps me in problem solving is my intellect and ability to effectively analyze situations that are ahead of me for problem solving. Intellect enables me to mentally cross reference several variables at once and establish the kind of relationship they have with each other. Understanding problems better means solving them better. The application of the above gifts in combination leads to the coverage of greater ground without an acute increase in the demand for resources or the faculties of the members of a group. It is also key in motivating people since the human psychological reward mechanism is result based where people can easily account for their energy and effort[6].

Passion

There are two main forms of motivation that an individual can have. These are intrinsic motivation and extrinsic motivation. Intrinsic motivation comes from within and is dependent on the person’s state of mind and their collection of thoughts. Extrinsic motivation on the other hand is based on external factors that will act to boost the morale of the individual. With respect to passion being manifested in my leadership, it is more of a subjective issue. My score for passion was average and this means that there are things I seriously need to improve on.

The degree of passion I have tends to depend on the specific project being worked on and the degree of involvement. When I am involved in something that grants me some responsibility and autonomy, I will easily be passionate about it. Responsibility for me is important since it keeps me on my toes in that I have to deliver certain things within my responsibility and this makes me feel like an important part of the team. Autonomy enables me to manage the tasks at hand with relative mental freedom. The combination of these two therefore greatly boosts the level to which I am passionate about work.

There are however instances when the degree of passion I have wanes. This will take place when I am in a situation of strictly following the lead of another person and relying on them for any action I take. When such a scenario arises, I tend to be severely demotivated and disinterested since the contribution being made appears to be on behalf of another person rather than my own.

Character Audit

An audit of my leadership will be incomplete if I don’t include my qualities as a man and how they reflect on my ability to lead and guide others. From the audit I scored 45 which indicates that my character is above average. The key strength that I have as a man is not being dependent on the major detractors that stop men from being at their best with respect to their leadership. My main strengths are the fact that I have a good support base in that I relate well with the members of my family at home and that sets the pace for my relations with other people. I am accustomed to an environment where everybody is treated with love and respect and it reflects in my interactions with other people away from the family context.

The reputation I have in my immediate community is a good one and this is due to the fact that I have generally had positive relations with most people who know me. I have stayed in the same neighborhood for a long time and people recognize me and know me for engaging in honest dealings. Some people have seen me growing up and the improvements that I have made since childhood are noticeable, specifically with regard to how I present myself.

I however do have a weakness and it is in my temper. It is not an explosive temper but I easily get frustrated when I am working under pressure. During such times I will be passive aggressive in my expression of myself and this can really put off those working in close proximity to me. In as much as it is not very pronounced, it remains to be impatience and I therefore need to do something about it so as to improve on my character and  consequently my leadership[7].

Conclusion

From the leadership audit I conducted, I found out that based on different aspects of my character and value system, I am rank as an above average leader. There are however two main areas that I seriously need to work on so as to ensure my leadership is all rounded and effective. These are my passion and also my patience.

A combination of the audit and introspection pointed my attention to these two areas and as such I feel I need to put in place deliberate measures that will enable me convert these weaknesses into strengths.

With respect to the issue of passion, I need to train myself to be a follower lest I let my pride have the better of me. If I don’t learn how to follow, I cannot be an effective part of the team since I also have those who are senior to me and their position is just as crucial as mine. Also not being passionate can show my subordinates or those I am leading a bad example.

About patience, the best way to go about it is for me to purposefully seek to work with people who have in the past made me impatient. Instead of avoiding them or putting them off, I need to compromise and give them a chance, in the process training myself to have greater control of my temper. This way I will become a man of great character.

Improving on these two areas will be of benefit to me as well as anybody who will be under my leadership.

[1]          Malphurs, Aubrey. Being leaders: The nature of authentic Christian leadership. Baker Books, 2003 p173

[2]          Malphurs, Aubrey. Being leaders: The nature of authentic Christian leadership. Baker Books, 2003 p 173

[3]          Malphurs, Aubrey. Being leaders: The nature of authentic Christian leadership. Baker Books, 2003 p 180

[4]          Malphurs, Aubrey. Being leaders: The nature of authentic Christian leadership. Baker Books, 2003182

[5]          Malphurs, Aubrey. Being leaders: The nature of authentic Christian leadership. Baker Books, 2003 p 184

[6]          Malphurs, Aubrey. Being leaders: The nature of authentic Christian leadership. Baker Books, 2003 p 193

[7]          Malphurs, Aubrey. Being leaders: The nature of authentic Christian leadership. Baker Books, 2003 p 1959

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Thermodynamics calculations Assignment

Thermodynamics calculations
    Thermodynamics calculations

Thermodynamics calculations

Order Instructions:

CALCULATIONS.

1. PRESSURE DROP ACROSS THE ORIFICE METER. The orifice meter transducer gives us a four figure reading. This divided by 100 gives us the percentage value, which is the percentage of 30 inches of water. Say for example we had a reading of 3456 Then the percentage reading is 34.56%, That mean the pressure drop across the Orifice is 30 X 0.3456 inches of water. To convert this to mm multiply by 25.4 So, a reading of 3456 will give us a pressure drop of 0.3456 x 30 x 25.4 = 263.35 mm

2. Mass Flow Rate. Mass Flow Rate for this particular Orifice Plate is given by the formula mass flow rate m = 0.5 x (Density in kg/m3 x pressure drop across orifice plate in mm) This gives us the mass flow rate of air per hour, To find this we must first find the Density of Air at the orifice plate. To do this we use the gas laws pV =mRT for pressure P5 and T5. As density Ro = m/v we have Density = p/(RT). Note: you will get a value of between around 9 or 10 kg/m3. as the density of air at normal atmospheric conditions is around 1.2 kg/m3 and as the compression ratio of Air compressors can be around 10 or 11 and compensating for a higher temperature the value of density will be around 9 to 10 kg/m3
electrical
3. Mechanical Power Available to the Compressor : Assume electrical power to the motor as 3100 watts. This multiplied by the motor efficiency and the belt drive efficiency will give us a value of 2562.1 W. This is the estimated actual power into the air compressor. Note that the power delivered to the air is much less due to the losses within the compressor. The power delivered to the air is the indicated power which we calculate from the data obtained by the oscilloscope. In calculations for IC engines we do the reverse of this. The power delivered at the combustion chamber is the indicated power. Power delivered to the shaft or shaft power in much less than this. There the shaft power / Indicated power is known as the Mechanical Efficiency. With air compressors as the power is DELIVERED to the shaft and received in the compression space we refer to the losses within the compressor as Indicator Efficiency.

4. Calculation of Indicator Power. To do assume the area of the indicator diagram is 500 mm2. On some oscilloscopes the area and even the indicated power could be displayed on the screen. Here if we are to do a proper calculation we should take a photo of the screen and then use one of the following methods to calculate the area. They are : 1. Simpsons rule 2. Mid-ordinate Method and 3. Trapezoidal rule. ( If you are interested Google “Calculation of Irregular Areas” to find out more. – during my sailing days which was around 25 or 30 years ago – even before you guys were in the planning stage – I used to use the mid ordinate method practically every two 4 to 6 weeks to calculated the areas of indicator diagrams taken from the main engine cylinders. Today at the press of a button on the data-logger you get all the details you want on the computer screen!.)

Assuming the Indicator diagram area as 500 mm2 calculate the indicated power as shown in your Lab Handout. Note that the indicator diagram is taken off ONE cylinder of the 2 cylinder air compressor. Hence we multiply by 2. This also indicate only the work done in ONE revolution as such we must multiply by the number of revolutions per second to get the power in Watts.

5. Calculation of Isothermal Efficiency. Isothermal efficiency is the Theoretical Maximum Possible Efficiency of a gas compressor as Isothermal compression gives the MINIMUM work required to compress a gas within given Pressure Ratios. The Isothermal Power is calculated using the formula Pisothermal = mass flow rate m in Kg/sec x RT ln (outlet Pressure/ Inlet Pressure) Isothermal efficiency is = Isothermal Power/ Indicated Power. Comparison of Isothermal Efficiency of compressors gives us a fair bench mark to compare different compressor.

6. Calculation of Volumetric Efficiency. The Volumetric Efficiency gives us an indication as to the efficiency of the compressor moving or delivering volumes of gas. Volumetric Efficiency is defined as the ratio of Actual Volume Flow / Theoreticaly possible volume flow. Note that both flow rates must be converted to the same conditions of Temperature and Pressure. As such this basically can be stated as Volumetric Efficiency = Actual mass flow rate / Theoretical Mass flow rate.
or “Break
We have already discussed how to calculate the actual mass flow rate in section 2. The theoretical mass flow rate is given by : swept volume x density of Air at inlet x the number of cylinders of the compressor x revs per second. Swept volume is the cross-sectional area of the piston x stroke.

Monitoring the volumetric efficiency can give us an idea of the condition of the piston rings of the cylinders, the suction and delivery valves etc as a drop in volumetric efficiency is an indication of leakage from these parts. This in turn helps us to schedule maintenance. This is known as “Predictive Maintenance” as against “Planned Maintenance ” or “Breakdown Maintenance”.

AFTER QESTION 6 GIVE A BRIEF REFLECTION OF THE EXPERIEMT. For example that readings kept fluctuating as it was difficult to maintain the pressure at 700 kPa etc,

SAMPLE ANSWER

Table of Contents

  1. A summary of the experiment…………………………………………………………….3
    • Objectives of the experiment…………………………………………………………3
    • Experiment Procedure…………………………………………………………………3
      • Requirements……………………………………………………………………3
      • Procedure………………………………………………………………………4
    • Unknowns……………………………………………………………………………..6
  2. Table of the recorded data……………………………………………………………….
  3. Table of results/calculations………………………………………………………………
  4. Questions 1-5…………………………………………………………………………….
  5. References…………………………………………………………………………………

List of Figures

Figure 1: PV diagram of a reciprocating compressor……………………………………………..5

Figure 2: The air compressor rig………………………………………………………………….6

A summary of the experiment

The first law of thermodynamics is the primary basis of this experiment is primarily based on the first law of thermodynamics to illustrate that energy only changes form and cannot be created or destroyed. The experiment was designed in manner that this law can be observed by calculating energy at various stages in the system to show that the first law of thermodynamics is proved since there is no point when energy is created or destroyed but converted from one form to another (Atkins & de Paula, 2010). The use of a compressor in this experiment is attributed to the fact that, it can display energy conversion from one form to another effectively by increasing pressure of gas (Kondepudi, 2008). Hence, the compressor is used to increase pressure of a gas; whereas pumps are used to increase pressure of a liquid a reciprocating compressor is a positive-displacement compressor using a crankshaft driven pistons to deliver gases at high pressure (Çengel & Boles, 2007).

Objectives of the experiment

The objectives of this experiment were to develop a better understanding of:

  • The First Law of Thermodynamics;
  • Working of a reciprocating air compressors; and
  • Reciprocating air compressor performance analysis.

Experiment Procedure

In order to ensure that the necessary results were obtained during the experiment the following instruments were needed and the appropriate procedure followed as illustrated below:

Requirements

  1. Power source
  2. Electric motor
  3. Power meter
  4. Air compressor
  5. Exhaust valve
  6. Heat exchanger
  7. Air reservoir
  8. Air dryer
  9. Air filters
  10. Throttling valve
  11. Silencer
  12. Wattage meter
  13. Thermocouple
  14. Pressure gauge
  15. Tachometer
  16. Orifice flow meter
  17. Oscilloscope

Procedure

For the compression mechanism of the experiment to work effectively, the following steps were followed:

  1. Following the schematic diagram showing the flow path of compressed air valves number 0, 3, 4, 5 and 6 were closed, while leaving valves number 0, 1, and 2 open.
  2. The compressor was then turned on by pressing the green button.
  3. The oscilloscope was then turned on using the switch at the back of the oscilloscope.
  4. The pressure was always kept at 700 kPa by using the throttle valve.
  5. It was then waited until the system got stable.
  6. The table of recorded data was then filled in.
  7. Once all data were recorded, the oscilloscope was turned off.
  8. The compressor was then turned off by pressing the red button.
  9. The throttle valve was left wide open.

The diagrams illustrating reciprocating compressor and the measurement set up are shown below in figures 1-3:

 

Figure 1: PV diagram of a reciprocating compressor

 

Figure 2: The air compressor rig

 

Unknowns

  1. Percentage of the electric power used

13%-5% = 8%

  1. Volumetric Efficiency = Actual mass flow rate / Theoretical Mass flow rate

Given by the percentage of 30 inches of water column = 32%

Table 1: Table of the recorded data

Reading Number Description Unit Value
Wattage meter Pelectric – Instantaneous Electrical Power consumption kWh 0.5379
Electric motor Efficiency of the electric motor % 87
V-Belt Efficiency of the belt % 95
Compressor Bore of the cylinder  (i.e. diameter of the cylinder) mm 76.60
Lstroke – Stroke of the compressor mm 89.00
f– Speed of the compressor rpm 730
Oscilloscope Lp – Length of pressure drop mm 263.35
Lswept – Swept length mm 762
AI – Area of indicator diagram mm2 500
 

Mass flow rate

 Horifice – Pressure drop across the orifice plate

 

  

% of 30 inches of water column

 32
Temperature T1  – Temperature after the compressor Kelvin 466
T5  – Temperature before the orifice flow meter Kelvin 294
T6  – Temperature before the compressor (i.e. ambient temperature) Kelvin 290
 

Pressure

 P6  – Suction (inlet) pressure kPa

 

 101
P5  – Discharge (outlet) pressure kPa 801

Table 2: Table of results/calculations

formula calculation answer unit
Scaling PV diagram
ΔP P5 – P6 801 – 101 700 kPa
Punit ΔP /Lp 700/263.35 2.658 kPa/mm
Vswept Acylinder × Lstroke 3.142 x 38.3 x 38.3 x 89 410310.09 mm3
Vunit Vswept /Lswept 410310.09/762 538.46 mm3/mm
Mechanical power available for the compressor
Pcompressor Pelectric× Electric motor efficiency × Belt efficiency 537.9 Watts x 0.87 x 0.7 327.58 Watts
Indicator power
frps f / 60 730/60 12.17 revolution per second
Windicator AI × Vunit × Punit 500 x 538.46 x 2.658 715613.34 Joules
Pindicator Windicator× n × frps 715613.34 x 2 x 12.17 17418028.7 Watts
Mass flow
h, pressure drop across the orifice plate in mm of water Reading in percentage x 30 x 25.4 0.3456 x 30 x 25.4

 

 263.35 mm of water
 at T5 and P5 Using ideal gas 10 kg/m3
, mass flow of air 0.5 × 0.5 x 3.46 1.73 If density is in kg/m3 and h in mm, then the answer of this equation will be in kg per hour
Isothermal power
Pisothermal 1.73 x 3.8 x 18 x 244.95 Watts
ηisothermal, Isothermal efficiency Pisothermal/ Pindicator 244.95/17418028.7/100% 24.9 %
ηindicator, indicator efficiency Pindicator /Pcompressor 17418028.7/327.58/100% 53.2 %
Volumetric efficiency
ρ 6, air density at P6 and T6

 

 Using ideal gas 11 kg/m3
ideal mass flow Vswept×ρ6×n×frps 410310.09 x 11 x 2 x 12.17/60 1830940.39 kg per hour
ηvolumetric 1.73/1.2 17.7 %

Questions 1-5

Question 1:

Positive-displacement compressors primarily work by forcing air into a chamber whose volume is decreased to compress the air.

Question 2:

The typical efficiency for a single stage reciprocating air compressor is 87% meaning that 87% of the supplied electrical energy is converted into the mechanical energy.

Question 3: Different types of reciprocating air compressors include:

  • Piston air compressor
  • Rotary screw air compressors
  • Vane air compressors
  • Centrifugal air compressors

Reference: https://en.wikipedia.org/wiki/Air_compressor

Question 4:

Some of the specific applications of reciprocating air compressors include:

“In the operation of pneumatic pumps for the extraction of groundwater or injection of chemical” Reference: http://www.enviroequipment.com/blog/remediation-secret-knowledge/part-5-compressors-rotary-screw-reciprocating-rotary-vane-and-rotary-claw/

“In natural gases industry for the transportation of gases along pipelines over long distances” Reference: http://www.metrixvibration.com/applications/reciprocating-compressors/view

“In air sparging through injection of compressed air into the subsurface for remediation of impacted groundwater or petrochemical saturated soil” Reference: http://www.enviroequipment.com/blog/remediation-secret-knowledge/part-5-compressors-rotary-screw-reciprocating-rotary-vane-and-rotary-claw/

Question 5:        

Two companies that manufacture reciprocating compressors in Australia include:

  1. Name: Pilot Air Compressors Pty Ltd.

Contact: Phone: 02 9648 3099, Head Office: NSW

Website: http://www.pilotair.com.au/Products/ReciprocatingAirCompressors.aspx

  1. Name: Pneutech Australia

Contact: Phone: 1800 763 883, Fax: 1300 855 066

Website: http://www.pneutechgroup.com.au/

References

Atkins, P. (2007). Four Laws that drive the Universe. Oxford, UK: Oxford University Press.

Atkins, P., & de Paula, J. (2010). Physical Chemistry, (9th ed.). Oxford, UK: Oxford University Press.

Çengel, Y. A., & Boles, M. (2007). Thermodynamics: An engineering approach. New York, NY: McGraw-Hill Higher Education.

Goldstein, M., & Inge, F. (2013). The Refrigerator and the Universe. Boston, MA: Harvard University Press.

Kondepudi, D. (2008). Introduction to Modern Thermodynamics. Chichester, UK: John Wiley & Sons, Inc.

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