Please mention the explanation into the answer, on how did you solve the questions. And also please put the question along with the answer.
SAMPLE ANSWER
=> add -1 times the 1st row to the 3rd row =>
=> add -2 times the 2nd row to the 1st row=>
=> add -4 times the 1st row to the 2nd row =>
=> add -7 times the 1st row to the 3rd row =>
=> multiply the 2nd row by -1/3 =>
=> add 6 times the 2nd row to the 3rd row =>
=> add -2 times the 2nd row to the 1st row =>
3rd row is free for both A and B.
Consider the augmented matrix
We can convert this to reduced echelon form by subtracting twice row 1 from row 3 and
subtracting 3 times row 2 from row 3:
In order for this system to be consistent, it must be the case that
There are no constraints on b1 and b2, the possible right-hand sides of the equation are vectors of the form
for any real numbers b1 and b2. In other words, the column space of A is the plane containing the vectors and . Looking at the reduced echelon form of the matrix, we see that it is of rank 2 and that a particular solution of the given equation is .
=> Switch rows 1 and 3 =>
Divide row 1 by 2, row 2 by 3 =>
Multiply row 2 by 3 and subtract from row 1 =>
=> Switch rows 1 and 3 =>
Divide row 1 by 2, row 2 by 3 =>
Multiply row 2 by 3 and subtract from row 1 =>
=> Switch rows 1 and 3 =>
Divide row 1 by 2, row 2 by 3 =>
Multiply row 2 by 3 and subtract from row 1 =>
Let . Then . Thus .
So .
By the Rank-Nullity Theorem,
and
So it suffices to show that, therefore,
Form the augmented matrix [A b]:
Then subtracting row 1 from rows 2 and 3 and multiplying row 1 by 1 2 yields
Next, subtracting twice row 2 from row 1 and adding row 2 to row 3 gives
This is now in reduced echelon form, so we can answer the question. Notice that the pivot columns are the first and second columns; hence, the column space of A is the span of the first two columns of A, namely and .
Geometrically, this is just the plane containing these two vectors. Returning the the reduced echelon form of the augmented matrix, notice that we must have
x1 = 4 − x3 + 2x4
x2 = −1 − x3 − 2x4
so the special solutions are of the form
for some real numbers x3 and x4. Hence, the nullspace of A consists precisely of such linear combinations.
Finally, all solutions to the equation Ax = b are of the form
where the first term is a particular solution and the latter two terms comprise the special (or homogeneous) solutions.
Solution:
Solution: Any four vectors in R3 are dependent (since the dimension of R3 is 3), and the vectors v1, v2, v3 are independent because they are columns of an invertible 3 by 3 matrix. Solving the system Ax = 0 is finding the nullspace of the matrix
Special solution here is x4 = 1, x3 = −4, x2 = 1, x1 = 1, so the nullspace consists of all (c1, c2, c3, c4) = x4(1, 1, −4, 1).
Solution:
Since v4 = v2 − v1, v5 = v3 − v1, and v6 = v3 − v2, there are at most three independent vectors among these: furthermore, applying row reduction to the matrix [v1 v2 v3] gives three pivots, showing that v1, v2, and v3 are independent.
The echelon matrix has only a single pivot, in the second column . The second column is therefore a basis for the column space . (The third column of is equal to four times the second column.) The dimension of is 1 (same as the rank of ).
, all vectors with the last coordinate equal to 0.
, all vectors with the first coordinate equal to 0.
, all vectors with the last coordinate equal to 0.
, all vectors with the first coordinate equal to 0.
transformed into echelon form
=> add -1 times the 1st row to the 2nd row =>
=> add -1 times the 2nd row to the 3rd row =>
=> add -3 times the 2nd row to the 1st row =>
The second and the fourth variables are the pivots. The first, third, and the fifth variables are free variables. The row operation matrix E (R = EA) is
Nullspace: The null space is as follow:
for .
Column space: Since the pivot columns (the second and the fourth) of A span the column space, we have
for
Row space: it is the same as the row space of R as R is obtained by invertible row operations. So
for
Left nullspace: It has a basis given by the rows of E for which the corresponding rows of R are all zero. That is to say, we need to take the last row of E. Thus,
for
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For this paper, the writer will have to read the two post and react to them in one paragraph each. The writer will expand and constructively challenge each of this postings using a minimum of one scholarly article to support his point. each posting respond must have a minimum of 250 words and APA must be use . The writer will respond directly on the uploaded paper with the respond coming directly under each posting as indicated. the references must be in APA format.
SAMPLE ANSWER
Diversification of Portfolios
Response to post 1
It is heart breaking for the many employees that have invested their stocks in Enron to lose such substantial investments because of poor management. For this reason, I hold the view that the company has to stick to the various laws and regulations such as Employee Income Security Act of 1974 (ERISA) to meet the interests of employees (Purcell, 2002). Employees should not always believe that fiduciary has their interest at stake. It is their obligation to scrutinize hard information and data on the risks and returns to have a clear picture on the company financial position before making the decision to invest. There is an option to diversify their investments as opposed to investing in one entity. The good thing about diversifying ones investments is that, it acts as a caution in case of such incidences that happened in Enron. Therefore, this posting is telling all investors to be very attentive and take precautionary measures when making investment decisions. Intense research on the company data is critical before investing in any portfolio. The safe thing to do is to consider diversifying ones investments.
Response to post 2
The company option of offering their employees and option of 401k supported by section 404 (c) Employee Retirement Income Security Act of 1974 (ERISA) to enable them self-direct their investment was a noble idea. The problem is that the managers already knew the intention behind this. It is evident that employees saw prospectus and an opportunity in investing in the company stock. One thing they did not know is that the company books of accounts did not represent the real market growth. The blame goes to the employer for misrepresenting the financial books of accounts to woo employees to invest in the company. The repercussions on the management of the company were therefore appropriate to help discourage such unethical practices by other managers (Ross, Westerfield & Jaffe, 2013). To some extent, employees as well are to blame for what begot them. It is important for any investor to scrutinize the books of accounts and do due diligence by exploring financial statements of the company, calculate ratio analysis, carry out risk analysis, compare the dividends/ share versus earnings per share and calculate the time value of money to ascertain the performance of the company. Whether the company gave them this information or not, they have the obligation to request for the same.
References
Purcell, P. (2002). The Enron bankruptcy and employer stock in retirement plans. Journal of Pension Planning & Compliance, 28(2), 36-44.
Ross, S.A., Westerfield, R.W., & Jaffe, J. (2013). Corporate finance (10thed.). New York, NY: McGraw-Hill/Irwin
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Essay Instructions:
STEP 1: A developed understanding of Mayr’s (2008) Ch.1 Introduction: power, discourse and institutions reading from Week 6 is required. Students should read Mayr again and concentrate on the themes in the reading that focus on the media as a production industry that produces content for commercial reasons, and in so doing distributes content that conveys dominant ideologies about its function as a reflection of society’s beliefs, values, principles etc.
STEP 2: A developed understanding of Talbot’s (2007) Ch.1 Introduction: media and discourse reading from Week 7 is required. Students should read Talbot again and concentrate on the themes in the reading that focus on the media as embedded in peoples daily lives and interactions so that through shared knowledges, mediated texts are interpreted as conveying ideas about particular persons social or professional positions.
STEP 3: The ‘identity’ role you will research is: radio shock jock and/or commentators and their activities (see pages 786-787 of Turbide, Vincent & Laforest 2010)
STEP 4: Conduct independent research to locate contemporary * Australian Newspaper content that features the topical professional/social roles mentioned above. Use ANZ Newsstand (Proquest) online library database resource as a starting point. See the link below. *Article must have been published in a (print or online) newspaper publication within the last 12 months. http://www.newcastle.edu.au/library/access/databases-by-title
ESSAY STRUCTURE AND CONTENT:
INTRODUCTION
BODY
SECTION 1:
(Approximately 500-700 words)
Having selected this specific newspaper article you are required to consider its purpose as an example of media discourse to answer the following questions:
Which publication did this article appear in and why is it important to identify this? What kinds of ‘institutional procedures and practices’ (Mayr 2008, pp.1-2) may have impacted on why the contents of this article may be deemed to be newsworthy?
Does any of the article’s content explicitly refer to the media’s role as a communication medium?
If it does, why do you think this kind of encoding (Hall in Talbot 2007) has occurred? If it doesn’t, why do you think that choice has been made by those who were responsible for encoding the article?
SECTION 2:
(Maximum 500 words)
Provide a brief general overview of the article’s key story content.
SECTION 3:
(Approximately 1000-1200 words)
Explain how language style and specific instances of terminology have been used to convey the story.
• You should include direct examples from the text.
• You should discuss whose language is being represented (e.g. an
interviewee’s; spokesperson’s; politician’s; the journalist’s?) and explain the
impact this may have on a reader’s decoding of the story’s content.
• If there are predominant ‘visual languages’ used (e.g. headlines; photographs;
captions; by-lines), then you should also discuss how these structural devices frame the story’s meanings.
CONCLUSION
Word Limit: 2500 words (word count does not include the bibliography)
Due Date: Friday 12h June by MIDNIGHT
Submission: Electronic submission of the essay + bibliography to the designated TURNITIN area of the CMNS3270 Blackboard Site. Separate submission of COMPLETED Assessment Item Coversheet required.
NOTE: Ensure that you list the direct URL hyperlink to the actual newspaper article in your bibliography.
SAMPLE ANSWER
Discourses in Shock Jock Radio
Section One
The publication chosen for this work for discourse analysis in this work appeared in the Sydney Morning Herald on March 20th the year 2015. The article was titled, “Shock jock John Laws savages caller claiming to be sex abuse victim”. It takes us through a phone call interview between a shock jock radio presenter known as John Laws and an old man who turned out to be to a victim of sexual abuse during this childhood. This article was very important to identify because it portrays a very sensitive issue in the contemporary society. The manner in which the presenter questions the old victim of sexual abuse portrays the highest level of ignorance about how a victim of abuse should be handled. This article communicates various ideas that are directly linked to various social and political malpractices that still take place in the society where we live in. The fact that the interview was conducted through a phone call meant that there were so many people who were listening to the flow of conversation (Mayr 2008).
There are quite a number of institutional practices and procedures that qualified this article to become a news item.One of the practices than has been witnessed from the side of the media is that of John Law who according to the article, was a radio announcer. For any person who was listening to this it was very clear that Law did not really understand how serious the effects of the sexual abuse were on Brian, despite the fact that event happened more than fifty years ago (Sydney Morning Herald, 2015). The questions that were being asked by John proved that he was already judgemental on Brian and they actually insinuated that it was Brian’s fault that he was sexually abused. It is very unfortunate to hear the presenter ask Brian why he could not resist or fight back the perpetrators knowing very well that he was a minor who at that time could not do anything. Brian called the radio station hoping that he could at least get some help in form of counselling but in real sense, contrary to his expectation, the situation become even worse (Sydney Morning Herald, 2015).Another institutional practice that actually enables this article to become newsworthy is directly linked to Brian’s family. Under normal circumstances one of the major roles of the family institution is to provide its members with love, warmth and security. Brian, right from his childhood until his old age today has not experienced any of these from his family or any relationship. He completely knows nothing about family love. As a result, he has lived a very miserable life believing that nobody in this world is worth his trust.
Another institution that gives a very bad picture from the article is the law enforcement urgency. In the interview, Brian confessed that he had reported to the police that he had been sexually assaulted two times but the police never did anything and instead told him to go far away and forget about the case. Unfortunately, the memories of the ordeals are still very fresh in him mind at 80 years of age. It is the expectation of every member of society that the police should enhance security by arresting law breakers and protecting crime victims (Tschopp, Wells & Barney, 2012). However, for Brian’s case, nothing was done, and the fact that he was a child then did not make any difference. When the police refused to perform their essential duty of providing security particularly to minors who innocently asked for help, it becomes news (Talbot, 2007).
This article served the media’s role of communication despite the controversy created by its content. This information has been encoded to bring to the attention of the reader,the manner in which people can harass victims of abuse either knowingly or unknowingly during interviews (Katju & Markandey, 2011). The case used for this article serves as an eye opener to so many other people whether presenters like John or listeners. Readers of this article would clearly dismiss the impression created and the kinds of questions were asked by John.
SectionTwo
One morning, as was his routine, John Laws was hosting show at the radio station. On this morning, he received an unusual call from one of his listeners who according to the article was named Brian, though not his real name. Brian called the station to make a confession about his childhood predicament where he had been sexually abused as a young boy. Today, Brian is aged 80 years old and he recalls that the event occurred two times in the 1940s, when he was 11 and when he had reached 14. The first instance took place at their home in Goondiwindi and when his family relocated to a different town which he never mentioned, the perpetrator followed him. John seemed so surprised at this turn of events and decided to ask Brian where his parents were all this time. Unfortunately, Brian never informed his parents about all that was happening because he was never loved. To make the situation even worse, Brian never had anybody in the name of friends or relatives that he could trust largely because of the abuse he had experienced and his denial of family love. Today, Brian is completely withdrawn from any relationships with people to an extent that he lives alone.
John made an attempt to cheer him up but it was all in vain. On seeing that John was completely annoyed, he quickly responded by expressing his disappointment on how his time had been wasted in the interview because Brian failed to cheer up even after sharing his story. Brian further expressed his bitterness by saying he did not feel like talking to anybody. He remembered than when he was still a boy, he had reported the matter to the police who never took any action but instead advised him to go away and forget about the case. The police did not refuse to act because they had doubt on Brian’s case but because they just did not want to help him. All this time, as the interview was going on, John was trying to persuade him to come down in a very impolite way. In fact, John kept insisting that the event happened long time ago and it was his choice to forget about it. He even suggested to Brian that he should go to the pub, grab a drink and have as much fun as he can with friends to help him forget about the whole story. However, John Laws has no idea how difficult it is for Brian to forget this event. Nothing changed and Brian became even more furious. On noticing that he had not managed to help Brian in any way, John advised him to change his negative attitude which was his greatest enemy and that God could only help those people who try to help themselves.
In his comments about the case, the president of Adult Surviving Child Abuse, Dr. Kezelman, said that he was happy because John Laws had expressed some feelings of empathy for Brian but continued to say that it was helpless because his understanding of Brian’s situation was still very poor.
Section Three
This article as a media discourse has basically made use of different language styles to convey the information that was intended. One such observable style particularly in this for representing the morning show was the use of a radical version of giving out opinions by use of hosts who are very provocative like John Laws. Some of John Laws utterances in this article are very inciting to the members of the public who are listening as well as other fellow radio presenters (Turbide, 2010). It was clear that Brian who was the interviewee was in a serious trouble but even so, John Laws, the shock jock, further worsens the already worse situation by telling Brian, to simply try to help himself because even God only helps those who try to help themselves. This statement is so provoking both to his subject Brian, the listeners at that time and the readers of this article. In fact this style is one that can actually be able to mobilize the opinion of members of the public due to its provocative image (Saba & Jennifer, 2009). Initially, this kind of show was supposed to entertain the readers by the manner in which it attracted people’s opinions but this did not apply with Brian’s case. The style gave a lot of room for freedom of expression and democracy and as a result, it ended up getting criticisms from readers such as Dr. Kezelman(Zou, 2014).
In the article, John Laws constantly blames Brian for his predicament with full knowledge he was just a child then and could therefore not defend himself. Readers therefore are able to notice the use of irony in this article. Nobody could expect a presenter of John Laws caliber to question his interviewee why he could not rise and fight his assailants when he was being abused. His comments and opinions regarding Brian case were definitely out of place for any person who was reading the article. The use of circulation of discourse has also been noted in the article as restatements and propagators have been identified in the article (Turbide, 2009). When various concepts are circulated in an article, it brings about reinterpretations, repetitions, and reformations of various utterances which further bring in to play sociolinguistic and socio-historical factors. In the radio show as documented, the article records John Law’s repetitive “cheer up” calls to Brian, he has been quoted telling Brian a number of times to try being happy by going to the pub and enjoy some drinks with friends (Mahesh & Dileepkumar, 2014).Towards the end of the article, the President of Adult Surviving Child also becomes repetitive by insisting that John Laws was not in any way helpful during their conversation with Brian because he could not understand the effects of sexual abuse from the perspective of the victim. He also repeated the statement that he was impressed with the fact that John was somehow empathetic even in his lack of understanding (Mattis, 2009).
In the article the name of the caller, “Brian”, was quoted in the first instance to show that it was not his real name but actually a pseudo name. This style is normally used in quite a number of times in the media to hide the identity of the subjects particularly those who have been involved in abuse or victims of certain crimes. The sensitive nature of the issue discussed in the article does not warrant the revelation of the identity of the victim in question (Downie and Schudson, 2009).
The repeated use of direct speeches in the article has did not change the circulating discourse that emerged throughout the article. The circulation of discourse was rather enhanced because the same socio-linguistic and socio-historical factors still came to play (Awad & Isabel, 2011). A large part of the conversation between John Laws and Brian was documented in form of direct speeches rather than reported. For example, when Brian expresses his disappointed by saying that the experience of abuse had completely turned him off in any relationship and therefore could not trust anyone. John Laws responds immediately saying that he had only wasted his time performing the interview because it did not make any difference. The use of pejorative characterization has actually been repeated quite a number of times as we have seen the way John Laws has belittled his caller and kept on blaming him, an event that further worsened the situation (Vincent, 2009). Expectedly, pejorative characterization in this article has been manifested in a very injurious waydue to the fact that there has been a conflict between the two parties involved. The reader will clearly notice that this conflict was brought by the kind of verbal violence that was being perpetuated by the radio host (Peng & Buwei, 2009).
At the beginning of the article, there is a photo of an old man, in a dark room. Below the photo, there is a statement that actually acts as an eye-breaker to the reader of the article. The statement actually reveals that Brian was warned by John Laws to change his attitude. It is clear right from the beginning that indeed John Laws was a hard man considering the manner in which he interviewed Brian. Before anyone begins to read this article, an impression has already been created that there is a victim of sexual abuse who had been harassed during an interview with a radio presenter (Blocher, 2012). This in itself is a factor that creates curiosity to the reader to find out all the details of how it all happened.
This article actually expresses the language of an activist. Right from the beginning he keeps pointing out on the flaws of John Laws for harassing and insulting Brian who was is a distressed situation. The article has been structured in such a way that all the fingers point at the John Laws while much empathy is felt for Brian. At the end of the article, he goes further to seek the opinion of an expert in matters of child abuse. The expert manages to reinforce the point that he was trying to bring home about the savaging of Brian, an old man who still lives with memories of sexual abuse during his childhood.
References
Awad, Isabel. (2011). Latinas/os and the mainstream press: The exclusions of professional diversity. Journalism, 12(5), 515-532.
B P Mahesh, C. G., S, V. M., C, A. R., & Dileepkumar, M. (2014). PRINT MEDIA MANAGEMENT IN INDIA: AN EMPIRICAL STUDY. International Journal of Applied Services Marketing Perspectives, 3(3), 1047-1051.
Kasumba, S. (2013).A new dimension to neo-institutional sociology.African Journal of Economic and Management Studies, 4(1), 122-143. doi:http://dx.doi.org/10.1108/20400701311303195
Katju, Markandey. (2011). The role the media should be playing in India, The Hindu, November 5: www.thehindu.com
Kirilenko, A., Stepchenkova, S., Romsdahl, R., & Mattis, K. (2012). Computer-assisted analysis of public discourse: A case study of the precautionary principle in the US and UK press. Quality and Quantity, 46(2), 501- 522. doi:http://dx.doi.org/10.1007/s11135-010-9383-z
Mattis, K. (2009): The adoption of the precautionary principle in environmental policy: Does American media bias undermine public and ecological health and environmental sustainability? Master’s thesis, University of North Dakota, Grand Forks, ND
Mayr, A 2008, “Introduction: power, discourse and institutions” in Language and power: an introduction to institutional discourse, Continuum, London, pp.1-18.
Saba, Jennifer. (2009). Specifics on Newspapers from ‘State of News Media’ Report, www.editorandpublisher.com
Talbot, M 2007, “Introduction: media discourse” in Media discourse: representation and interaction, Edinburgh University Press, Edinburgh.
Tschopp, D., Wells, S., & Barney, D. (2012). The institutional promotion of corporate social responsibility reporting. Journal of Academic and Business Ethics, 5, 1-18. Retrieved from http://search.proquest.com/docview/1011487472?accountid=45049
Turbide (2010), The circulation of discourse: The case of deprecating remarks on trash radioDiscourse Studies12(6) 785–801 sagepub. co.uk/journalsPermissions.nav
Turbide, O. (2009) ‘Les stratégies de circulation d’une déclaration controversée: l’affaire Parizeau (2003)’, in J.M. Lopez-Munoz et al. (eds) Circulation des discours et liens sociaux: Le discours rapporté comme pratique sociale, pp. 311–26. Québec: Nota Bene.
Veil, S. R., & Husted, R. A. (2012). Best practices as an assessment for crisis communication. Journal of Communication Management, 16(2), 131-145. doi:http://dx.doi.org/10.1108/13632541211217560
Vincent, D. (2009) ‘Corpus, banques de données, collections d’exemples. Réflexions et expériences’, in S. Bruxelles et al. (eds) Cahiers de Linguistique de Louvain 33(2): 81–96.
Zou, S. (2014). U.S.-based Chinese diasporic media and “social myth”: A comparative critical discourse analysis. Global Media Journal, 7(2), 41-56
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It is agreeable that human dignity needs a new guarantee. This can only be found in a new political principle, in a new law on earth. This view emanates mainly from consideration of the past perspectives and how they have shaped the current world. In view of this, there is need to align the current government relations to the deliberations of ensuring a new guarantee of human dignity. This paper analyses the points related to this view, especially in line with anti-Semitism, imperialism and totalitarianism. There is also a deep analysis of why human dignity needs new guarantee. This is done in line with consideration of the adopted perspectives in the past and the new insights which can guarantee human dignity.
Human dignity needs a new guarantee
In the deliberations of human dignity, there is always involvement of human rights. In consideration of the past inclinations, there has been lack of orientation of human rights to human dignity. Human dignity in inviolable and must be respected at all costs. Without due respect being given to human dignity there can be no success in efforts of ensuring human rights in local and international relationships. It is on the basis of realization of the crucial role of human dignity that human rights are pegged on human dignity. Without aligning human rights to human dignity, there cannot be success in ensuring guarantee of human dignity through human rights.
The universal declaration Human Rights of 1948 can be said to align to the recognition of inherent human dignity and equal and inalienable rights of all members of the human family. The statement “members of the human family” is very much significant. This utterance is made in view of the past alienation of some groups of people in the efforts of articulating human rights. This deficit was more so in the informal efforts that were made in the past. It is on the basis of the exclusion of some people in the efforts of ensuring human dignity that the insight of ensuring a guarantee for human dignity is based, (Siegert & WardPp 2141). If human rights are extended in the best way only to some groups of people and the rest (even if the rest are minority) do not get the effects of human rights, then human dignity is not guaranteed. Analysis of the past exercises of powers by governments give insights in to the deficits that were there in terms of ensuring guarantee of human dignity. It is on those bases that efforts are made to ensure that human dignity is guaranteed especially in ensuring that human rights are universal not only in writings and utterances, but also in the real practice. Hence, the protection of human rights as an aspect of human dignity guarantee has become the jurisdiction of every government, (Tulli, pp 577) without efforts to ensure protection of human rights a government would not be trusted by the citizens and there would be no association f the government with the efforts of ensuring guarantee for human dignity.
Analysis of the past
Before the formal declarations of human rights in the efforts to ensure protection of human dignity, there were informal efforts that were made. An analysis of these efforts points to the realization that there were many gaps in which the human dignity was not respected. There have different efforts by governments to ensure that there is loyalty from the followers of the government and that the government assures the loyal followers the protection of their human dignity. However, different models of leadership adopted and the inner efforts display a lack of the right direction in the guarantee of human dignity to the citizens being led.
For instance, anti-Semitism, which here is not taken to mean hatred of Jews had its own loopholes when it comes to guarantee of human dignity. In the outer meaning which entails exclusion of some people who are noted as not being loyal to the stipulated cultures of the nation, there is already an implication of lowering human dignity. This view emanates from the fact that; all efforts should be made to ensure a guarantee of human dignity. When the effort done only orients to an exclusion of the people regarded as not being loyal such that they are punished, there is no implication in guaranteeing human dignity. Since human dignity is an inclusive aspect of human beings, it is essential that efforts are made to ensure that the guarantee encompasses everyone. Even in the different categories of people, efforts should be made to ensure a guarantee for every individual, (Tuckerman, P, Cain, P, Long, B, & Klarkowski, Pp 177). It is on the basis of this idea that there has been collaboration of nations in efforts to ensure articulation of human rights as an aspect of human dignity.
There is need for efforts to be made to ensure that the protection of human dignity is not exclusive for some people. It cannot be pessimistically said that there have not been efforts made to ensure that there is an extension of the guarantee of human dignity in the deliberations of exercising human rights. The empowering of non elected judges to deal with the issues of human rights presents a country with a noble way of ensuring that human dignity is guaranteed in the efforts of a nation deliberation of human rights (Ahamed pp36). It is noted that such crucial efforts were not adopted in the past eras due to the failure to realize the need to guarantee human dignity. In the wake of enlightenment of the human family, there should be no glimpse of steps back towards such orientation. More efforts should be made to ensure that more steps are taken in empowering the unelected members in the nation to see that there is protection of the human rights in their view as an aspect of human dignity.
When excessive power is endowed to elected members of our societies such that the unelected members have no say, then the steps towards demolition of human dignity instead of its guarantee are made. This view emanates from the realization that; it is the adoption of such aspects that made the human family dwell in the dark times of little human dignity and lack of its guarantee, for instance during the times of imperialism. In the realization of the importance of guaranteeing human dignity, human rights is placed way above the politics of a country. When such efforts are made, it becomes easier for a country to guarantee human dignity. On this note, political right is just one of the rights while the whole human rights aspect encompasses many other rights. It would therefore not be viable to give more priority to politics than to the human rights bill in a country, or any other aspect pertaining human rights in efforts to ensure a guarantee of human dignity, (Ahamed pp36).
The exclusion of some citizens in the exercise of human rights such that it is clear their dignity is not guaranteed can be likened to the anti-Semitism which was experienced by the Jews in the past, (Klug pp 443) on these bases, it cannot be said that anti-Semitism is long time over. Again, on the same bases it cannot be said that this is a wrong analogy. This is because; the Jews are human beings, whom it was realized that it was wrong to exclude them in the exercise of human rights. This statement is on the basis of human dignity as a universal factor. On the same note, there should be no exclusion of any kind of human being in the deliberations of human rights. If such happens under the watch of any given government, then such aspect is not different from the long time exercised anti-Semitism.
Tackling the barriers
There should be efforts to ensure that a government tackles the barriers to provision of human rights and guarantee of human dignity. To ensure success in such efforts, it is crucial for a government to ensure that all facets of human rights have been given priority. The government ought to ensure that the information that is given from governmental institutions as well as other institutions is based on truth, (Cameron & Godwin pp 203). This view follows the realization of false information given by institutions such as hospitals, and which can greatly undermine the efforts of ensuring human dignity is guaranteed. For instance, due to one’s own inclination, there could be giving out of false information so as to undermine the dignity of the people who have a different lifestyle to that which one has adopted. In the wake of deliberate efforts of ensuring a guarantee of human dignity, there should be much sensitization to ensure that every one puts efforts of ensuring a guarantee of the human dignity. On this note, the effort should not be left to the few elected people. Every person’s contribution towards this effort is of great importance because; just as the human dignity is an inclusive aspect, the efforts of realizing its guarantee are also universal and call for efforts of every human member. There is need for governments to legislate on civil laws that ensure protection of citizens against lies and the implications of the same, (Boreham Pp 3) such efforts would go a long way in ensuring that there is a guarantee of human dignity.
The analysis of imperialism in relation to the need for a new guarantee of human dignity may seem like a farfetched idea, but is an ideal aspect in as far as the efforts of ensuring new guarantee for human dignity are concerned. The efforts of ensuring guarantee of human dignity must be pegged on respect for the right of every human being regardless of their background. If the efforts orient to a particular group of people, then the ailments of imperialism and totalitarianism will not escape the current generation and generations to come. This view emanates from the realization that; if the rights of human beings are not made entirely universal, there cannot be a realization of the guarantee to human dignity, (Dragojlovic, Pp 59). The same effects associated with past ill forms of governance such as imperialism and totalitarianism will still manifest themselves only in different forms. As long as it is human beings ailed by such effects, there cannot be claims of achievement of a guarantee for human dignity. Without a universal approach, and taking the direction of articulating the efforts in new political principles and in new law on earth, there would be no fruits realized.
If the same aspects of imperialism are still exercised in government deliberations, the guarantee of human dignity will not be realized. When there is exercise of power without respect of the indigenous people, then it is only time that withholds the destruction of the dignity of the people, such as destruction of masses of people, (Lawson, pp 19). This idea is pegged on the realization that; just as imperialism led to loss of life in the long run in the past, if today there is exercise of the same aspects by government, there is bound to be equal or more loss. When there is loss of life due to the failure to articulate human rights in a manner that presents guarantee of human rights, then the extremes have been reached. This kind of destruction cannot be said to belong to the past, as long as enough efforts are not being made to ensure that there is a guarantee of human dignity by all means. Legislation by governments should ensure that no loopholes can allow penetration of such low levels o human dignity, (Boreham Pp 3).
In the efforts to ensure a guarantee of human dignity, there should be a realization of the differences amongst people which must also not be used to segregate people such that some have more dignity bestowed while other do not. This can be likened to the views that were made over Jews that they refused to be ‘men’ (Staudenmaier, pp163). If there is adoption of such sentiments in government, expected to ensure guarantee of the dignity of people, there would be no fruits borne. The legislation done will orient towards the favored group of people and evil will begin to brew. With time, even the little efforts made in ensuring human rights will be washed away by the gaps allowed to dim those efforts. These kinds of deliberations are associated with stereotyping which is a great evil and set back in the efforts of ensuring human rights as well as a guarantee of human dignity.
Guarantee of human dignity must be precedent by efforts of ensuring restriction of power. The analysis of past leadership ailments that saw inclinations of little or no human dignity are associated with empowering the leaders in an unlimited manner. When the leaders are endowed with power that is not limited such that they control everything without question, then there is bound to be loopholes and human dignity for every one cannot be guaranteed, (Hoover pp 220). For instance, in the exercise of totalitarianism, there was demand for unquestioning obedience from the members. There was demand for allegiance to the leader even if the leader is unseen and unknown. This may sound very much like a thing of the past, but a closer look in the current dealings can reflect some elements of totalitarianism. The issue of unquestionable allegiance is a great barrier to guarantee of human dignity. That is why there is and there should be efforts of separating powers in any given government such that one wing is able to correct the other in efforts of ensuring human dignity is guaranteed and especially in stipulating and exercising human rights
In those efforts, it would not be viable to take that which belonged to the past and call it our heritage without deliberating on the consequences. Even in deliberating on the past, caution must be taken because; different times call for different efforts. What might have worked in the past may not work in the modern times. It is viable to learn from the past, but it would be a great mistake to lift up ideas from the past and apply them in current situations without testing the relevance. In the efforts to ensure that we learn from the past and apply the lessons in the present with relevance, there must also be efforts to rectify the mistakes. It is not viable to assume that the bad things of the past will be buried in oblivion as time goes by. In order to live with clear consciences, it would be crucial to ensure that we put efforts to bury the past. This is achievable by ensuring that all elements that are negative have been avoided in the current deliberations to ensure a guarantee of human dignity. It is crucial to note that; the efforts must be inclusive so as to ensure success in guaranteeing human dignity.
Bibliography
Ahamed, F 2013, ‘Does Australia need a constitutional Bill of Rights?’, Middle East Journal of Business, vol. 8, no. 2, pp. 35-38.
Boreham, K 2014, ‘The Right To Truth: The Freedom To Speak, To Know And To Be Protected From Lies’, Legaldate, vol. 26, no. 3, pp. 2-4.
Cameron, S, & Godwin, J 2014, ‘Barriers to Legal and Human Rights in Australia in the Era of HIV Treatment as Prevention’, AIDS Education & Prevention, vol. 26, no. 3, pp. 202-213. Available from: 10.1521/aeap.2014.26.3.202. [3 June 2015].
Dragojlovic, A 2015, ‘Haunted by ‘Miscegenation’: Gender, the White Australia Policy and the Construction of Indisch Family Narratives’, Journal of Intercultural Studies, vol. 36, no. 1, pp. 54-70. Available from: 10.1080/07256868.2014.990363. [3 June 2015].
Hoover, J 2013, ‘Rereading the Universal Declaration of Human Rights: Plurality and Contestation, Not Consensus’, Journal of Human Rights, vol. 12, no. 2, pp. 217-241. Available from: 10.1080/14754835.2013.784663. [3 June 2015].
Klug, B 2014, ‘The limits of analogy: comparing Islamophobia and antisemitism’, Patterns of Prejudice, vol. 48, no. 5, pp. 442-459. Available from: 10.1080/0031322X.2014.964498. [3 June 2015].
Lawson, T 2014, ‘A British Genocide in Tasmania’, History Today, vol. 64, no. 7, pp. 18-20.
SIEGERT, RJ, & WARD, T 2010, ‘Dignity, rights and capabilities in clinical rehabilitation’, Disability & Rehabilitation, vol. 32, no. 25, pp. 2138-2146. Available from: 10.3109/09638288.2010.483037. [3 June 2015].
Staudenmaier, P 2012, ‘Hannah Arendt’s analysis of antisemitism in The Origins of Totalitarianism : a critical appraisal’, Patterns of Prejudice, vol. 46, no. 2, pp. 154-179. Available from: 10.1080/0031322X.2012.672224. [3 June 2015].
Tuckerman, P, Cain, P, Long, B, & Klarkowski, J 2012, ‘An exploration of trends in open employment in Australia since 1986’, Journal of Vocational Rehabilitation, vol. 37, no. 3, pp. 173-183.
Tulli, U 2012, ‘‘Whose rights are human rights?’ The ambiguous emergence of human rights and the demise of Kissingerism’, Cold War History, vol. 12, no. 4, pp. 573-593. Available from: 10.1080/14682745.2012.654491. [3 June 2015].
We can write this or a similar paper for you! Simply fill the order form!
As such I am trusting you with this critical group assignment as part of the Responsible Leadership module of the MBA.
I attach the assignment together with some of the key readings from the list. Many external references are possible for this assignment owing to the highly public nature of the leaders selected.
Below is the agreed group plan with my role clearly identified. It is TASK 1 BELOW 2000 words and using Harvard referencing.
The topic is all about the leadership styles and contrast between celebrity chefs Jamie Oliver and Gordon Ramsay.
Title How do they maintain their public profile to maximise their breathe of influence. Use Pless and Maak for the definition of responsible leadership.
Responsible Leadership is understood as a
“ …values-based and thorough ethical principles-driven relationship between leaders and stakeholders who are connected through a shared sense of meaning and purpose through which they raise one another to higher levels of motivation and commitment for achieving sustainable values creation and social change.”
Structure Plan:
> 1. Intro and Overview/Context – Industry, organisations, importance followers (ie Ramsay first trained Oliver), Organisational challenges, Identify Stakeholders (different for Oliver and Ramsay), explain what a responsible leader is “definitions” and compare both chefs. (2000 Words – ) We are looking at the businesses developed internationally using TV, advertising, links to supermarkets, image (Oliver family, Sainsburys, school dinners for british schooks, Ramsay fiery the chef’s chef etc etc and contrasting their successes and failures. Why don’t they get on publicly?
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> 2. Critically analyse the leadership challenges for Gordon Ramsay – Style, What he could do differently to engage stakeholders, how close does it fit with Responsible leadership. Hall and Talbot – Power Nye Another team member
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> 3. Critically analyse the leadership challenges for Jamie Oliver -Style, What he could do differently to engage stakeholders, how close does it fit with Responsible leadership. (1500 Words – Lauren)
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> 4. Recommendation on the basis of responsible leadership. Other team member
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> 5. References (All)
In order to assist the reader with focus I have included the tasks assigned to the other two group members (points 2-4) which should make sense that this assignment sets the context and provides the basis for their focus on each individual chef.
Please confirm that this is understood. You have a writer of high calibre who can deliver by 20th June. Will ask questions if required. Please focus first on the assessment three document and the expectation of gaining an A grade with the marking rubric
Warm Regards
Please find attached the documents to be incorporated into the draft version which has been sent across from the writer.
Please ensure the writer reads the standards at the back of the assessment guide and aims for the A standard.
The focus needs to be on the transformational leadership style and path goal theory with relevant referencing and addressing the questions.
Innovation needs to be built in together with power analysis using Nye. This is an MBA project
Please let me know if you need any further clarifications and the deadline remains as previous
It is very important that if the writer is not clear they tell us early
SAMPLE ANSWER
Introduction
There are various leadership styles that have been researched and expounded on in numerous books and articles by scholars worldwide. These leadership styles range from traditional leadership style, servant leadership style, charismatic leadership style, dictatorial leadership style, transformational leadership style, authentic leadership style, participatory leadership style and democratic leadership style among others (Beyer, 2010). Despite all the literature available on these styles, corporate and national leadership has failed to provide solutions to the current challenges facing society. The financial crisis in the late 2000’s pointed to deficiencies in current leadership styles practiced in many corporations. These leadership styles have been unable to control management self interest and greed which is blamed for the various challenges facing society (Pless & Maak, 2011). The collapse of corporate giants such as Enron, Lehman brothers, Arthur Andersen and World com among others has put into the limelight the leadership styles practiced by top managers in organizations. Industry regulators have formulated and passed various laws to try and tame greed and reckless self interest in managerial decision making in corporate entities (Roche, 2010). One of the regulations that came up was the Sarbanes-Oxley Act. Responsible leadership style is a new fad that intends to push managers to be conscious of the impact of their decisions on society and the world around them (Pless & Maak, 2011). Various challenges that the world faces currently can be blamed on poor leadership styles. Some of these challenges include increasing levels of poverty in the world. The gap between the rich and the poor has continued to widen to a level that the world is viewed as having two tribes namely the filthy rich and the filthy dirt poor. The other challenges that current leadership styles have failed to address include increasing prevalence of manageable diseases which include lifestyle diseases such as diabetes, high blood pressure, obesity and cancer among others (Pless & Maak, 2011). The worlds has also witnessed disasters that are associated with leadership failure in organizations such as the Exxon Valdez spill in Alaska, the Bhopal disaster for Union Carbide, Shell’s Brent Spar and numerous Nigerian failures. These failures led to a debate on social responsibility by corporate entities and it is what has led to the new leadership fad known as responsible leadership. The current problems facing the world either on the corporate scene or in public spheres can be associated with manager’s inability to embrace responsible leadership (Pless & Maak, 2011).
Importance of followers
Great leadership inspires followership from others who are mentored by the leaders. The two celebrity chefs Gordon Ramsey and Jamie Oliver rose to their current status because they were good followers of their mentors in the industry. Jamie Oliver was mentored by Gennaro Contaldo whom he met while on his first job as a pastry chef at Antonio Carluccio‘s Neal’s Yard restaurant. It can be argued that Jamie Oliver’s rise to fame was due to responsible leadership style that he embraced from the start of his career (Roche, 2010). At one time Jamie Oliver trained under another celebrity chef Gordon Ramsey. Celebrity chef Gordon Ramsey was mentored by Guy Savoy whom he met in France. The two celebrity chefs have had numerous followers whom they have trained and mentored to become responsible leaders in their various fields. The two celebrity chefs owe their rise to fame to responsible leadership (Pless & Maak, 2011). The society expects businesses and their leaders to take active roles in fostering responsible behavior within their organizations and also in wider societal spheres. Responsible leaders are expected to create responsible organizational cultures that create value on societal, economic and environmental fronts. Celebrity Chef Jamie Oliver Jamie’s School Dinners were inspired by the desire to check the unhealthy eating habits of school children in British schools. This was responsible leadership as it was aimed at solved at solving one of society’s problems that was attributed to unhealthy diets. Due to unhealthy diets many school going children have developed lifestyle diseases such as obesity, diabetes, cancer and high blood pressure among others.
Organizational Challenges
Different organizations face different challenges which impede the assimilation of responsible leadership and by extension other leadership styles. One of the major challenges is increased competition. This challenge makes it difficult for an organization to increase its revenues to fund social responsibility programs. Chef Gordon Ramsey first show was to trouble shoot on restaurants that were facing challenges and come up with solutions to turn them around. Some of the restaurants that the two celebrity chefs started or influenced their establishment also collapsed which points to the high failure rate in the industry due to stiff competition. The other challenge is the prevailing culture (Pless & Maak, 2011). In many organizations leaders or managers are viewed with a lot of suspicion. These high levels of mistrust make it impossible to mentor followers well. There is need for organizational leaders to build trust between themselves and their followers. Being authentic is one way of building trust. Leaders are supposed to be transparent in the way they coach their followers. They should not withhold information or make fun of their followers. By being sincere and honest leaders are able to build good followership. The next challenge is modern technology which is fast changing rendering existing knowledge obsolete. This forces the leaders to keep on training to upgrade their skills. In the hospitality industry, turnover is very high and organizational failure is also high (Pless & Maak, 2011).
Stakeholders for the two celebrity chefs
It is important to note that the success of any leadership style depends on the perception that various stakeholders have on an organization. Each organization has various stakeholders. In the case of Jamie Oliver and Gordon Ramsey, stakeholders include bankers who provide various financial solutions in form of debt or equity financing to enable establishment of new restaurants (Thomas, O’Doherty & Felsted, 2010). Without financiers the two celebrity chefs cannot achieve their expansion goals. The perception that the general public has on their leadership styles and quality of the food served in their existing restaurants has a big impact on the willingness of bankers to provide finance. The other category of stakeholders includes employees. Both celebrity chefs run chains of restaurants which employ several employees (Henderson, 2011). Even though the two celebrity chefs are stars in the show, they need loyal followers in the name of employees to implement their projects and run their restaurants. These must be motivated otherwise the entire venture would simply fail. The next category of stakeholders includes customers. Customers are basically members of public who have been sufficiently persuaded to purchase an organizations products and services. Jamie Oliver and Gordon Ramsey must provide services and food that meet the needs of their customers otherwise they would be forced out of business. Customers are the ones who keep businesses going. Without adequate customers a business would be unable to meet its breakeven sales and volumes (Macaux, 2012). The government is another important stakeholder in this case. The government is basically interested on the taxes that the business pays, the number of job opportunities created or to be created and the business compliance standards with statutory policies (Thomas, O’Doherty & Felsted, 2010). The government is a very powerful stakeholder who can push a company out of business very easily. The other stakeholder includes creditors. Jamie Oliver and Gordon Ramsey have various creditors who supply various commodities and offer services to them and their restaurants. This category is very keen to ensure they get what is due to them. The society in general is also an important stakeholder. The society sanctions and approves the activities of companies. A company that is perceived to be a threat to the general wellbeing of society will most likely be forced out of business (Thomas, O’Doherty & Felsted, 2010).
Responsible leadership and the two celebrity chefs
Responsible leadership is a new leadership paradigm shift that is aimed at solving existing gaps in the current leadership theory and solving challenges that leaders face in their daily activities. As the name suggests, responsible leadership centers firmly on matters to do with responsibility, appropriate moral decision-making, trust and accountability (Pless & Maak, 2011). In the context of leadership, responsible leadership attempts to identify what the word responsible entails. Responsible leaders are accountable for the actions they take, are answerable for the decisions they make and are trusted and reliable. Responsible leadership is largely relational. Responsible leadership is aimed at meeting other people’s needs (Henderson, 2011). Responsible leaders anticipate and address others concerns and identifies what and to whom the leaders are responsible for their actions. Responsible leaders attempt to identify who they are responsible for and what it entails to respond to the concerns that they have. Responsible leadership is an ethical and relational phenomenon that occurs in a social process of interaction with those affected or is affect by leadership and has a stake in the leadership purpose and vision (Henderson, 2011).
The two celebrity chefs can be said to have practiced responsible leadership styles. In the Naked Chef series in 1999-2000, the title chosen for the Jamie Oliver series, was a reference to the simplicity of Oliver’s recipes and had nothing to do with nudity. Nevertheless, Jamie Oliver expressly stated that he was unhappy with the title series. In this series Jamie Oliver demonstrated simple recipes that could be assembled by a majority of busy working people. He also distances himself from the nudity title chosen for the show (Stone, Russell & Patterson, 2004). This was ethically and morally upright. This act demonstrated what responsible leadership is all about. In the following program called Jamie’s Kitchen, the chef attempted to train a group of disadvantaged youths who he promised to employ if they completed the course successfully at Oliver’s new restaurant “Fifteen” in Westland Place, London, N1 (Schneider & George, 2011). This was an attempt to solve a long standing problem of unemployment and also to come to the aid of the disadvantaged in society. This was responsible leadership at its best. Jamie’s School diner’s program in 2005 in which Jamie Oliver took responsibility of running the kitchen meals in Kidbrooke School, Greenwich for a years was also a demonstration of responsible leadership (Henderson, 2011). Jamie Oliver had been disgusted by the unhealthy food that was served to school children in British schools and the lack of alternatives on offer. His campaign to improve the standard of British school meals caught public awareness and the British Government pledged to spend £280m on school to provide dinners to school children for a period of three years. This was a long standing societal problem which had gone unnoticed or had been ignored for years. By Oliver’s initiative a solution was found (Henderson, 2011).
Celebrity coach Gordon Ramsey also practiced responsible leadership style. In his television series, Gordon Ramsey trained chefs for his restaurants and also empowered other people to start their own restaurants. One of his television series was to trouble shoot on problems that affected restaurants and design solutions to turn them around (Henderson, 2011). In this way he exhibited responsible leadership as he attempted to solve the challengers facing restaurant owners. In doing so he demonstrated a regard for others and assisted in solving the problems that they faced. Responsible leadership builds leader-stakeholder relationships that add value to the parties. Gordon Ramsey together with Jamie Oliver teamed up to raise awareness about discarding of hundreds of thousands of salt water fish by spending time on a trawler. This show of concern for the environment also showed that the two leaders are responsible. It demonstrates that the leaders are mindful of the environment and are willing to stop activities that harm the environment (Henderson, 2011).
Why the two coaches or leaders do not get along
One of the reasons why Gordon Ramsey and Jamie Oliver don’t get along is because of differences in leadership style. Gordon Ramsey is known for his perfectionist attitude and short temper unlike Jamie Oliver. This personality attribute makes it impossible for them to get along as each has a different view of doing things. Jamie Oliver has also been noted as pointing out that Gordon Ramsey is jealous of his success (Henderson, 2011). It is of note to point out that Jamie Oliver has a much higher net worth at £240 million while Gordon Ramsey has a net worth of about £67 million. Gordon Ramsey is also known to engage in callous language which Jamie Oliver finds in appropriate. Gordon Ramsey has also accused Jamie Oliver of being more in sales and marketing than in cooking (Henderson, 2011). Gordon Ramsey views Jamie Oliver as being a bad cook. The last reason why they cannot get along is that chef Gordon Ramsey is focused on being the best chef and making the best food while Jamie Oliver’s main focus is marketing and sales to generate good returns on investment. Jamie Oliver has been able to establish a much bigger empire than Gordon Ramsey. Gordon Ramsey failed in putting the necessary controls which led to his business making an improper loan to his father in-law. Gordon Ramsey also fell out with his father in –law who was in many ways one of his mentors. Gordon Ramsey is a perfectionist who is concerned with being the best in the industry and has very limited knowledge in managing a business empire (Henderson, 2011).
Macaux, W. P. (2012). Generative leadership: Responding to the call for responsibility.The Journal of Management Development,31(5), 449-469. doi:http://dx.doi.org/10.1108/02621711211226042
Schneider, S. K., & George, W. M. (2011). Servant leadership versus transformational leadership in voluntary service organizations.Leadership & Organization Development Journal, 32(1), 60-77. doi:http://dx.doi.org/10.1108/01437731111099283
Stone, A. G., Russell, R. F., & Patterson, K. (2004). Transformational versus servent leadership:
Focus of the Final Paper
Review the Week 3 assignment,
“Functional Behavioral Assessment Short Paper,” in which you outlined three challenging behaviors (and a possible function for each behavior) commonly observed in young children. Then, explore the purpose and process of behavior management in a paper in which you:
Describe the purpose of behavior management in early childhood education settings, including why it is important to think proactively. Integrate the specific challenging behaviors to be detailed in this paper.
Discuss three strategies teachers may use to determine the functions of challenging behaviors.
Design an individual support plan for each of the challenging behaviors which includes:
the possible functions of the behavior
specific positive behavior supports
replacement behaviors
Summarize the role of the teacher in designing and implementing a classroom behavior plan.
Writing the Final Paper
The Final Paper:
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must address the topic of the paper with critical thought.
Must use at least three scholarly sources in addition to the course text.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
SAMPLE ANSWER
Functional Behavioral Assessment (FBA)
Introduction
Parent works down to earth to ensure that their children exhibit good behaviors. However, this is not easy as it is very difficult to instill good behaviors to young children. Therefore, the following discussion will indulge in discussing the purposes of behavior managing in early childhood education settings. In addition, the paper will address some of the indispensable strategies to be utilized to determine functions of challenging behaviors. Moreover, the discussion will encompass on designing individual support plans address the behaviors. Finally, the paper will summarize by illustrating the roles of the teacher in formulating and making a classroom behavior plan effective.
Discussion
Behavioral Management in classrooms entails a process enacted and implemented by teachers to ensure that young children manage their behavior. When management is effective, there is maximization of student’s learning, as no time is wasted on disturbances and other maladaptive practices (Losinski, Maag, Katsiyannis & Ryan, 2015). Therefore, Miller & Lee (2013), the overall purpose of Behavior Management is to support young children to put on display behaviors that are apposite to their learning. In addition, behavior management has a purpose in training social behaviors, which are not only appropriate for learning, but also for school and home situations (Miller & Lee, 2013). When behavior management is kept constant, it is guaranteed that positive and immediate responses are derived. However, when management is inconsistent, it can be assured that those young children will not be able to stop the bad behavior as expected.
Thinking proactively is given an upper hand to thinking reactively. However, what makes thinking reactively to be commended is that it has the ability to lend a hand to the children to accomplish their own goals that is grounded at the root source of their behavior (Lyod & Kennedy, 2014). Conversely, proactive approaches are quite imperative as they address the misbehavior in a more effectual manner. Notably, proactive thinking is individually oriented towards a particular child’s behavior. For instance, it entails digging out root cause of the behavior such as timid behavior from the child perceptive (Hansen, Wills, & Kamps, 2014). During childhood education, it is very crucial for teachers to make sure that they give the children individualized instructions, giving an insight to where errors in their behavior settles so as for them to understand what proper behavior is. In addition, Lyod & Kennedy (2014), defining what apposite behaviors are and dealing with bad behaviors in a proactive approach at an early age is very important in addressing poor preferences and decision-making capabilities. For instance, a teacher can term aggressive behaviors, fearful behavior, as well as anti-social behavior as inappropriate behaviors. Terming behaviors in such manners promises that a child can start developing skills to distinguish appropriate behaviors form bad ones.
Some of the essential strategies to be utilized to determine functions of challenging behaviors comprise of functional analysis, direct observation, and indirect assessment. On its own, indirect assessment comprises of interviews, record reviews, and questionnaires. Aggressive behaviors of younger children can be evaluated through an interview by identification of the events correlated with the incident and nonoccurrence of the problem behavior (Hansen, Wills, & Kamps, 2014). For instance, teachers who account that a student engages in aggressive behaviors in their respective classrooms may attend the interview to give first-hand information. Record reviews are very important to uncover some of the setting’s experiences, aspects related to life, and academic advantages as well as problems (Miller & Lee, 2013). Checklists and questionnaires are employed to verify the social skills of the child.
However, indirect assessments cannot be effectual if not combined with direct assessments. Direct assessments comprises of duration, the occurrence, latency, as well as the strength of problem behavior (Hansen, Wills, & Kamps, 2014). Functional analysis, on the other hand, is applicable in testing hypothesis by logical exploitation of the events that are thought to make problem behavior happen. Methodically, researchers test an event that is deduced to add to the happening to the problem behavior, while regulating the other possible basis of variance.
Individual Support Plan for the Challenging Behaviors
Timid behavior
This particular behavior makes a student to avoid unpleasant tasks, for instance, working in the classroom’s groups with others that they dislike (Miller & Lee, 2013). The support plan can start by teaching the student to make use of socially acceptable getaway behaviors, for instance, requesting for help. The student can also be given incentives for spending much more time in an undesirable task (Losinski, Maag, Katsiyannis & Ryan, 2015). Other steps in the plan include placing some diversity of demand on the student, specifically when experiencing a frustrating state (Lyod & Kennedy, 2014). In addition, the teacher can use signal retorts as well as making curricular adjustments or instructional amendments to enhance the student’s interest (Miller & Lee, 2013). For instance, the teacher replacing a frustrating assignment with another one, which is more appropriate, can deal with timid behavior.
Aggressive behavior
Aggressive behaviors are most used by children to attract attention from others. Interventions that focus on teaching the child proper methods to attract attention have been commended to be successful in diminishing bad behaviors (Losinski, Maag, Katsiyannis & Ryan, 2015). Role-play is one of the interventions. For instance, the child is taught to declare the right things such as, ‘I am really stuck on this problem’ (Miller & Lee, 2013). In the plan, the student or the child is to be introduced into tolerate for longer as well as to wait for longer durations. The other step in the plan is to ignore the student or the child when he or she seems to continue with the bad behavior (Lyod & Kennedy, 2014). The final step in the individual support plan for children with aggressive behavior is reprimanding. Reprimanding itself is a type of attention, which in years has shown victories in dealing with attention-hunting behavior.
Antisocial behavior
The function of the problem behavior in this case is to avoid forming a relationship with other whether aggressively or timidly. The intervention in this case starts by keeping the student from engaging in the original problem or unsuitable conduct such as verbal warnings (Losinski, Maag, Katsiyannis & Ryan, 2015). The next step in the plan is to teach replacement behaviors such as teaching how to communicate with other. This step is followed by activities that ensure that the child gets enough choices to indulge in the new replacement behavior, for instance, giving her or him incentives (Hansen, Wills, & Kamps, 2014). Notably, step 4 involves providing opportunities for the respective child to be reinforced for the new behavior such as receiving applause from other members and friends.
The roles of the teacher in formulating and making a classroom behavior plan effective include disciplining students with respect as well as dignity. The teacher also has a role of providing positive reinforces. In specific, the teacher has the role of providing the reinforcement, which is timely based to make the reinforcement effectual (Hansen, Wills, & Kamps, 2014). In order to make functional behavioral assessment to be effective, the teacher must fulfill his or her role in enacting and posting classroom and school rules. This is meant to punish wrongdoers (Miller & Lee, 2013). In addition, the teacher has a role in emphasizing that students should address one another in an affirmative and respectful manner (Lyod & Kennedy, 2014). These actions are meant to deter problem behavior such as the aggressive ones. Above all, the teacher has a role in administrating a student’s behavior through clear hopes that are characterized with consistent feedback to the student’s activities (Losinski, Maag, Katsiyannis & Ryan, 2015). This is not forgetting the importance of the establishment of a strong relationship between students. When the formation of interactions is exhibited in a school, certain problem behavior such as timid behavior and antisocial ones are easily dealt with as students can now share ideas among them.
Conclusion
In summary, FBA has been as an effective way to deal with problem behaviors. However, this process can be productive if appropriate strategies are put in place to determine the functions of challenging behavior. After determining the functions, formulation of individual support plan is crucial to assist in replacing each problem behavior. This can only be effectual if teachers’ roles in affecting individual plans are exhibited.
References
Hansen, B., Wills, P., & Kamps, D. (2014). Effects of Aligning Self-management Interventions with Functional Behavioral Assessment. Education & treatment Of Children, 37(3), 393-406.
Losinski, M., Maag, J., Katsiyannis, A., & Ryan, J. (2015). The use of Structural Behavioral Assessment to Develop interventions for Secondary Students Exhibiting Challenging Behaviors. Education 7 Treatment of Children, 38(2), 149-174.
Lyod, B. P., & Kennedy, C.H. (2014). Assessment and Treatment of Challenging Behavior for Individuals with Intellectual Disabilities: A Research Review. Journal of Applied Research in intellectual Disabilities, 27, no. 3: 187-199. Academic Search Premier, EBSCOhost, viewed at 2 June 2015.
Miller, F., & Lee, D. (2013). Do Functional Behavioral Assessments Improve Intervention Effectiveness for Students Diagnosed with ADHD. A Single-Subject Meta-Analysis. Journal of Behavioral Education, 22(3), 253-282.
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Describe how teachers collect data in order to determine the functions of a behavior.
Analyze the importance of collecting and reviewing data before implementing specific interventions to address challenging behavior.
Discuss three common behaviors a teacher may see in young children and target for modification or replacement. Propose possible functions for each of these common targeted behaviors
SAMPLE ANSWER
Functional Behavioral Assessment (FBA)
Introduction
For over years, teachers have been troubled on the best approach to deal with maladaptive behaviors characterized by many students. Initially, teacher saw that the best method to deal with such behaviors was punishments. However, this approach was futile and resulted to use of a more humanistic approach known as FBA (Functional Behavioral Assessment). Therefore, the following discussion will engage in discussing how teachers collect data in order to determine the functions of behavior. In addition, the paper will address the importance of collecting data in the process stated above before implementing specific interventions of challenging behaviors. Conclusively, the paper will wrap up by illustrating some of the common behaviors a teacher may see in young children and target for modification or replacement, as well as outlining possible functions for each of these common targeted behaviors.
Discussion
Miller & Lee (2013) gives that FBA is the deliberative process utilized to collect data about events that predict and sustain a student’s problem behavior. The teachers can collect data in order to determine the functions of behavior by using interviews and rating scales. On top of that, the teachers can also gather information by applying direct and systematic observation of the student’s behavior (Losinski, Maag, Katsiyannis & Ryan, 2015). More indispensably, the teachers can manipulate or alter different environmental occurrences to observe how behavior changes. The importance of collecting data in the processes stated above before implementing specific interventions of challenging behavior is to determine the interfering behavior. This is the central point in outlining interventions. Miller & Lee (2013) argues that not only does collecting data give insights to what is the interfering problem, but it also gives clues on how long the behavior has been snooping with student’s development and learning. Besides the above two importance, collecting data have a magnitude of illustrating where and when the behavior occurs (Miller & Lee, 2013). This is very decisive, as it will assist the teacher to focus on the interventions on what happens before and after the behavior. At last, collecting data has a massive importance on informing the teacher the related variables that affects the interfering behavior, for instance, family, health status, or medication of the student.
Some of the common behaviors a teacher may see in young children and target for modification or replacement include aggressive behavior, timid behavior, and antisocial and disruptive behavior. According to a research done by Losinski, Maag, Katsiyannis & Ryan (2015), most teachers observe that children are associated to such behaviors as screaming, pushing, kicking, pinching, as well as disobedience in following instructions. The above aggressive behaviors can be dealt with using planed ignoring. This intervention apply that the teachers ignores when a student engages in bad behavior. However, Miller & Lee (2013), when the student indulges in gratifying behaviors, the teacher should pay attention to him or her. Another possible intervention is that the teacher rewards the good behavior. Rewards can range from gifts, applauses, or privileges to deal with timid behavior. Reinstating class rules can also wipe out bad behaviors. For instance, rule such as “No yelling” can be restated as ‘Speak calmly in a respectfully manner’ and can delete disruptive behavior (Miller & Lee, 2013). In these cases, the student will start doing those actions that make teachers pay attention or reward him or her and discard those that repel teachers away.
Conclusion
In summary, FBA can be a successful process if it is systematic. Collection of data is appropriate to enact a useful intervention to deal with problem behavior. Therefore, determining the different functions of behavior is the ultimate point to design the appropriate intervention.
References
Losinski, M., Maag, J., Katsiyannis, A., & Ryan, J. (2015). The use of Structural Behavioral Assessment to Develop interventions for Secondary Students Exhibiting Challenging Behaviors. Education 7 Treatment of Children, 38(2), 149-174.
Note: To prepare for this essay please read the required articles that is attached then answer the following questions:
Evaluate the findings of the authors in regards to the attitudes of teachers of different ethnic origins in Malaysia towards an outcome-oriented performance appraisal.
Analyze the relationship between teachers’ attitudes toward the system and their job satisfaction and professional commitment. Support your argument with evidence from the study and other real examples where possible.
Also,
1)The answer must raise appropriate critical questions.
2)Do include all your references, as per the Harvard Referencing System,
3)Please don’t use Wikipedia web site.
4)I need examples from peer reviewed articles or researches.
5)Turnitin.com copy percentage must be 10% or less.
Note: To prepare for this essay please read the required articles that is attached
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SAMPLE ANSWER
PERFORMANCE APPRAISAL
Performance appraisals is a well-defined process that is used by manager consultants to scrutinize and evaluate an employee’s performance and work behavior in comparison to the current standards. This process is mostly used as a determination process for who is going to be fired, promoted or given specified training in an organization (Bernardin et al., 2013). However, performance appraisals are also defined as a ways to examine the weaknesses and strengths of employee’s according to standards set by an organization (Appelbaum et al., 2011).It involves the documentation of these results from the comparison. These results are then used to give feedback to the employees of the organization to show key areas that need improvements and why these improvements are needed.
This paper provides a detailed, comprehensive analysis to research that was conducted. The study was carried out to investigate the sentiment of teachers of different ethnic origins in Malaysia to a new outcome-oriented performance appraisal. That is the New Performance Appraisal System. Also investigated was the link between teacher’s sentiments towards the system and job satisfaction and professional commitment. The study was conducted in Malaysia using teachers from six randomly picked high schools in the state of Kedah.
The findings of the study indicated that there was no relationship between the ethnic origin and the attitude of the teachers to the new performance appraisal system. This means that the cultural orientation had in now any effect on the sentiments of the teachers about the new system. However, the findings also indicated that the teachers who received appropriate supervision and explanations of their performance, despite low results, showed a keen commitment to the profession as well as significant levels of job satisfaction.
The key issue of analysis in this paper is the relationship between the sentiments of the teachers to the system and the job satisfaction and keen commitment to the profession. Inferences drawn from the statistical evidence from the study shows that ethnic origin had no role to play on the attitudes of the teachers towards the system. This rules out the possibility of ethnic origins linking the two aspects of analysis in this paper.
The findings that are significantly to the critical areas of analysis in the discussion include, firstly, and there was no relationship between the ethnic origin of a teacher and their attitude towards the system. Secondly, the power distance of a group had a significant effect on the job satisfaction and commitment to the profession by the teachers. Thirdly, teacher’s sentiments are the determining factor of the level of engagement by the teachers to their profession. Fourthly, the main determinants of teacher’s job satisfaction are appropriate supervision and explanation. This follows that it is in the best interest of the organization had interactions between supervisors and their subordinates be at optimum levels. This help the teachers understand more their role in achieving the organization’s objectives and goals(Byrne et al., 2012). Lastly, appropriate feedback to the teachers despite low-performance appraisal results leads to an increased need for them to improve their performance. This in turn will cause a demonstration of significant performance from the teachers.
From the study, statistics shows that it is not necessary that the cultural group that is most collective will have a lower number of positive attitudes towards the system. However, it also indicates that the group with a large power distance will have realized fewer numbers of positive attitudes towards the new performance appraisal system. Thus, the greater the power distance in a given society, then the fewer the interactions between the supervisors and teachers. As justified explanations and proper supervision have a significant effect on the job satisfaction and commitment to the profession (Byrne et al., 2012). It follows that a large power distance indirectly affects the ability of appropriate supervision and explanation to the teacher about their profession. When the level of this ability lowers then the standard of commitment to the profession and job satisfaction lowers too. The relationship between the two areas of analysis and this paper is then established with regards to the group’s power distance.
The mere fact that the behavior of the teacher implicated towards the system has a significant effect on the ability of the teacher to improve his or her performance despite low appraisal results. This degree of behavior creates a connection between job satisfaction and professional commitment and attitude towards the system.
Into the analysis part, from the findings, we can infer some relationships between the teacher’s attitudes towards the system and the job satisfaction and commitment to the profession. Attitude towards the system has a significant relationship with the interactions between the supervisors and their subordinates. The interaction in turn is brought about due to the power distance in the given society. The study indicates that the larger a societies power distance than the lower the interactions between the supervisors and the teachers.
Moreover, the greater the number of interactions between the supervisors and the teachers leads to more appropriate delivery of the appraisal results to the teacher (Byrne et al., 2012). This goes hand in hand with the proper explanation and supervision. This means the need will rise for the teacher to improve significantly their performance. These sentiments indicate the aspect of job satisfaction and commitment to the profession.
This means that the effect starts with the power distance. The power distance then affects the interaction level of the two parties involved the performance appraisal process. The interaction in turn then leads to a significant improvement of performance by the teachers regardless of their attitudes of the system. This is achieved through appropriate explanations and supervision (DeNisi et al., 2011). When the appraisal results are communicated in a suitable manner to the teacher. Then the teacher will gain a sense of encouragement, regarding the poor evaluation results, and feel motivated to improve their performance. This will act as a reinforcement of the teacher’s commitment to the profession and lead to job satisfaction.
This means that all these aspects are intertwined to help achieve the success of each aspect in a structured manner. The overall success of the performance appraisal system can be determined when the attitudes of the teachers are changed to become favorable to the system through the acts of successive successful evaluation processes (Lawler et al., 2012).
In conclusion to the paper, we acknowledge the relationship between the fundamental entities of the appraisal and their dependency on one another to the realization of a successful performance appraisal system. The attitude of the teacher’s to the system is strongly related to job satisfaction and commitment to a profession by the teacher. The link between this two entities is via the power distance in the given society. The size of the power distance is the core determinant of the whole improvement of performance by the teacher as seen in the study.
The study confidently indicates the significance of small power distance to achieve maximum interactions between the teachers and their supervisors. This steers the motivational process that encourages improved performance that affects the level of job satisfaction. Thus, the degree of commitment to the profession is increased towards the positive direction. The study then in fewer words states the whole incorporation of the aspects mentioned in the text to achieve a satisfactory performance appraisal system.
References
Appelbaum, S. H., Roy, M., & Gilliland, T. (2011). Globalization of performance appraisals: theory and applications. Management Decision, 49(4), 570-585.
Bernardin, H. J., & Wiatrowski, M. (2013). Performance appraisal. Psychology and Policing, 257.
Byrne, Z. S., Pitts, V. E., Wilson, C. M., & Steiner, Z. J. (2012). Trusting the fair supervisor: the role of supervisory support in performance appraisals. Human Resource Management Journal, 22(2), 129-147.
Performance management in human resource management
Performance management in human resource management
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Please read then answer the question,
The University of Ghana in Legon, Ghana, was established in 1948 as an affiliate college of the University of London called University College of the Gold Coast. In 1961, the university was reorganized by an act of Parliament into what it is today: the independent, degree-granting University of Ghana (http://www.ug.edu.gh/).
The Balme Library is the main library in the University of Ghana library system. Situated on the main Legon campus, it coordinates a large number of libraries attached to the university’s various schools, institutes, faculties, departments, and halls of residence, most of which are autonomous. The library was started as the College Library in 1948 and was then situated in Achimota College, which was about 8 kilometers from the present Legon campus. In 1959, the College Library moved into its brand-new buildings at the Legon campus and was named after the University College of the Gold Coast’s first principal, David Mowbrary Balme.
As in the case of many other modern university libraries worldwide that face resources challenges and the need to serve an increasingly diverse customer base, the Balme Library has implemented numerous initiatives. One such initiative is a performance management system. However, several of the 5657components of the performance management process at the Balme Library are in need of improvement. First, there is no evidence that a systematic job analysis was conducted for any of the jobs at the library. Second, the forms that the employees are rated on contain vague items such as “general behavior.” The forms include no specific definition of what “general behavior” is or examples explaining to employees (or managers) what would lead to a high or a low rating in this category. In addition, all library employees are rated on the same form, regardless of their job responsibilities. Third, there is no evidence that managers have worked with employees in setting mutually agreed-upon goals. Fourth, there is no formal or informal discussion of results and needed follow-up steps after the subordinates and managers complete their form. Not surprisingly, an employee survey revealed that more than 60% of the employees have never discussed their performance with their managers. Finally, employees are often rated by different people. For example, sometimes the head of the library rates an employee, even though he may not be in direct contact with that employee.
Based on the above description, please answer the following questions.
1)Identify one component in the performance management process at the Balme Library that has not been implemented effectively and describe how the poor implementation of that component has a negative impact on the flow of the performance management process as a whole.
2)Make sure you identify the problem and not just symptoms.
Added thoughts:
In examining this case and other cases, let’s consider a critical thinking approach. Normally we want to move toward solutions before we have thoroughly formulated the problem; the text and author and your studies to date have emphasized that point; probably in your profession as well. We can define a problem as the difference between the current state and the desired state.
Critical thinking and analysis has two essential parts – a process on how we define the problem and can we assess our process? Elder and Paul (2005) instruct us that a problem should be formulated from various points of view. In the case we are examining, does your analysis consider the problem from the management point of view? What is the current and desired state? What if we examined the problem from the employee point of view – from department manager’s point of view – from customer points of view? Now we can move toward a solution!
Paul, R., & Elder, L. (2005). A guide for educators to critical thinking competency standards: Standards, principles, performance indicators, and outcomes with a critical thinking master rubric(Vol. 8). Foundation Critical Thinking.
Also,
1) The answer must raise appropriate critical questions.
2) Do include all your references, as per the Harvard Referencing System,
3) Please don’t use Wikipedia web site.
4) I need examples from peer reviewed articles or researches.
5) Turnitin.com copy percentage must be 10% or less.
SAMPLE ANSWER
Introduction
Performance management is an integral part of the Human Resource Management system. The objective of the system is to basically improve performance. If the performance of an institution is below average or has failed to deliver as expected then the first policies to be evaluated are the conduct and performance of the employees and whose responsibilities fall under performance management.
From the case sturdy, the major component that has failed the University of Ghana’s Library is the management’s inadequacy in conducting systematic job evaluation for the employees. Lack job analysis results in uncertainties in job responsibilities and the expectations of the management. The system is worsened by the vague description of responsibilities that are not effectively communicated to the employees. For employees to work effectively their duties and individual goals must be integrated and aligned with the organizations goals and objective. The organization cannot achieve much without the total input of the employees especially if their roles and expectations are not analyzed and matched with their performance. The failure of the university to conduct a job analysis of the institution’s employees has resulted in a performance management system that is not effective. Without proper job analysis, the PM cannot adequately develop the skills of the employees or even offer necessary training as the management is not aware of the needs of the available jobs.
The major objective of performance management is certainly to improve employee performance through effective training and development of skills together with the motivation needed to boost the performance. The University of Ghana’s library department has failed to deliver on the expectations of the institutions by failing to offer the necessary training for the employees as without job analysis, the organization cannot adequately address the needs of the jobs that are available in the department. Performance management assists in guiding the training, mentoring, job experience and other developmental skills that employees need to develop necessary capabilities. Effective performance management (PM) systems have organized systems that are well coordinated with processes that are effective and which discharge the functions required. Performance management also accomplishes evaluation of activities together with the definition of employee roles to ensure that they are efficiently executed. Job analysis forms the basis for pay and compensation decision (Lawler, 1994). Weak or lack of this function means that employees would be dissatisfied with their remuneration as the roles are not clearly analyzed and matched with the expected remuneration. This failure would result in attitude problems among the employees as they would perceive the management’s inability as intentional and directed towards their oppression. Their productivity would be affected and their morale would also reduce leading to poor services, lack of passion and satisfaction and finally the organization will end up with high staff turnover.
The effectiveness of job analysis cannot be underrated as it serves various functions in an organization. To establish an effective performance management system, the organization must determine the goals of the institution and the end results that the organization expects to be accomplish by the employees. These goals must also have a direct link to the success of the organization. The organization must link the goals of the individual employees with those of the organizations (Hillgren & Cheatham, 2000). The two goals have to be aligned together. The goals set should be difficult for the employees to achieve but they should be within their reach if they work extra hard. These processes motivate employees to work hard and be more productive while at the same time it makes it possible for the organization to conduct a proper job analysis for all the available jobs in the library. Job analysis provides the structures that the performance management measures would be pegged on. Without proper structures it would be difficult to implement the functions of the PM and it would result in an ineffective system.
The organization cannot evaluate the efforts of the employees as lack of clear and adequate structures that would ordinarily provide the feedback on the performance of employees are non-existent. The employees are not accountable and their inefficiencies cannot be evaluated as the management is incapable of gathering the pre-requisite information on their overall performance (Paul & Elder, 2005). The Balme Library administration has a weak performance management system that can only be salvaged by the adoption of the current standards of the Balanced Scorecard system that would institute a strategic performance measurement system that would be capable of turning the institutions performance requirements to be above the management’s expectations by adopting the standards of the BSC (Balanced Scorecard) (Murby & Gould, 2005).
Performance Management puts a lot of emphasis on the feedback system as it provides an opportunity to correct the inefficiencies of the employees and it also removes any obstacles on the path of achieving optimal production for the company. Lack of job analysis provides no opportunity for any generation of information from feedback systems.
Pulakos (2004) states that “…For the feedback process to work well, experienced practitioners have advocated that it must be a two-way communication process and a joint responsibility of managers and employees, not just the managers. This requires training both managers and employees about their roles and responsibilities in the performance feedback process. Managers’ responsibilities include providing feedback in a constructive, candid and timely manner. Employees’ responsibilities include seeking feedback to ensure they understand how they are performing and reacting well to the feedback they receive. Having effective, ongoing performance conversations between managers and employees is probably the single most important determinant of whether or not a performance management system will achieve its maximum benefits from a coaching and development perspective…pg.7”
To conclude, the performance management system that was introduced by the Balme Library administration is ineffective and cannot achieve its desired goals if corrective measures are not adopted to rectify the defects in the system (Nankervis & Compton, 2006). For performance management to succeed, it requires the cooperation of the PM management’s implementation team and also the consultation of the employees on the systems to be used to evaluate their performance and the methods of the feedback systems that the management would rely on. Lack of clear communication and effective feedback system by the management of Balme Library has contributed immensely to the current performance crisis at the institution. By not implementing the required systems and operations that are needed for the institution to perform and conduct effective job analysis, the institution has also contributed to the problems facing the organization. The administration of Balme Library would still not be in a position to help the deterioration of the performance standards at the institution if it does not implement the PM in the right way and also motivate the employees to work hard.
References
Hillgren, J.S., & Cheatham, D.W., 2000, Understanding Performance Measures: An Approach to Linking Rewards to Achievements of Organization Objectives, Scottsdale, AZ: Worldatwork.
Lawler, E., 1994, Performance management: The next generation. Compensation and Benefits Review 26(3): 16–20.
Murby, L. & Gould, S. (2005) Effective Performance Management with Balanced Score Card, Chartered Institute of Management Accountants, London: CIMA
Nankervis, A.R. & Compton, R. L., 2006, Performance Management: Theory in Practice? Asia Pacific Journal of Human Resources, vol. 44 (1)
Paul, R., & Elder, L. (2005). A guide for educators to critical thinking competency standards: Standards, principles, performance indicators, and outcomes with a critical thinking master rubric (Vol. 8). Foundation Critical Thinking.
The University of Ghana in Legon, Ghana, was established in 1948 as an affiliate college of the University of London called University College of the Gold Coast. In 1961, the university was reorganized by an act of Parliament into what it is today: the independent, degree-granting University of Ghana (http://www.ug.edu.gh/).
The Balme Library is the main library in the University of Ghana library system. Situated on the main Legon campus, it coordinates a large number of libraries attached to the university’s various schools, institutes, faculties, departments, and halls of residence, most of which are autonomous. The library was started as the College Library in 1948 and was then situated in Achimota College, which was about 8 kilometers from the present Legon campus. In 1959, the College Library moved into its brand-new buildings at the Legon campus and was named after the University College of the Gold Coast’s first principal, David Mowbrary Balme.
As in the case of many other modern university libraries worldwide that face resources challenges and the need to serve an increasingly diverse customer base, the Balme Library has implemented numerous initiatives. One such initiative is a performance management system. However, several of the 5657components of the performance management process at the Balme Library are in need of improvement. First, there is no evidence that a systematic job analysis was conducted for any of the jobs at the library. Second, the forms that the employees are rated on contain vague items such as “general behavior.” The forms include no specific definition of what “general behavior” is or examples explaining to employees (or managers) what would lead to a high or a low rating in this category. In addition, all library employees are rated on the same form, regardless of their job responsibilities. Third, there is no evidence that managers have worked with employees in setting mutually agreed-upon goals. Fourth, there is no formal or informal discussion of results and needed follow-up steps after the subordinates and managers complete their form. Not surprisingly, an employee survey revealed that more than 60% of the employees have never discussed their performance with their managers. Finally, employees are often rated by different people. For example, sometimes the head of the library rates an employee, even though he may not be in direct contact with that employee.
Based on the above description, please answer the following questions.
1)Identify one component in the performance management process at the Balme Library that has not been implemented effectively and describe how the poor implementation of that component has a negative impact on the flow of the performance management process as a whole.
2)Make sure you identify the problem and not just symptoms.
Added thoughts:
In examining this case and other cases, let’s consider a critical thinking approach. Normally we want to move toward solutions before we have thoroughly formulated the problem; the text and author and your studies to date have emphasized that point; probably in your profession as well. We can define a problem as the difference between the current state and the desired state.
Critical thinking and analysis has two essential parts – a process on how we define the problem and can we assess our process? Elder and Paul (2005) instruct us that a problem should be formulated from various points of view. In the case we are examining, does your analysis consider the problem from the management point of view? What is the current and desired state? What if we examined the problem from the employee point of view – from department manager’s point of view – from customer points of view? Now we can move toward a solution!
Paul, R., & Elder, L. (2005). A guide for educators to critical thinking competency standards: Standards, principles, performance indicators, and outcomes with a critical thinking master rubric(Vol. 8). Foundation Critical Thinking.
Also,
1) The answer must raise appropriate critical questions.
2) Do include all your references, as per the Harvard Referencing System,
3) Please don’t use Wikipedia web site.
4) I need examples from peer reviewed articles or researches.
5) Turnitin.com copy percentage must be 10% or less.
SAMPLE ANSWER
PERFORMANCE MANAGEMENT PROCESS
Performance management is the act of assessing and measuring the output of individual employees, departments, faculties or the organization as a whole. This management aspect entails significant activities that aim at providing a way to examine the production levels of a given organization (Gruman et al., 2011). Therefore, when these performances are measured, the organization can be able to follow the trend of production levels in its activities. This will tell whether the production levels are meeting their targets or they are way below the set targets. The significant of this management aspect is the emphasis it puts on the main performance areas that can help the organization achieve steady growth in providing products or services to their customers.
The performance management process comprises a performance management plan. A performance management plan states the critical performance areas and provides an estimated budget for the organization to use towards achieving their performance targets.
In the Balme Library, the main library of the University of Ghana library system, lacks a comprehensive performance management plan. This means that there is no interaction between the management and the employees of the Balme Library. This shows that the main problem is that there is no helpful work relationship between the managers and the employees. According to the evidence inferred from an employee survey that was conducted, there is no hint of a performance management plan managerial system of the library.
The problem with not having a performance management plan is that there is no basis at all set for a sound foundation on which the entire process of performance management can be built on (Ashdown, 2014). The employee survey revealed that over 60% of the employees in the Balme Library have not had any confrontation with the management of the library concerning the productivity level of the library. The main problem hindering the improvement of the adopted performance management system is the lack of a performance management plan.
The consequences of the problem stated above are very drastic pointing in the negative direction. Balme Library can only meet the need of serving a diverse customer base when they successfully implement the performance management plan. As the situation is right now, there are no targets set for the library. The employees output is not geared towards certain goals. Thus, there is no sure way of telling whether the service level of the library is below or above the measure of standards.
In the current situation, Balme Library will continue to offer services to its customer base. The level of improvement of these services cannot change or will experience little change over an extended period of time. This trend is due to the lack of a set standard of services offered by the employees. Each employee works at an individual level and the services provided by each employee will vary considerably. This in turn leads to a performance conflict whereby a high-performance level of one employee may be brought down by a low-performance level from another employee. Therefore the performance level for the whole library will turn out to be a general depression.
The desired level of performance for any modern university library is very clear. It entails working with the limited available resources to provide efficient services to a diverse customer base. From a manager’s point of view, there are some issues that need to be solved for Balme Library to achieve this conventional level of performance.
To effectively implement the performance management system, the management of the Balme Library needs to determine the key management issues that are not carried out well in the library.
First, the management is not concerned with the grading of employees in the library. This creates a problem of allocating tasks to the qualified employee. Thus, many employees have not been able to carry out their responsibilities in a sufficient manner.
Second, there is no significant supervision of workers. This means that employee work in not overseen by anybody. The lack of an overseeing body or a supervising body leads to low standards of performance.
Lastly, the rating of employees is not done in a proper manner. This their issues goes hand in hand with the second issue. Therefore, the lack of a supervisor leads to the absence of an appropriate to review the employee’s rating. Thus, the task of rating an employee’s performance is left to a person who may not be in direct contact with the employee.
In contrast with the manager’s point of view. There is the employee’s point of view. The main issue regarding the employee’s perspective is the lack of an efficient management system. This leads to laxity among employees and encourages low service standards in the library. The management system does not interact with the employees. No interaction means that employees are not kept in check, have no clearly cut roles and responsibilities. Therefore, the output of the employees is below average.
In conclusion, the improvement of the implementation of the performance management system is due to lack of one of its components, which is the absence of a comprehensive performance management plan. The lack of this component is due to a problem that exists in the Balme Library. This problem is the lack of good work relationship and interaction between the management and the employees. Successful implementation of the performance management system can only be achieved when the problem above is solved.
References
Ashdown, L. (2014). Performance management.
BPP Learning Media (Firm), & Chartered Institute of Management Accountants. (2013). Performance management.
Griffin, R., & Moorhead, G. (2011). Organizational behavior. Cengage Learning.
Gruman, J. A., & Saks, A. M. (2011). Performance management and employee engagement. Human Resource Management Review, 21(2), 123-136.
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