Intro to Aircraft Systems Essay Example for Free

Intro to Aircraft Systems EssayAll single rotor coil coil meat cleavers need slightly way to respondact the torsion that is created by the rotor blades spinning around the mast. The most common anti-torque dodging used on helicopters is the Tail Rotor System. The Tail Rotor System is a relatively junior-grade rotor and transmission attached at the end of the cornerstone pinpoint that is driven from a shaft coming from the main engine and transmission (ASA, meat cleaver Flying enchiridion 1-5).Another anti-thrust system used less frequently is the Fenestron system. It is driven in a similar way to the standard tail rotor system but instead of two rotor blades at the end of the boom there is a series of rotating blades that are enclosed in a protective shroud, thus adding a degree in caoutchouc by protecting the tail rotor blades from ground contact (ASA, Helicopter Flying Handbook 4-7). The anti-torque system I want to discuss in greater detail is called the NOTAR syst em.The NOTAR system is dramatically different in design as it does not take on another rotor at the end of the tail boom to create thrust and in losing that tail rotor this system has a number of advantages, added safety being one of the crucial benefits. The NOTAR system uses the infixed characteristics of aerodynamics along with thrust from pressurized line of business exiting the tail boom to bring home the bacon the thrust needed to counter the torque being produced by the main rotor (ASA, Helicopter Flying Handbook 4-7).It does this using the following components that are built into the design of the helicopter air intake, fan, tail boom the can contain and control airflow, tail zori conoid, and two vertical stabilizers at the end of the tail boom. The premier component of this system is the air intake, or a large opening on top of the rear fuselage. This intake is covered by a fine mesh covert designed to keep remote objects from getting sucked into the system (Wagte ndonk 190).The intake pulls air into the second component of this system an enclosed variable-pitch composite blade fan. This fans purpose is to create a low pressure and high volume of ambient air that is sent into the tail boom, pressurizing it in the process. The fan blades are variable-pitch importation their pitch, or pitch angle, can be increased or decreased creating more or less volume of air that is being introduced into the tail boom (Wagtendonk 190).The fan is located just behind the main transmission where the tail boom connects to the fuselage and is driven directly by the main rotor gearbox, this ensures that the fan is of all time providing directional control including when in auto rotation (Wagtendonk 190). The tail boom is the third and very crucial component of the NOTAR system. It looks similar to a standard tail boom but has a bigger circumference, is made from composite material and is completely hollow on the inside.The tail boom is designed with two agree s lots that run the length of the right side that allow the fan air (low pressure) to flow out and downwards (Wagtendonk 190). This movement of airflow energizes, or advances up, the boundary work of downwash flow that is created by the main rotor. This is called the Coanda effect (Wagtendonk 190). This essentially makes the tail boom a wing in relationship to the airflow created by the main rotor- low pressure on the right side and high pressure on the left field side creating lift/thrust in the opposite direction of the torque from the main rotor.The Coanda effect is most effective when the helicopter is at a hover and can produce up to 60% of the needed anti-torque force. When forward speed is gained or in windy conditions the main rotor downwash begins to angle away from the tail boom reducing the Coanda effect (ASA Helicopter Flying Handbook 4-7). At the end of the tail boom we have another component to this system that provides the remaining force needed to produce enough anti -torque the rotating direct jet thruster cone.The direct jet thruster is basically a nozzle at the end of the tail boom that directs the flow of the pressurized fan driven air. When the airflow reaches the nozzle, it first hits baffles located inside the rotating nozzle, which helps direct the airflow out the rectangular opening on the cone (Wagtendonk 191). The pilot can control the orientation of the cone by making pedal inputs- pressing the left pedal points the opening on the cone to the left side creating more anti-torque while right pedal turns the cone to the right reducing the anti-torque thrust (Wagtendonk 191).The final component to the NOTAR system is the twin vertical stabilizers that are attached on each end of the horizontal stabilizer. These stabilizers provide most of the anti-torque once the helicopter is in forward flight (ASA Helicopter Flying Handbook 4-7). Un resembling the standard helicopter vertical stabilizer the left stabilizer actually moves and acts like a rudder, moving in unison with the rotation of the direct jet thruster (Wagtendonk 192).The right stabilizer is more like a yaw damper and is hooked up to a Yaw Stability Augmentation System (YSAS) (Stephens, NOTAR More Than What It Appears To Be). The YSAS consists of a small electro-mechanical actuator that moves the right stabilizer based off of information coming from a yaw rate gyro and lateral accelerometer that is installed in the cockpit (Stephens, NOTAR More Than What It Appears To Be). There are some distinct advantages of the NOTAR system over the more conventional tail rotor and Fenestron anti-torque systems.One obvious advantage when comparing the NOTAR system to any other helicopter in flight is the amount of racket level reduced due to the lack of another added rotor (Abdollahi 6). In fact the MD 900 (which uses NOTAR) boasts the lowest noise levels of comparable helicopters (Abdollahi 6). Another advantage the NOTAR system has over the conventional tail rotor desig n is added safety. With no tail rotor, the NOTAR system eliminates the hazards of tail rotor strike, foreign object damage, and eliminates hazards involving people walking into the tail rotor (Wagtendonk 189).Also, the ability to control the heading in crosswind conditions is improved, and tail rotor blade stalls are eliminated (Wagtendonk 189). though the NOTAR system is not widely used in the helicopter industry it is proven to be a highly effective, safer, anti-torque system. Its simple design using the natural characteristics of aerodynamics adds to its advantages, as does the additional safely gained regarding passengers and the pilot by eliminating the need for a tail rotor.

Principles of Assessment Essay Example for Free

Principles of Assessment Essay header 1 Define the key concepts and patterns of opinion We should of all time consider what the judgement experience of sound judgment is equivalent for our savants. Considering key principles in the design of our estimates bequeath keep our views fresh and reflective. Key principle 1 Put the learner at the heart of the assessment. The assessment experience should be a motivational one for our learners. It is only by developing the learners understanding of the function of assessments and alter their development as a learner that a motivational experience is facilitated. Learners often feel detached or on the periphery of assessment because they perceive it as something that is forced upon them rather than a musical instrument that they merchant ship use to aid their development. In order to pass on this, assessment needs to be an ongoing process that the learner tail assembly take willpower of by highlighting their own aras for d evelopment. Subsequently the learner feels a greater sense of autonomy which helps develop confidence in their own ability. Key principle 2 Assessment needs to provide a view of the whole learner.Assessment should reflect our objective of developing the whole learner. In order to achieve this, a broader picture should be painted, both for the learner and the assessor. To achieve this we need the learner to draw on experiences that ar external to the learning surround. Developing cerebrate with the community, peers and family members will enable the learner to make connections between skills that are set aheaded in the classroom and relate them to situations and skills in life. This kindle only be positive as an increase in motivation and relatedness will inevitably be enjoyed.Key principle 3 Assessment is integral to training and learning. Embedding assessment in teaching and learning is essential to creating individualizedised learning. In order for this embedding to be succe ssful, we need to recognise the signs that learning is being achieved and by integrating multi-modal experiences and activities, we can generate a multitude of evidence that learning is taking situate. Making assessment the focal point of a session facilitates differentiation and highlights individual learners needs and potential pathways to future(a) learning.However, assessment needs to be planned carefully and in detail so that most assessment activities can be learner led with negligible input from the tutor/assessor. Key principle 4 Assessment includes reliable judgements about how performers are performing related, where appropriate, to national standards. Linking assessment is essential for consistency, tracking rise and evaluating the impact of the assessments. National standards tick consistency within the specific educational establishment and across various institutions, which is a minimum entitlement of all learners.Evidence can be shared by tutors and assessors wi thin a department, a college and within an entire sector in order to share best practice and gain confidence. Through national standards, learners have the chance to track their progress and compare it with other learners and institutions. Question 2 Explain the responsibilities of the assessor. First and foremost, assessors should be the guardians of standards by not comparing the progress to of one individual to the work of anothers. Using the assessment cycle will add structure to the tutor and enable them to contain a continuous process of assessment finishedout the curriculum. phase 1 Assessment design quality assessments should be planned to give the learners the opportunity to sop up with formative tasks. They should also get the chance to undertake summative tasks to demonstrate their learning. The use of realistic, authentic experiences will help energize the learners. Stage 2 confabulation this phase is where the standards and content of the assessment is communica ted to the learners. Parameters of assessment outcomes are set. Stage 3 marking marking is not just about providing a grade.Techniques and activities should be introduced so that learners and peers can actively take part in the grading process. This can assist students in the understanding of the task and also inform future learning. Stage 4 Analysis of results consistency in marking is essential to help keep learners motivated. If inconsistencies are seen in a group, maintaining positivity becomes difficult. Learners should explore results and be offered the opportunity to comment on their grading. Stage 5 Feedback possibly the most important element of the assessment cycle.Supportive, informative and reconstructive feedback should be offered to enable students to see how they performed. The feedback should include advice on how to improve their learning and future performances (feed-forward feedback). Feedback should be offered continuously and in a cyclic manner. Question 3 identify the regulations and requirements relevant to assessment in your own area of practice. Regulations It is a requirement that centres provide CYQ with the following List of named assessors with signatures Details of all assessors qualifications and experience (CVs). Copies of all relevant certificates Clear specification of the assessment roles and responsibilities A well planned assessment process from induction to final assessment day plan A valid and reliable assessment of cognition and skills that is appropriate to the CYQ syllabus and aligned to the national standards Evidence of Assessor/internal quality assurer meetings to review and standardise assessment practice to meet national standards centre policy and practice in relation to fair assessment readying for some(prenominal) individual assessment needs of learners Requirements. Carrying out assessments in accordance with CYQ assessment specifications and assessment documentation Ensuring evidence provided by learners is sufficient to meet CYQ requirements Providing feedback to the learner about performance and achievement Devising and agreeing an assessment action plan with the learner as appropriate Completing all relevant assessment forms and returning them to the internal quality assurer/Centre Contact Providing feedback to the internal quality assurer Upholding the standards of the award http//www. cyq. org. uk/files/role-of-the-assessor.pdf Question 4 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. Assessment method Strengths Limitations Meeting individual needs Group work -Seeing peoples point of view. -Learners with more introverted -Social loafers can be put into groups -Learn from one another. personalities may be uneasy in a that include environmental influencers -Improves friendly interaction. group situation. to discipline an even workload. Peer and self-assessment -Increased autonomy .-Validity can be reduced due to -Can inform summative marking by -Encourages self reflection. self-grading. assessing individual contributions. -Reliability can be reduced due to peers grading each other. Patchwork texts -Help contribute to an holistic -Intensive prep time to produce -Embedding literacy helps achieve level understanding of content. resources. 2 content. -Complexity of task means less -Encourages diversity through able learners need additional interaction with many people guidance. continuously. http//www. reading. ac.uk/web/FILES/eia/AZ_of_Assessment_Methods_FINAL_table. pdf Question 5 restate key factors to consider when planning assessment. Disability Adequate provision must be make for students who have disabilities and / or special educational needs when designing and planning assessments. Legislation requires learners needs to be anticipated (The Equality Act 2010). This is so that measures are in place to meet needs before they are actu ally required. These measures can potentially be beneficial for all learners. Know what you are assessing Criterion-referenced assessment is the most commonly used method of assessment.We must ensure that assessment criteria are clearly defined so that learners are fully aware as to what is expected of them. This will also keep the feedback specific to the assessment and specific to the learning outcomes, enabling learners to highlight potential future learning pathways. Timing your assessments If you conduct formative assessments at too late a stage, constructive feedback cannot be acted on, making the assessment pointless. Conversely, summative assessments being conducted too early will take away the learners ability to develop their familiarity and can take in to reduced confidence.You must make an effort not to over assess. Too much assessment can mean less time to reflect, feedback and act on areas for development. Question 6 Summarize the types of risks that may be involved in assessment in your own area of responsibility. Health safety the suitably of the environment must be considered during the planning stage of assessment. Maximum utilization of preventative measures should be observed e. g. risk assessments should be carried out to minimize risk of injury. Equipment checklists should be completed to ensure that any equipment being used is fit for innovation.First aid kits should be available if required as well as chat to relevant health and safety officers and assigned first aiders. Timescales particular attention should be paid to timescale parameters in assessment. Every effort should be made to ensure that adequate time is provided for the assessment to be completed and for feedback to be provided to the learners. It is essential that time parameters are realistic and achievable for ALL learners. Learning impairment any learners with visual, hearing or any other learning impairment should be considered during assessment.Different levels of differentiation should be utilized to ensure that ALL learners needs are adequately provided for. For example, you could provide larger print or zoom for learners with a visual impairment or writing with different coloured markers on a whiteboard for learners with dyslexia. Technology when using assessments that include the use of technology, it is always a possibility of technological failure. Weather if planning practical assessments in an outside environment, you are always planning against the elements, particularly in this country.Question 7 explain how to minimise risks during the planning process Adequate preparation of the assessment environment is essential to the provision of the safety of the learners. A risk assessment should always be carried out before the assessment begins. The appropriateness of the environment is also a major consideration. The assessment environment should suit the type of assessment that you are carrying out. For instance, when planning pract ical assessments in the gym, it is down to me as the assessor to ensure that the environment is fit for purpose i. e.the equipment in the gym must be regularly safety checked and maintained.There should be documented evidence that safety checks and maintenance has taken place that can be checked by Internal and External Quality Assurers. Any repairs that are required should be carried out within a conceivable timescale and documented so as not to disrupt the smooth running of the programme. Assessment should always assess what is meant to be assessed, in accordance with the curriculum and honour body specifications. Failure to adhere to these guidelines will mean that the assessment will be invalid.Consistently meeting the set standards of the awarding body and the institution will make the assessments reliable. This means that the assessments will be reliable and consequently, any external or independent assessors or IQA/EQA can make judgements at any presumption time. Keeping l earners informed as to the time, place and nature of their assessment will enable them to prepare adequately for it. It will also act as a timetable for us as tutors/assessors to enable us to prepare adequately and make sure that there is sufficient quality and relevance in delivery previous to the assessment taking place.It is always a good idea to share your assessment ideas with colleagues before submitting them to learners. Sharing ideas and information with peers is a great way discovering and enabling best practice. Question 8 Summarise the types of information that should be made available to learners and others involved in the assessment process The course planner is made available to learners from day zero of the course. The course planner contains all key information as gleaned from the scheme of work. Key information would include session topics, aims and objectives, activities and assessment methods.The course planner is available on moodle so that learners can access it . In the sessions I make the session aims and objectives available to learners from the moment they walk through the door. Immediately, the learner is aware what is required of them in the session. Leading from the aims and objectives, the learners are made aware of the activities that they will be doing and how these activities relate to the objectives. I will usually do this through a prezi. All prezis are subsequently embedded onto moodle. I embed web links into the relevant moodle page so that learners can research relevant information from credible sources.It is crucial that timescales are made available on the course planner and assignment deadlines are reiterated constantly passim the duration of the course. Learners are always made aware of the, methods of assessments that will be taking place. This enables the learner to prepare themselves for the assessment and fill any gaps in their knowledge that may exist. Question 9 Explain how peer and self assessment can be used eff ectively to promote learner involvement and personal responsibility in the assessment of learning Peer assessment Self assessment Strengths limitations Strengths limitations .

Contribution Of Robert Owen In The 19th Century Commerce Essay

Contribution Of Robert Owen In The 19th Century Commerce Essaythough Owen is considered to be paternalistic in his view, his contribution is of a considerable signifi scum bagce in the theories of Motivation. During the early old age of the nineteenth century, Owens textile mill at overbold Lanark in Scotland was the scene of nearly novel ways of treating flock. His view was that slew were similar to machines. A machine that is looked after properly, c bed for and maintained well, per public figures efficiently, reliably and lastingly, similarly people ar likely to be more efficient if they argon taken c atomic number 18 of. Robert Owen practiced what he pr all(prenominal)ed and introduced such things as employee housing and company shop. His ideas on this and other matters were considered to be too revolutionary for that time.2) Jeremy Benthams The Carrot and the Stick Approach Possibly the essence of the traditional view of people at work can be best appreciated by a brief l ook at the work of this English philosopher, whose ideas were also developed in the early years of the Industrial Revolution, around 1800. Benthams view was that all people are self-interested and are make by the desire to avoid pain and find pleasure. Any role player allow for work only if the reward is big enough, or the punishment sufficiently unpleasant. This view the carrot and stick approach was built into the philosophies of the age and is nevertheless to be found, especially in the older, more traditional sectors of industry.The various take awaying theories of pauperism and motivators seldom make reference to the carrot and the stick. This metaphor relates, of course, to the use of rewards and penalties in order to induce desired behavior. It comes from the old story that to make a donkey move, one must put a carrot in scarecrow of him or dab him with a stick from behind. Despite all the look on the theories of motivation, reward and punishment are still consider ed strong motivators. For centuries, however, they were too a good deal thought of as the only forces that could motivate people.At the same time, in all theories of motivation, the inducements of some salmagundi of carrot are recognized. Often this is specie in the form of pay or bonuses. Even though money is not the only motivating force, it has been and will continue to be an important one. The trouble with the money carrot approach is that too often everyone gets a carrot, regardless of performance through such practices as salary increase and promotion by seniority, willing merit increases, and executive bonuses not based on individual manager performance. It is as simple as this If a person put a donkey in a pen full of carrots and then stood outside with a carrot, would the donkey be encouraged to come out of the pen ?The stick, in the form of fear-fear of loss of job, loss of income, reduction of bonus, demotion, or some other penalty-has been and continues to be a stro ng motivator. Yet it is admittedly not the best kind. It often gives line up to defensive or retaliatory behavior, such as union organization, poor-quality work, executive indifference, failure of a manager to take any risks in decision fashioning or even dishonesty. But fear of penalty cannot be overlooked. Whether managers are first-level supervisors or chief executives, the occasion of their position to give or with hold rewards or impose penalties of various kinds gives them an great power to control, to a very great extent, the economic and social well-being of their subordinates.3) Abraham Maslows Need Hierarchy theory One of the most widely mentioned theories of motivation is the pecking order of ineluctably theory put forth by psychologist Abraham Maslow. Maslow saw human rents in the form of a hierarchy, ascending from the low to the highest, and he concluded that when one set of ask is quenched, this kind of need ceases to be a motivator.As per his theory this inevitably are (i) Physiological needs These are important needs for sustaining the human life. Food, water, warmth, shelter, sleep, medicine and education are the basic physiological needs which fall in the primary list of need satisfaction. Maslow was of an opinion that until these needs were satisfied to a degree to maintain life, no other motivating factors can work.(ii) Security or Safety needs These are the needs to be free of physical danger and of the fear of losing a job, property, food or shelter. It also includes protection against any emotional harm.(iii) Social needs Since people are social beings, they need to belong and be accepted by others. mint try to sate their need for affection, acceptance and friendship.(iv) Esteem needs According to Maslow, once people begin to satisfy their need to belong, they tend to want to be held in esteem both by themselves and by others. This kind of need produces such satisfaction as power, prestige status and self-confidence. It i ncludes both internal esteem factors like self-respect, autonomy and achievements and external esteem factors such as states, recognition and attention.(v) Need for self-actualization Maslow regards this as the highest need in his hierarchy. It is the drive to become what one is capable of becoming, it includes growth, achieving ones potential and self-fulfillment. It is to maximize ones potential and to accomplish something.Motivation2As each of these needs are substantially satisfied, the next need becomes dominant. From the standpoint of motivation, the theory would say that although no need is ever fully gratified, a substantially satisfied need no longer motivates. So if you want to motivate someone, you need to understand what level of the hierarchy that person is on and focus on strong those needs or needs above that level.Maslows need theory has received wide recognition, particularly among practicing managers. This can be attributed to the theorys intuitive logic and ease of understanding. However, research does not validate these theory. Maslow provided no empirical evidence and other several studies that sought to validate the theory found no support for it.TOP4) Theory X and Theory Y of Douglas McGregor McGregor, in his book The Human side of Enterprise states that people inside the organization can be managed in twain ways. The first is basically negative, which falls under the category X and the other is basically positive, which falls under the category Y. After viewing the way in which the manager dealt with employees, McGregor concluded that a managers view of the nature of human beings is based on a certain rooting of assumptions and that he or she tends to mold his or her behavior towards subordinates according to these assumptions.Under the assumptions of theory X Employees inherently do not like work and whenever possible, will attempt to avoid it.Because employees dislike work, they progress to to be forced, coerced or threatened with punishment to achieve closes.Employees avoid responsibilities and do not work fill formal directions are issued.Most workers place a greater importance on security over all other factors and display little ambition.In contrast under the assumptions of theory Y material and mental effort at work is as natural as rest or play.People do exercise self-control and self-direction and if they are committed to those goals.Average human beings are willing to take responsibility and exercise imagination, ingenuity and creativity in solving the problems of the organization.That the way the things are organized, the bonny human beings brainpower is only partly used.On analysis of the assumptions it can be detected that theory X assumes that lower-order needs dominate individuals and theory Y assumes that higher-order needs dominate individuals. An organization that is run on Theory X lines tends to be authoritarian in nature, the word authoritarian suggests such ideas as the power to enforc e obedience and the right to command. In contrast Theory Y organizations can be described as participative, where the aims of the organization and of the individuals in it are incorporate individuals can achieve their own goals best by directing their efforts towards the success of the organization.However, this theory has been criticized widely for generalization of work and human behavior.5) Contribution of Rensis Likert Likert developed a refined classification, breaking down organizations into four management systems.1st ashes Primitive authoritarian2nd System Benevolent authoritarian3rd System Consultative4th System ParticipativeAs per the opinion of Likert, the 4th system is the best, not only for profit organizations, but also for non-profit firms.6) Frederick Herzbergs motivation-hygiene theory Frederick has tried to veer Maslows need Hierarchy theory. His theory is also known as two-factor theory or Hygiene theory. He stated that there are certain satisfiers and diss atisfiers for employees at work. In- trinsic factors are related to job satisfaction, while extrinsic factors are associated with dissatisfaction. He devised his theory on the question What do people want from their jobs ? He asked people to describe in detail, such situations when they felt exceptionally good or exceptionally bad. From the responses that he received, he concluded that opposite of satisfaction is not dissatisfaction. Removing dissatisfying characteristics from a job does not necessarily make the job satisfying. He states that presence of certain factors in the organization is natural and the presence of the same does not lead to motivation. However, their nonpresence leads to demotivation. In similar manner there are certain factors, the absence of which causes no dissatisfaction, but their presence has motivational impact.Motivation3Examples of Hygiene factors are Security, status, blood with subordinates, face-to-face life, salary, work conditions, relationship with supervisor and company policy and administration.Examples of Motivational factors are Growth prospectus job advancement, responsibility, challenges, recognition and achievements.TOP7) Contributions of Elton mayo The work of Elton Mayo is famously known as Hawthorne Experiments. He conducted behavioral experiments at the Hawthorne Works of the American Western Electric Company in Chicago. He made some illumination experiments, introduced breaks in between the work performance and also introduced refreshments during the pauses. On the basis of this he drew the conclusions that motivation was a very complex subject. It was not only about pay, work condition and morale but also included psychological and social factors. Although this research has been criticized from many angles, the central conclusions drawn were People are motivated by more than pay and conditions.The need for recognition and a sense of belonging are very important.Attitudes towards work are potently influence d by the group.8) Vrooms Valence x Expectancy theory The most widely accepted explanations of motivation has been propounded by Victor Vroom. His theory is commonly known as expectancy theory. The theory argues that the strength of a tendency to act in a specific way depends on the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual to make this simple, expectancy theory says that an employee can be motivated to perform better when their is a belief that the better performance will lead to good performance appraisal and that this shall result into realization of personal goal in form of some reward. Therefore an employee is Motivation = Valence x Expectancy.The theory focuses on three things Efforts and performance relationshipPerformance and reward relationshipRewards and personal goal relationshipThis leads us to a conclusion that Motivation49) The Porter and Lawler Model Lyman W. Porter and Edward E. Lawler developed a more complete version of motivation depending upon expectancy theory.Motivation5Actual performance in a job is primarily determined by the effort spent. But it is also affected by the persons ability to do the job and also by individuals perception of what the required task is. So performance is the responsible factor that leads to intrinsic as well as extrinsic rewards. These rewards, along with the equity of individual leads to satisfaction. Hence, satisfaction of the individual depends upon the fairness of the reward.10) Clayton Alderfers ERG Theory Alderfer has tried to rebuild the hierarchy of needs of Maslow into another model named ERG i.e. population Relatedness Growth. According to him there are 3 groups of core needs as mentioned above. The existence group is concerned mainly with providing basic material existence. The second group is the individuals need to maintain interpersonal relationship with other members in the group. The final group is t he intrinsic desire to grow and develop personally. The major conclusions of this theory are In an individual, more than one need may be operative at the same time.If a higher need goes unsatisfied than the desire to satisfy a lower need intensifies.It also contains the frustration-regression dimension.11) McClellands Theory of Needs David McClelland has developed a theory on three types of motivating needs Need for baronNeed for AffiliationNeed for AchievementBasically people for high need for power are inclined towards influence and control. They like to be at the center and are good orators. They are demanding in nature, forceful in manners and ambitious in life. They can be motivated to perform if they are given key positions or power positions.In the second category are the people who are social in nature. They try to affiliate themselves with individuals and groups. They are driven by love and faith. They like to build a friendly environment around themselves. Social recognit ion and affiliation with others provides them motivation.People in the trinity area are driven by the challenge of success and the fear of failure. Their need for achievement is moderate and they set for themselves moderately difficult tasks. They are analytical in nature and take calculated risks. Such people are motivated to perform when they see atleast some chances of success.McClelland observed that with the advancement in hierarchy the need for power and achievement increased rather than Affiliation. He also observed that people who were at the top, later ceased to be motivated by this drives.

Framework For Understanding Organizational Ethics Commerce Essay

Framework For Understanding geological formational Ethics Commerce EssayOrganizational morality is one of the most all important(p), yet perhaps one of the most overlooked and misunderstood concepts in corporate America and schools of business. Organizational ethics initiatives deplete non been effectively implemented by many a nonher(prenominal) corporations, and there is still much debate concerning the usefulness of much(prenominal) initiatives in preventing honest and sub judice mis make do. Simultaneously, business schools be attempting to teach courses and/or integrate organisational ethics into their curricula without common agreement just about what should be taught, or how it should be taught.Societal norms require that businesses assume certificate of indebtedness and ensure that honest standards argon properly implemented on a daily basis. Such a requirement is non without controversy. Some business leadership believe that ad hominem moral development an d character are all that are needed for effective makeupal ethics. These business leaders are support by received business educators who believe ethics initiatives should arise inherently from corporate nuance and that hiring favourable employees get out limit un good behavior indoors the disposal. A contrary position, and the one espoused here, is that effective boldnessal ethics behind only be achieved by proactive leadership whereby employees from diverse backgrounds are leadd a common understanding of what is defined as honourable behavior through formal training, thus creating an ethical organizational climate. In addition, changes are needed in the regulatory system, in the organizational ethics initiatives of business schools, and in societal approaches to the development and implementation of organizational ethics in corporate America. According to Richard L. Schmalensee, dean of the MIT Sloan School of Management, the question is, How can we produce graduates w ho are more conscious of their potential . . . and their obligation as professionals to bewilder a positive contri andion to high society? He stated that business schools should be held partly liable for the cadre of managers more focused on short-term games to beat the market rather than structure lasting value for shareholders and golf club (Schmalensee 2003).This introductory chapter provides an overview of the organizational ethical decision making process. It begins with a discussion of how ethical decisions are made and then offers a framework for understanding organizational ethics that is consistent with explore, best practices, and regulatory developments.Using this framework, the chapter then discusses how ethical decisions are made in the condition of an organization and poses rough illustrative ethical anesthetizes that need to be addressed in organizational ethics.Defining Organizational EthicsEthics has been termed the study and ism of human conduct, with an violence on the determination of right and unseasonable. For managers, ethics in the workplace refers to rules (standards, principles) governing the conduct of organization members. to the highest degree definitions of ethics relate rules to what is right or wrong in specific attitudes. For present purposes, and in simple terms, organizational ethics refers to generally acceptedstandards that guide behavior in business and otherwise organizational contexts (LeClair, Ferrell, and Fraedrich 1998).1One difference between an ordinary decision and an ethical one is that accepted rules may not apply and the decision maker must(prenominal) iron out value in a situation that he or she may not view as faced before. another(prenominal) difference is the amount of emphasis put on a persons determine when making an ethical decision. Whether a specific behavior is judged right or wrong, ethical or wrong, is often determined by the mass media, interest groups, the statutory system, and individuals individualized morals. While these groups are not necessarily right, their judgments influence societys acceptance or rejection of an organization and its activities. Consequently, values and judgments play a censorious role in ethical decision making, and society may institutionalize them through legislation and social sanctions or approval.somebody vs. OrganizationMost people would agree that high ethical standards require both organizations and individuals to conform to sound moral principles. However, special grammatical constituents must be considered when applying ethics to business organizations. First, to survive, businesses must obviously make a profit. Second, businesses must balance their desire for profits against the needs and desires of society. Maintaining this balance often requires compromises or tradeoffs. To address these unique aspects of organizational ethics, society has developed rules-both explicit ( sub judice) and implicit-to guide owner s, managers, and employees in their efforts to earn profits in ways that do not harm individuals or society as a whole. Addressing organizational ethics must acknowledge its existence in a complex system that allow ins many stakeholders that cooperate, provide resources, often demand changes to encourage or discourage certain(a) ethical conduct, and tell only question the balancing of business and social interests. Unfortunately, the ethical standards learned at home, in school, through religion, and in the companionship are not always adequate preparation for ethical pressures found in the workplace.Organizational practices and policies often create pressures, opportunities, and incentives that may sway employees to make unethical decisions. We have all seen risings articles describing some decent, hard-working family person who selectd in il juristic or unethical activities. The Wall Street Journal (Pullman 2003) reported that Betty Vinson, a midlevel accountant for WorldCom , Inc., was asked by her superiors to make false accounting entries. Ms. Vinson balked a number of times but then caved in to focal point and made illegal entries to embroider WorldComs profits. At the end of 18 months she had helped falsify at least $3.7 billion in profits. When an employees livelihood is on the line, it is difficult to say no to a coercive boss. At the time this chapter was written, Ms. Vinson was awaiting sentencing on conspiracy and securities fraud and preparing her 12 year old daughter for the possibility that she will be incarcerated.Importance of Understanding Organization EthicsUnderstanding organizational ethics is important in developing ethical leadership. An individuals own(prenominal) values and moral philosophies are but one factor in decision-making processes involving potential legal and ethical problems. True, moral rules can be associate to a variety of situations in life, and some people do not distinguish everyday ethical issues from those that occur on the job. Of concern, however, is the coat of rules in a work environment.Just being a good person and, in your own view, having sound personal ethics may not be sufficient to handle the ethical issues that arise in the workplace. It is important to recognize the kind between legal and ethical decisions. While abstract virtues such as honesty, fairness, and openness are often assumed to be self-evident and accepted by all employees, a high level of personal, moral development may not prevent an individual from violating the law in an organizational context, where even see lawyers debate the exact meaning of the law. Some organizational ethics perspectives assume that ethics training is for people who have unacceptable personal moral development, but that is not necessarily the case. Because organizations are comprised of diverse individuals whose personal values should be respected, agreement regarding workplace ethics is as vital as other managerial decisions. For e xample, would an organization expect to achieve its strategic mission without communicating the mission to employees? Would a firm expect to implement a customer relationship management system without educating every employee on his or her role in the system? workplace ethics needs to be wrap uped confusablely-with clear expectations as to what comprises legal and ethical conduct.Employees with only limited work down sometimes find themselves making decisions about product quality, advertising, pricing, hiring practices, and pollution control. The values that they bring to the organization may not provide specific guidelines for these complex decisions, especially when the realities of work objectives, group decision making, and legal issues come into play. Many ethics decisions are close calls.Years of experience in a particular industry may be required to know what is acceptable, and what is not acceptable.Even experienced managers need formal training about workplace ethics t o help identify legal and ethical issues. Changing regulatory requirements and ethical concerns, such as workplace privacy issues, make the ethical decision-making process very dynamic. With the establishment of values and training, a manager will be in a better position to assist employees and provide ethical leadership.Understanding respectable Decision MakingIt is helpful to consider the question of why and how people make ethical decisions. Typically it is assumed that people make difficult decisions within an organization in the same way they resolve difficult issues in their personal lives. Within the context of organizations, however, few managers or employees have the freedom to decide ethical issues independently of workplace pressures. Philosophers, social scientists, and various academics have attempted to exempt the ethical decision-making process in organizations by examining pressures such as the influence of coworkers and organizational assimilation, and individual -level factors such as personal moral philosophy.Figure 1.1 presents a model of decision making. This model synthesizes current knowledge of ethical decision making in the workplace within a framework that has strong support in the literature (e.g., Ferrell and Gresham 1985 Ferrell, Gresham, and Fraedrich 1989 Hunt and Vitell 1986 Jones 1991 Trevino 1986). The model shows that the perceived fanaticism of ethical and legal issues, individual factors (e.g., moral development and personal moral philosophy), and organizational factors (e.g., organizational culture and coworkers) together with influence whether a person will make an unethical decision at work. While it is impossible to describe precisely how or why an individual or work group readiness make such a decision, it is possible to generalize about average or typical behavior patterns within organizations. Each of the models components is briefly described beneath note that the model is practical because it describes the el ements of the decision-making process over which organizations have some control.________________________________________________________________________Figure 1.1Framework for Understanding honorable Decision Making in the WorkplaceIndividual Personal moralfactors philosophyStage of moraldevelopmentfactorsEthical issue intensityOrganizationalfactorsOrganizationalcultureCoworkers andsuperiorsOpportunityEthical/Unethical,Decision________________________________________________________________________Ethical Issue IntensityOne of the first factors to influence the decision-making process is how important or relevant a decision maker perceives an issue to be, that is, the intensity of the issue (Jones 1991). The intensity of a particular issue is likely to vary over time and among individuals and is influenced by the values, beliefs, needs, and perceptions of the decision maker the special characteristics of the situation and the personal pressures weighing on the decision. All of the factors explored in this chapter, including personal moral development and philosophy, organizational culture, and coworkers, determine why different people perceive issues with vary intensity (Robin, Reidenbach, and Forrest 1996). Unless individuals in an organization share some common concerns about specific ethical issues, the symbolise is set for conflict. Ethical issue intensity reflects the aesthesia of the individual, work group, or organization, and triggers the ethical decision-making process.Management can influence ethical issue intensity through rewards and punishments, codes of conduct, and organizational values. In other words, managers can impact the perceived importance of ethical issues through positive and negative incentives (Robin, Reidenbach, and Forrest 1996). If management fails to identify and educate employees about problem areas, these issues may not reach the critical awareness level of some employees. New employees who lack experience in a particular industry, for example, may have trouble identifying both ethical and legal issues. Employees therefore need to be trained as to how the organization wants specific ethical issues handled.Identifying ethical issues that employees might encounter is a epoch-making step indeveloping employees ability to make decisions that enhance organizational ethics.New federal regulations that hold both organizations and their employees responsible for misconduct require organizations to assess areas of ethical and legal risk. Based on both the 2002 Sarbanes-Oxley Act and the United States Sentencing Commission guidelines, there are strong directives to encourage ethical leadership. If ethical leadership fails, especially in corporate governance, there are significant penalties. When organizations communicate to employees that certain issues are important, the intensity of the issues is elevated. The more employees appreciate the importance of an issue, the less likely they are to engage in questi onable behavior associated with the issue. Therefore, ethical issue intensity should be considered a key factor in the decision-making process because there are many opportunities for an organization to influence and educate employees on the importance of high risk issues.Under the Sarbanes-Oxley Act, gores of directors are required to provide oversight for all auditing activities and are responsible for developing ethical leadership. In addition, court decisions related to the Federal Sentencing Guidelines for Organizations hold board members responsible for the ethical and legal compliance programs of the firms they oversee. New rules and regulations associated with Sarbanes-Oxley require that boards include members who are knowledgeable and qualified to oversee accounting and other types of audits to ensure that these reports are accurate and include all information material to ethics issues. A boards financial audit committee is required to implement codes of ethics for top fin ancial officers. Many of the codes relate to corporate governance, such as compensation, stock options, and conflicts of interest.Individual FactorsOne of the greatest challenges facing the study of organizational ethics involves the role of individuals and their values. Although most of us would like to place the primary responsibility for decisions with individuals, years of research point to the primacy of organizational factors in determining ethics at work (e.g., Ferrell and Gresham 1985). However, individual factors are obviously important in the evaluation and resolution of ethical issues. Two significant factors in workplace integrity are an individuals personal moral philosophy and stage of moral development.Personal Moral PhilosophyEthical conflict occurs when people encounter situations that they cannot easily control or resolve. In such situations, people tend to base their decisions on their own principles of right or wrong and act accordingly in their daily lives. Mora l philosophies-the principles or rules that individuals use to decide what is right or wrong-are often cited to justify decisions or explain behavior. People learn these principles and rules through socialization by family members, social groups, religion, and formal education.There is no universal agreement on the correct moral philosophy to use in solving ethical and legal issues in the workplace. Moreover, research suggests that employees may apply different moral philosophies in different decision situations (Fraedrich and Ferrell 1992). And, depending on the situation, people may even change their value structure or moral philosophy when making decisions. Individuals make decisions under pressure and may later(prenominal) feel their decisions were less than acceptable, but they may not be able to change the consequences of their decisions.Stage of Moral DevelopmentOne reason people may change their moral philosophy has been proposed by Lawrence Kohlberg, who suggested that pe ople progress through stages in their development of moral reasoning. Kohlberg contended that different people make different decisions when confronted with similar ethical situations because they are at different stages of what he termed cognitive moral development (Kohlberg 1969). He believed that people progress through the following three stagesThe pre-conventional stage of moral development, in which individuals focus on their own needs and desires.The conventional stage of moral development, in which individuals focus on group-centered values and conforming to expectations.The scrupulous stage of moral development, in which individuals are concerned with upholding the basic rights, values, and rules of society.Obviously there is some overlap among these stages, such that cognitive moral development should in all likelihood be viewed as more of a continuum than a series of discrete stages. Although Kohlberg did not specifically apply his theory of cognitive moral development to organizations, its application helps in explaining how employees may reason when confronted with an ethical dilemma. Kohlbergs theory suggests that people may change their moral beliefs and behavior as they gain education and experience in resolving conflicts, which in turn accelerates their moral development.A question that arises is whether moral philosophy and moral development can predict ethical behavior in businesses and other organizations. Fraedrich and Ferrell (1992) found that only 15 percent of a sample of businesspersons maintained the same moral philosophy across both work and nonwork ethical decision-making situations. One explanation may be that cognitive moral development issues that relate to a persons nonwork (e.g., home, family) experiences are not the most significant factors in resolving ethical issues within an organization. The ethics and values of an individuals immediate work group, rather than his or her moral development, may be the most important consi deration in determining ethical conduct in organizations.Nevertheless, most experts agree that a persons stage of moral development and personal moral philosophy play a role in how values and actions are shaped in the workplace. This may be especially true for top managers, who usually set the formal values of an organization. However, the informal use of these values and expectations plays a study role in the daily decisions that employees make. Many of these informal rules comprise the organizations ethical climate in the context of its corporate culture.Former Tyco International CEO Dennis Kozlowski set the leadership tone at his company and stood trial for allegedly taking $600 zillion in illegitimate bonuses, loans, stock gross revenue, and other payments from the company. In his trial, the court wanted to know what the board of directors was doing while Kozlowski furnished his luxury Manhattan duplex with millions of dollars in rugs, china, and bookcases, and spent $1 milli on for his wifes birthday party-all billed to the company. Kozlowskis personal ethics were on trial, but his ethical leadership influenced everyone in the organization (McCoy 2003).Organizational FactorsAlthough individuals must make ethical and legal decisions at work, it is also true that they often make these decisions in the context of committees and group meetings, and through discussions with colleagues. Decisions in the workplace are guided by an organizations culture and the influence of others-coworkers, supervisors, and subordinates.Organizational CultureOrganizations, like societies, have cultures that include a shared set of values, beliefs, goals, norms, and ways to solve problems. As time passes, an organization comes to be seen as a living organism, with a mind and will of its own. Although most organizational cultures reinforce ethics, some organizations, like Tyco, create a culture that supports unethical decisions. If a company derives most of its profits from unet hical or illegal activities, individuals who join this organization will have a difficult time go unless they too participate in these activities.For example, even though Enron had a code of ethics and was a member of the Better Business Bureau, the company was devastated by unethical activities and corporate scandal. According to Lynn Brewer, former Enron executive and author of House of Cards Confessions of an Enron Executive, many Enron managers and employees knew the company was involved in illegal and unethical activities. Many executives and board members at Enron did not understand how organizational ethical decisions are made and how to develop an ethical corporate climate. They did not realize that top executives and boards of directors must provide ethical leadership and a system to resolve ethical issues. In the case of Enron, managers eventually paid for these ethical lapses through fines and imprisonment.The ethical climate of an organization is a significant element o f organizational culture. Whereas an organizations overall culture establishes i asks that guide a wide range of member behaviors, the ethical climate focuses specifically on issues of right and wrong. The ethical climate of an organization is its character or conscience. Codes of conduct and ethics policies, top managements actions on ethical issues, the values and moral development and personal moral philosophies of coworkers, and the opportunity for misconduct all contribute to an organizations ethical climate. In fact, the ethical climate actually determines whether certain issues and decisions are perceived as having an ethical component.Organizations can manage their culture and ethical climate by trying to hire employees whose values match their own. Some organizations even measure potential employees values during the hiring process and strive to hire individuals who fit within the ethical climate rather than those whose beliefs and values differ significantly.As previously mentioned, some business leaders believe that hiring or promoting ethical managers will automatically produce an ethical organizational climate. However, individuals may have limited opportunity to apply their own personal ethics to management systems and decision making that occurs in the organization. Ethical leadership requires understanding best practices for organizational ethical compliance and a commitment to create an ethical climate. Over time, an organizations failure to monitor or manage its culture may foster questionable behavior. Sometimes entire industries develop a culture of preferential treatment and self- centered greed. The once conservative mutual fund industry found itself in a major scandal in 2003 related to allowing large customers to engage in short-term and aft(prenominal)-hours trading, in violation of their own organizations rules. The mutual fund organizations gave hedge fund customers the right to make frequent trades in and out of funds, a practice not accorded ordinary investors. Firms such as Janus, Alliance Capital, and Pilgrim violated their own rules and now have legal problems. Another example of an unethical industry culture is reflected in New York Attorney General Eliot Spitzers settlement in which 10 major Wall Street firms were collectively fined a total of $1.4 billion because their investment bankers had exerted undue influence on securities research to enhance relationships with their investment banking customers (Anonymous 2004). Small investors were the victims of these unethical and illegal cultures of preferential relationships with certain customers.The Influence of Coworkers and SupervisorsJust as employees look for certain types of employers, they are also particular about the people with whom they work. Managers and coworkers within an organization help people deal with unfamiliar tasks and provide advice and information in both formal and informal contexts on a daily basis. A manager may, for example, pr ovide direction regarding certain workplace activities to be performed. Coworkers offer help in the form of discussions over lunch or when a supervisor is absent. In fact, one often hears new or younger employees discussing some fear about approaching the boss on a tough ethical issue. Thus, the role of informal culture cannot be underestimated. Numerous studies (e.g., Ferrell and Grisham 1985) confirm that coworkers and supervisors have more impact on an employees daily decisions than any other factor.In a work group environment, employees may be subject to the phenomenon of groupthink, where they go along with group decisions even when those decisions run counter to their own values. They may take refuge in the notion of safety in numbers, when everyone else appears to back a particular decision. Indeed, coworker peers can even change a persons original value system. This value change, whether temporary or permanent, is likely to be greater when a coworker is a supervisor, especia lly if the decision-maker is new to the organization.Employees may also resolve workplace issues by unquestionably following the directives of a supervisor. In a company that emphasizes respect for authority, an employee may feel obligated to carry out the orders of a superior even if those orders conflict with the employees values of right and wrong. Later, if a decision is judged to have been wrong, the employee is likely to say, I was only carrying out orders, or My boss told me to do it this way.Supervisors can also have a negative effect on conduct by setting a bad example or failing to supervise subordinates. ClearOne Communications Inc. relieved its CEO and chief financial officer of their respective responsibilities after they were named as defendants in a complaint from the Securities and Exchange Commission (Wetzel 2003). A civil complaint alleged that they directed sales personnel to push extra products to customers beyond their orders to inflate sales and earnings. Elimi nating such unethical managers within an organization can help improve its overall ethical conduct. In this case, it was alleged that the CEO and CFO not only directed unethical actions but also contributed to an unethical corporate climate.Finally, it should be mentioned in passing that individuals also learn ethical orunethical conduct from close colleagues and others with whom they interact regularly. Consequently, a decision maker who associates with others who behave unethically will be more likely to behave unethically as well.OpportunityTogether, organizational culture and the influence of coworkers may foster conditions that limit or permit misconduct. When these conditions provide rewards for financial gain, recognition, promotion, or simply the good feeling from a job well done, the opportunity for unethical conduct may be encouraged or discouraged. For example, a company policy that does not provide for punishment of employees who violate a rule (e.g., not to accept large gifts from clients) provides an opportunity for unethical behavior.Bellizzi and Hasty (2003) found there is a general tendency to discipline top sales performers more leniently than poor sales performers for engaging in identical forms of unethical selling behavior. Neither a company policy stating that the behavior in question was unacceptable nor a repeated pattern of unethical behavior offset the general tendency to treat top sales performers more leniently than poor sales performers. A superior sales performance record appears to induce more lenient forms of discipline, contempt the presence of other factors and managerial actions that are specifically instituted to produce more equal forms of discipline. Based on their research, Bellizzi and Hasty concluded that an opportunity exists for top sales performers to be more unethical than poor sales performers.Opportunity usually relates to employees immediate work situation-where they work, with whom they work, and the nature of the work. The specific work situation includes the motivational carrots and sticks that supervisors can use to influence employee behavior. Organizations can improve the likelihood of compliance with ethics policies by eliminating opportunities to engage in misconduct through the establishment of formal codes and rules that are adequately enforced. However, in the sales person example, it is possible that the codes and rules were not adequately implemented. It is important to note that opportunities for ethical misconduct cannot be eliminated without aggressive enforcement of codes and rules.One important conclusion that should be drawn from the framework presented here is that ethical decision making within an organization does not depend solely on individuals personal values and moral philosophies. Employees do not operate in a vacuum, and their decisions are strongly affected by the culture and ethical climate of the organization in which they work, pressures to perform, examples set by their supervisors and peers, and opportunities created by the presence or absence of ethics-related policies. Organizations take on an ethical climate of their own and have a significant influence on ethics among employees and within their industry and community.Ethical IssuesThis section briefly describes three highly visible ethical issues facing corporate America. The issues are presented to provide concrete examples of the types of misconduct that should be identified and prevented through organizational ethics programs and ethical leadership. An ethical decision is a problem situation requiring an organization or individual to choose among several actions that must be evaluated as right or wrong, ethical or unethical. Ethical issues are presented that have been associated with the major ethical scandals of the early 21st century.2Conflict of InterestA conflict of interest exists when individuals must choose whether to advance their own interests, the interests of their organization, or the interests of some other group or individual. An illustrative alleged conflict of interest is when Citigroup made a $1 million donation to the 92nd Street YMCA nursery school as an alleged quid pro quo so that financial analyst Jack Grubmans children could attend the exclusive nursery. Grubman, an analyst for Salomon Smith Barney, supposedly upgraded his rating for ATT stock after Sanford Weill, CEO of Citigroup, the parent company of Salomon Smith Barney, agreed to use his influence with the nursery to gain admission for Grubmans children. Although Grubman denied elevating his rating for ATT to gain his childrens admission, they were in fact enrolled (Nelson and Cohen 2003). To rescind conflicts of interest, employees must be able to separate their private interests from their business dealings.Likewise, organizations must avoid conflicts of interest when providing goods and services. Arthur Andersen served as the outside auditor for Waste Management, Inc. whil e simultaneously providing consulting services to the firm. This led the Sec

KFC Leadership Style | Analysis

KFC lead Style AnalysisEmployees never bring in along in the governings, there must be some kind of teamwork contain in the working process, both formal and informal. Leadership acts as an important factor that industrial-strengthly enamors employees performance, motivation and attitude. It has been argued that differences between success and failure, whether in business, war or football, drawship is largely attributable to success.1.1 Definition Of Literature ReviewA literature review is defined as target to show important facts regarding approaches on a topic in the methodological method. It also means they are not primary sources because it is not original or new work.1.2 Definition Of LeadershipLeadership is become very much on every managers mind today in organizations. Originations are struggling due to the increasingly dynamic environment. As the challenges of leading and managing increase, leading of organizations need to understand process, skills and knowledge to p erform attraction functions in force(p)ly.1.3 Definition Of MotivationMotivation is the willingness to exert graduate(prenominal) levels of effort to reach organisational goals, conditioned by the efforts ability to satisfy some individual need (Belasen Frank, 2008). Motivating employees are one of the continual challenges of managerial behaviour, that are also managers primaeval reasons for engaging in various activities and work.1.4 Introduction Of KFCKentucky Fried Chicken (KFC), as we all know is one of the popular fast food outlets worldwide with the mind Its finger lickin good. The first KFC outlet in Malaysia was opened on 1st January 1973 at Jalan Tunku Abdul Rahman, Kuala Lumpur. Today there are more than 390 KFC outlets nationwide and are unflustered counting. Great tasting chicken has become synonymous with KFC and has been enjoyed by Malaysians ever since. The KFC we will be talking about is in Nilai, Negeri Sembilan.2.0 Literature Review2.1 shaping LeadershipLea dership can be defined as the process whereby one individual influence other group members towards attaining defined group or organisational goals (Orlando, 2008). More important, successful organizations need effective lead, who are capable of increasing an organizations employee motivation in turn improve the overall performance and organizational productivity (Richard, 2007).In addition, Drucker in his The Leader of the Future sums up leading as The only definition of a leader is someone who has followers. It is said that some of the worlds best leading do not have the integrity as well as received values which wont be discussed in the innovational days.In my opinion, leadership is different from management. Managers have subordinates which are below them while leaders have people who follow them. Managers will normally utilize their aim of violence in order to do things. In the process of work, managers orders his or her employees while they will follow because of the re ward given which is the minimum of their salary. Looking at the other way round, leaders gives up their authoritarian control, due to their followers which follows them in a voluntary way.2.2 Leadership TheoriesTerry (2000) has highlighted that leadership is an influence family between leaders and followers who intend real changes and outcomes that reflect their shared purposes. Block (2002) has noted that as a process, leadership is, ideally the use of non-coercive influence to shape the groups or organizations goals, activate behavior towards the achievement of those goals and help define group or organizational culture.Effective LeadershipRussell, (2000) defined effective leader as those leaders who are able to improve organization productivities, in turn develop distinctive competitive advantages for organizations. In other words, effective leaders usually have an inspiring vision they will try to form a group of people to work as a team, making them into a powerful team which utilizes as a competitive advantage. Effective leaders know how to make people function according to what they are good at, and how to motivate them to excel their performance. Leaders need to understand the balance technique in any individual team members quest with the objective of creating synergy. Leaders need his or her members in their team to forego the goal for the individual best coherent with the effort of the whole team.2.3 Leadership StyleAutocratic vs. Democratic vs. Laissez-faire leadership modeTaggart (1989) defined that, broad classification of leadership course consists of authoritarian (or autocratic) style, democratic style and laissez-faire (genuine) style. The definition of autocratic style isIt is where the decoct of power is with the manager, and all interactions within the group move towards the manager. The manager alone exercises decision-making and authority for determining policy, procedures for achieving goals. Work labors and relationships, control of rewards or punishments.Kotter (1990) expressed Democratic leadership style takes wishes and suggestions of employees into consideration. It is more a human relations approach, in which all members of the group are seen as equal, and they are all important contributors to the final decision.Laissez-faire leadership style involves limited control or influence of leaders over his or her group members. A member is given a goal and generally left alone to decide how to achieve it. The leaders function as one of the group member, and he only provide direction and suggestions when necessary.Task penchant and People Oriented Leader BehaviorAnother way of looking at different leadership styles is in terms of dimension of leader behavior. As early as 1950s, a large body of research at University of Michigan and Ohio State University suggested that leaders differ greatly along the dimensions at the high end of two dimensions is task orientation versus people orientation.Task Orientation leader behavior is more concern about the production and primarily focus on getting the job done. Whereas the People Orientation leader behavior reflects how much a leader is concerned for the people around him, providing support and rise for them. There is no hundred percent right or wrong in using which leader behavior, it depends on the situation and organizations nature business.2.4 Situational FactorsPath-goal Theory varied organization has different business environment, we must take the situational factors into the consideration to analyze and evaluate the effectiveness of the leadership. Bartram Casimir (2007) cited in Houses path-goal theory argued that the primary function of a leaders job is to coach and guide workers to choose the best path for reaching their goals, in the mean time to make valued rewards available in the work place. In short, the leader should clearly know the paths to achieve goals.As showed in the path-goal framework, the path-goal theory contends t hat employees tend to listen to leaders who are play an helping usage in their works, in other words, effective leaders clarifying what employees need to do to get to where they should be, and they help the employees to do so. Moreover, Stone Russell (2004) argued that the theory suggests job satisfaction, motivation, and true(a) performance are enhanced.In addition, path-goal theory also states four types of leadership behaviors to help their employees accomplishing tasks. (1) Directive leadership, which is an approach focused on providing specific guide and on planning work rules and schedules. (2) The supportive leadership mainly focuses on build good relations with employees and fulfills their needs and wants. (3) The participative leadership, whereby the leader allow employees to get involved in the decision making process. (4) The achievement oriented leadership is talking about the company leader who sets challenges and expects employees improve performances.Furthermore, t he environmental characteristics include three factors like task structure, authority system and work group. Directive leadership style does not match with high task structure. It is not necessarily for leaders to repeatedly see to it employees the requirement of some routine works. The authority system is another important characteristic that will affect the leadership styles. The higher degree of formality the little effective of employees performances will show.Source House, R.J. Mitchell, T.R. 1994, Path-goal theory of leadership, Journal of modern-day Business, vol. 3, pp. 21-36.3.0 Conclusion and RecommendationIn sum, developing an effective leadership in organizations is the most essential, but the most difficult tasks for organization management. Great leadership is the combinations of individual traits, leading skills and of course the situational contexts. As we have discussed above, effective leadership is require both intrapersonal and interpersonal skills. The intr apersonal skills are of paramount important, as it is logical and obvious that success or great leader all start from within. Only with personal inside strong desire to excel, passion, enthusiasm, determination, commitment, faith and effective personal values can a person become a true leader for others. A great leader among the people always starts as a great leader of his own. Then, interpersonal skills come into place, where the ability and skills to network, communicate and interact with the other people come into place. The effective leaders can guide companies through many a(prenominal) different channels. Because of this, it is important to know which leadership qualities motivate employees the best. Throughout the analysis and evaluation, there have been many leadership style theories identified. As we have found that, the autocratic leadership style has gone out of fashion in recent years, though certain situations, such as emergencies situations.Therefore, effective leade rs must adjust the leadership style to various situations. In that sense, there is no one leadership style is appropriate for every occasion or situation. The most effective style to use depends upon the situation and whether the group members are willing and able to take on the responsibility. To be effective as a leader, its important to know your group in terms of knowledge, ability, desire and willingness, and be ready to adapt your style to instance the dynamic environment. An important task in the coming years will be the training and testing of future leaders.Further more, organizations have to have a bigger picture of long term success, that is strengthening leadership competencies will improve organizational effectiveness. When subordinates trusted their leaders leadership, and they deem it is equitable for them to obtain adequate rewards and outcomes when they made the greatest efforts. Therefore, effective leadership leads to a positive motivation and motivated employee s will satisfy the customers of the organizations. In a long-term, it will help organization creating or maintaining a sustainable organizational competitive advantage.ReferencesSvensson, G Wood, G. (2007). Sustainable leadership ethics a continuous and iterative process.Retrieved on March 10, 2010, fromhttp//www.emeraldinsight.com/ sagacity/ViewContentServlet?contentType=ArticleHYPERLINK http//www.emeraldinsight.com/ perspicacity/ViewContentServlet?contentType=ArticleFilename=promulgated/EmeraldFullTextArticle/Articles/0220280304.htmlHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename= create/EmeraldFullTextArticle/Articles/0220280304.htmlFilename= produce/EmeraldFullTextArticle/Articles/0220280304.htmlBelasen, A Frank, N. (2008). Competing values leadership quadrant roles and personality traits. Retrieved on March 10, 2010, fromhttp//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleHYPERLINK http//www.emeraldinsight.c om/Insight/ViewContentServlet?contentType=ArticleFilename=promulgated/EmeraldFullTextArticle/Articles/0220290202.htmlHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename= published/EmeraldFullTextArticle/Articles/0220290202.htmlFilename= print/EmeraldFullTextArticle/Articles/0220290202.htmlHay, A Hodgkinson, M. (2006). Rethinking leadership a way forward for teaching leadership? Retrieved on March 10, 2010, fromhttp//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220270205.htmlHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220270205.htmlFilename=Published/EmeraldFullTextArticle/Articles/0220270205.htmlOrlando J. (2008). The formulation of a leadership development praxis linking intentions to outco mes. Retrieved on March 10, 2010, fromhttp//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220290604.htmlHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220290604.htmlFilename=Published/EmeraldFullTextArticle/Articles/0220290604.htmlBartram, T Casimir, G. (2007). The relationship between leadership and follower in-role performance and satisfaction with the leader. Retrieved on March 10, 2010, fromhttp//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220280101.htmlHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArt icle/Articles/0220280101.htmlFilename=Published/EmeraldFullTextArticle/Articles/0220280101.htmlRichard K.(2007). A strategic approach for integrating theory to practice in leadership development. Retrieved on March 10, 2010, fromhttp//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220280503.htmlHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220280503.htmlFilename=Published/EmeraldFullTextArticle/Articles/0220280503.htmlLeskiw, S.L Singh, P. (2007). Leadership development learning from best practices. Retrieved on March 10, 2010, fromhttp//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articl es/0220280504.htmlHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220280504.htmlFilename=Published/EmeraldFullTextArticle/Articles/0220280504.htmlTerry, L. (2000). Explaining good failures of leadership. Retrieved on March 10, 2010, fromhttp//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220210401.htmlHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220210401.htmlFilename=Published/EmeraldFullTextArticle/Articles/0220210401.htmlBlock, L. (2002). The leadership-culture connection an exploratory investigation. Retrieved on March 10, 2010, fromhttp//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleHYPERLINK http//www.emeraldinsight.co m/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220240602.htmlHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220240602.htmlFilename=Published/EmeraldFullTextArticle/Articles/0220240602.htmlRussell, R. F. (2000). The role of values in servant leadership. Retrieved on March 10, 2010, fromhttp//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220220204.htmlHYPERLINK http//www.emeraldinsight.com/Insight/ViewContentServlet?contentType=ArticleFilename=Published/EmeraldFullTextArticle/Articles/0220220204.htmlFilename=Published/EmeraldFullTextArticle/Articles/0220220204.htmlTaggart, J. 1989, Motivation and Leadership For Executive Members, Managers, Committee Chairs, Factsheet Ontario Ministry of Agriculture and Food, No.89-178.Kotter, J 1990, A force for Change How leadership differs from management, Free Press, New York.House, R.J. Mitchell, T.R. 1994, Path-goal theory of leadership, Journal of Contemporary Business, vol. 3, pp. 21-36.

Engineering Requirements and Available Engineering Capacity :: Engineering PreQuip Technology Essays

Engineering Requirements and Available Engineering dexterityWhat Explains the Relationship Between Engineering Requirements and Available Engineering. 1. WHAT EXPLAINS THE kind BETWEEN ENGINEERING REQUIREMENTS AND AVAILABLE ENGINEERING CAPACITY AT PREQUIP?WHAT ARE THE IMPLICATIONS OF THE PATTERNS IN THE EXHIBIT?The patterns between the Engineering Requirement and the AvailableEngineering Capacity are such that long-term run acrosss such as Project4 which requires 286 Engineering Months are being stretched throughoutseveral years instead of end it and allocating the resourceselsewhere. Due to the limited duration available, time should be spentcompleting as much as Project 4 as possible instead of delaying untilthe second year and finalising it in another. If the Project wascompleted in two years then the resources would be available for otherprojects in the third. Along with minify the number of Projects thatare active at any one time, the company would be in a better positi onto deal with the Projects that need completing.The implications of the patterns refer thelarge problem of over committing. The company has too few resources tocope with the large active list. These implications ensure thatPreQuip are always assigning inaccurate levels of resources toprojects which over time will prevent them from completing anyproject. Loss of business may follow and the company would in the endcollapse do their incompetence to effective project planning.2. WHAT IS A PLATFORM PROJECT? HOW DOES IT DIFFER FROM A BREAKTHROUGH PROJECT? WHAT SPECIFIC CRITERIA WOULD YOU RECOMMEND THAT COMPANIES ESTABLISH TO DEFINE PLATFORM AND BREAKTHROUGH PROJECTS?A computer program project is a project set up to provide the company with aplatform from which new products and processes can be developed. Thisproposed development is designed to utility the company over a setperiod of time with the aim to release new profitable products.Platform projects, if designed correctly, can provide legion(predicate) add-onsand enhancements to this new products extending the product life cycle still by potentially being able to reach into new and untappedmarkets, thus extending the profitability further too.An example of this would be the development of The Sims computergame. The game and the idea behind the game has evolved and hasenabled the developers to turn a non-profitable game using obsoletetechnology into the most sold computer game to date. The developmentof the artificial intelligence required to bring realism, creativityand graphic design has been included into more and more versionseventually leading to the introduction of The Sims games where youcontrol all aspects of the characters lives. New developments havebeen introduced to meet the artificial lives that are being controlled

Essay on Dramatic Effects in Shakespeares The Tempest -- Tempest essa

The Importance of Dramatic Effects in The Tempest It has been said that the function of drama is to confront and then consume the audience. This is certainly the approach taken by Shakespeare in his play, The Tempest. When the play begins, the audience is immediately confronted by the sheer ferocity of the tempest, and from the time that the unfortunate passengers land on the island, the audience is engaged by the fantasy of the island of Prospero. At the start of the play, we see the action on board the ship which is ferrying the King and some members of the stop number class back home. They are in the midst of a great confound, the likes of which mariners of those times would have prayed not to meet. The state of nature, at this point, is very much in disorder. This becomes important after the action inn the ensuing calm, as many different binary opposites are set up, such as fate against unornamented will, human versus non human, and order conflicting with disorder. Prospe ro, the ruler of the island, is actually both parts of the opposition power of kings versus supernatural power, macrocosm both the rightful Duke of Milan and the leader of his island, and also being a magician with a spirit as a servant. Through his art, he also shows us again the order/disorder opposition. He created the storm at the start of the play, the great disorder. Towards the end, however, he is responsible for the masque scene, a great order - the culminating of perfection for that culture, in fact. In Elizabethan times, dramatists used the thrust stage as the standard for all of the plays performed. The thrust stage, as distinct to the later used Proscenium arch, was a large raised platform that reached proscribed into the audience. In fact,... ...on. It is important to note that you do not get the full effect of a play just from reading it, but in The Tempest, these make work as well as in another masterpiece from Shakespeare. Works Cited and Consulted Garnett, Ric hard. Irving Shakespeare The Tempest (and selected criticism). Charlotte Porter and Helen A. Clarke (eds.) Thomas Y. Crowell & Co. 1903. Knight, G. Wilson. Shakespearian Superman The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968 Murray, J. Middleton. Shakespeares inspiration The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968 Palmer, D.J. Shakespeares Later Comedies An Anthology of Modern Criticism. Harmondsworth, Penguin, 1971. Shakespeare, William. The Tempest. 1611. Ed. Stephen Orgel. New York Oxford UP, 1994. Tillyard, E.M. The Tragic Pattern The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968