A critical evaluation of contemporary leadership skills required for a Essay

A critical evaluation of contemporary leadership skills required for a large multi-department organisation. 2,000 words - Essay Example ddition, this assignment determines several leadership skills that are implemented by contemporary leaders to overcome different contemporary issues in this world. Moreover, this essay recommends some effective leadership skills that are required for leaders in order to overcome several contemporary issues in this current business environment. Finally, the study concludes by summarizing the major discussions that are discussed in this essay. Several leading organizations in this world are trying to capitalize on potential business opportunities in order to enhance their business growth rates. It is true that human resource department can be considered as an important department in multi-department organizations (Parris and Peachey, 2012). Global business environment is becoming highly competitive as several leading organizations within a particular industry are trying to develop and implement unique strategies in the business operation process in order to gain potential competitive advantages (Hirschhorn and Gilmore, 1992). First, it is important for a leader to consider the environmental context in the business environment in order to be a successful (House and Aditya, 2009). Intense market competition and market saturation are influencing some organizations to adopt and implement several unique strategies in their business operation processes in order to overcome contemporary business issues (Avolio, Walumba and Weber, 2009). An effective leader needs to consider the business as well as workplace environment in order to meet the company’s goals and objectives. It is difficult for a leader in a multi-department organization to control such a large team (Kelley, 1998). Therefore, it is important for the leaders must develop effective relationships with the employees and top level management of the organization (Meindin, 1995). In addition to this, leaders should enhance effective communication between the employees of several different departments in order to

Gender Socialization Essay Example for Free

Gender Socialization Essay Every child is born to a particular society which has its set of values, norms and belief system. The first stage of socialization of the child is the family to which he/she is born. As the child grows, he/she is introduced to the way life is lived and the role he or she is to play in the family and the society. When a child is born, the first question that anybody asks is ‘is it a boy or a girl? †. This is the beginning of gender socialization. From that point, the clothes the child wears, the kind of treatment that is given to the child and the things that are expected of the child becomes distinguished. UNICEF defined gender socialization as â€Å"a process of learning cultural roles according to ones sex, and provides examples of ways in which these are incorporated through parental and societal expectations from boys and girls† ( VAWnet, 2004). Taking a queue from my life experience and from my knowledge of socialization, I will say that the traits I see myself exhibiting are rubbed off on me as a result of my family socialization. At a very tender age, I grew to recognize my role in the family and how to relate with the elderly. My father taught me how to be a man and how to live the life of integrity and boldness, which he considered a necessity of any man. Furthermore, I grew up with an idea that some jobs were for ladies while some were for men. I was taught that men are strong and do not cave in to their emotions. I was taught how to be a fearless, courageous and decent young man and how it is my responsibility to look out for my family. Although I do not stay with my father and mother again, I still see some attributes of my father in me and sometimes when I do something, I smile and attribute that thing to what I learnt when I was growing up. Summarily, I believe no matter how hard we try not to draw a line between both sexes, the fact is we all have our roles in the society. Reference: http://new. vawnet. org/category/index_pages. php? category_id=813 â€Å"Gender Socialization† (2004). Retrieved on November 21, 2008.

The Key Characteristics Of An Erp System Information Technology Essay

The Key Characteristics Of An Erp System Information Technology Essay Enterprise Resource Planning solutions became the replacement for disparate legacy systems for many companies of the dimension of Fortune 500 during the 1990s. The main providers were SAP, Oracle Applications, PeopleSoft, J D Edwards and Baan. The Editors provided assistance initially, and then gradually there was a tendency for larger Consulting companies as partners to take over part or all of the integration. As ERP is a new phenomenon within the software industry, its implementation methodologies are still developing. The implementation of an ERP software package involves a mix of business process change and software configuration to align the software with the business processes (Al-Mashariet al.2000). Many companies are radically changing their information technology strategies to gain a competitive edge, become more responsive to change markets, and deliver better service at lower cost by purchasing off-the-shelf integrated ERP software instead of developing IT systems internally(Al-Mashariet al.2000). ERP systems offer a one size fits all solution which provides a company-wide view ofcorporate information. The central notion underpinning ERP systems is that theyencapsulate best business practice for a particular industry, integrating manufacturing,and financial and human resource operations into a single framework. Adapting processes to the ERP may impose some rigidity on the processes which is notreflected in how work is carried out. In any eventuality an ERP package will usually notmeet all of the business goals, so it is vital that plans are put in place to ensure that the otherrequirements are also satisfied. 2.1.1-ERP Key Characteristics The key characteristics of an ERP System are discussed below. Integration: ERP vendors promise complete integration of the entire organisations information. This integration, however, requires some effort. In order to achieve integration, the system needs to be set up to match the organisations products, customers, accounts and business processes. Packages: ERP software is usually a commercial package and not a solution developed in-house from scratch. Because modifying the package may result in losing key benefits from using the ERP, organisations try to fit the package, with the help of configuration tools and options, rather than the other way around. Best practices: Through the study of businesses and academic theory, ERP vendors claim to have embedded best business practices in their solutions. This is also a solid argument against modifying their packages. Evolving: ERP is not a constant solution; it changes over time in terms of services and architecture like any other information technology. 2.2-ERP Implementation An ERP system is a process and not an end in itself. Perfunctory Implementing of ERP system will not boost efficiency. Reasons for failure of an ERP project such as lack of commitment from management and employees, lack of communication, knowledgeable employees not available for the project, are mostly organizational issues and have nothing to do with technical matter. Hence, to alleviate the risk of failure due to organizational issues, adoption of proper change and risk management process, plays a crucial role. Implementing an ERP software system not only involves a great deal of expenditure, efforts and time, it also involves change in some of the complex business processes. Such changes are often disliked by the employees and are a big risk. In order to ensure success, everyone in the company, from the leadership to back-office workers should cooperate. 2.2.1-ERP Implementation Phases The main phases in ERP implementation are discussed below Planning and Requirements Analysis This is the initial phase where the company takes a decision on implementing ERP. The decision could based on their need to comply with legal requirements, replace their legacy applications, for benefits of integration, reduction of inventory, reduction of operational costs, risk management, additional functionality or speeding up processes. The team chooses an ERP system. Typically a niche player in resource planning software development is chosen instead of developing from scratch. Some of the leading vendors are: SAP, PeopleSoft, Oracle,Sage Group, MS Business Solutions, SSA Global, Lawson and Intentia. Design This is the phase where the ERP team re-engineers the business processes around the Best Practices wherever feasible and identifies the processes that will result in customizing the ERP software application. The IT infrastructure requirements based on ERP system architecture and vendor are prepared. Implementation This phase involves installation of the ERP software, migration of data from the old applications to the ERP system, configuring the ERP system for reporting, implementing security, interfaces etc. The end users are involved at this stage to test the system after being trained. The implementation consultants seek feedback, identify software bugs/corrections, performance bottlenecks and apply the fixes. A decision on switching to the new ERP system is taken. Maintenance This is an ongoing phase which involves patching/upgrading the software, enhancing the functionality of the applications, changes in reports etc. This is either taken care of by in-house IT department or outsourced to consulting firms. 2.2.2-ERP Life Cycle The three main phases of an ERP Implementation are discussed below. Figure 1 depicts the amount of resources required at each stage (Aloiniet al. 2007) Concept refers to the activities of ERP introduction from strategic planning of requirements top software package selection. Implementation includes activities from softwaredeployment or installation to parameterization,integration, testing, and stabilization. Post-implementation includes maintenance activities: upgrading, new-release management, and evolution maintenance. Figure -ERP Life cycle Source: (Aloini et al. 2007) As shown in the diagram above, the resources to be deployed during the implementation and post-implementation phases are higher than at the strategic planning phase. Various risk management strategies have to be put in place at each stage. However, there is a higher risk of failure during the implementation and post implementation phase. 2.3-ERP Risk Factors ERP projects raise new questions because they represent a new type of management challenge. The management approaches for these projects may be altogether different from the managerial approaches for traditional IT projects. ERP projects may represent new challenges and present new risk factors that have to be handled differently. Anenterprise-wide projectis of large-scale and commercial with unique challenges and is a risky exercise for any size of enterprise. 2.3.1-General Risk Factors Business Risks The identification of risks in information systems projects has been the subject of much research (Jiang et al., 1996; Zmud, 1980). A portfolio approach for managing software development risk was discussed by McFarlan (1981). Prior research has looked at risk from a technological perspective (Anderson and Narasumhan, 1979) or from a software development perspective (Barki, et al. 1993). Jiang and Klein (1999) examined risk as it related to a multidimensional concept of information success that included satisfaction with the development process, satisfaction with system use, satisfaction with system quality, and their impact of the information system on the organization. 2.3.2-Lack of alignment between strategy and business processes The lack of alignment between the organization strategy, structure, and processes and the chosen ERP application is one risk that is repeatedly identified in the literature is(Davenport, 1998; 2000)). Both the business process reengineering literature (Hammer, 1990; Hammer and Champy, 1993)and the ERP literature suggests that an ERP system alone cannot improve the company performance unless an organization restructures its operational processes (Bingi et al., 1999; Davenport, 1998; Davenport, 2000). Further, theERP implementation project must be a business initiative. This requires the organization to gain strategic clarity (i.e., know the business, how it delivers value, etc.) and a constancy of purpose. Finally, an outcomes orientation is required to achieve these goals. 2.3.10-Inadequate Business Process Reengineering (BPR) Often, packaged software is incompatible with theorganizations needs and business processes. Theconsequence is software modification, which isexpensive and costs heavily in maintenance, or restructuring of the organizations business processes to fit the software. According to IBM, its Method Blue, a deep analysis of process business value and performances is necessary to prioritize activities to be supported by ERP. To neglect business processes redesign is a risk in ERP project; ERP implementation and BPR activities. ERP packages offer many business practices that might be included as part of a BPR, but there is still likely to be a need for continuous process improvement. 2.3.11- Ineffective project management techniques The inadequate use of project management techniques significantly affects ERP project success. Project management activities span the first four stagesof the ERP life cycle from initiating the project to its closing. Project planning and control are a function of the project characteristics, including its size, experience with the technology, and the stability and experience of the IT development group. Risk management in particular is a vital procedure of advanced (goal directed) project management. Some ERP vendors, such as SAP and Baan, provide methodologies and applications to help conduct successful risk management. These tools can be used to drive change management; the system calculates the risks and provides mitigation strategies for the project manager. 2.3.12-Data Migration The problem of data migration begins when organisations overlook the challenge of populating it with legacy data and the data migration activity is left to the last minute and end up dropping data from the legacy system straight into the new system.   A lot of planning has to go into it even before you actually start preparing the Migration scripts.Lot of organizations complain that they have migrated the data which probably would not go along with the new ERP they have implemented. This happens when Data Mapping is not done with the new ERP and the other sources.  Another problem which pulls down the Data Migration Project is Lack of Methodology. The Organizations do not have the concrete Methodology like they do have for the ERP Implementation. 2.3.9. Low key user involvement User involvement is important in meeting expectations. Key users should be convinced of the system utility; moreover they must be confident and expert so that they can aid future users in training sessions. Usercommitment and a project champion (who has the vision to get the project going and pushes for the project to be accepted where there are competing priorities) are useful in the early stages of the project and during the implementation phase. 2.3.3-Project Complexity/System Design Another major risk is project complexity (see, for example, Barki, et al. 1993). An ERP system implementation involves relatively large expenditures for the acquisition of the hardware, software, implementation costs, consulting fees and training costs (Davenport, 2000; Mckie, 1998), and can last for an extended period of time. Also, an ERP system implementation project has a wider scope compared to most other information system implementations, and may cause a significant number of changes within an organization (Davenport, 2000). The scope and the complexity of the project are a source of significant business risk 2.3.13-Planning and Requirements Analysis Top management involvement is critical, while only top managers are equipped to act as the mediator between the imperative of the technology and the imperative of the organization. One of the tasks of top management is to assist in project review meetings. According to the purpose of project review meetings is to assess progress and identify areas of deviations from the plan so that corrective action can be taken. The author also states that project review meetings provide visibility to plans and progress and create opportunities for obtaining and enforcing commitments from the participants. ERP solutions, when implemented properly, take a long time to get off the ground. ERP has to be properly selected, evaluated and tested, implemented and then used for a period of time before any clear positive results may be seen. It can become a very risky situation if the company isnt fully committed to seeing the entire process through. 2.3.15 -Security Risks The continued integration of enterprise resource planning software only increases the risk of both hackers who break through perimeter security and insiders who abuse system privileges to misappropriate assets namely cash through acts of fraud. Security in the e-business, integrated enterprise resource planning (ERP) world requires a new way of thinking about security not just about the bits and bytes of network traffic, but about business transactions that inflict financial losses from systems-based fraud, abuse and errors. The ERP market has matured to a point where heightened competition has brought declining sales. As a result, ERP vendors are committed to bundling new functionality, such as CRM and Web services-based architecture, to provide more value to their customers. Unfortunately, security remains an afterthought. 2.4-Critical Success Factors in ERP Implementation (CSF) There are various issues that need to be catered for during the pre-implementation, implementation and post-implementation phase of an ERP system. The idea of critical success factors is one that is well established in the field of enterprise systems for many aspects of development and management. 2.4.1-Top Management Support It is important that there is clear, executive level support for the project, and that this support continues throughout the project. Top management is expected to provide support in the areas of committing to the ERP project, sufficient financial and human resource and the resolution of the political problems if necessary. Limited support in terms of financing can contribute to a rushed ERP implementation process, project team members being overloaded and a high staff turnover. Insufficient commitment could lead to political problems which can hinder the implementation progress, thus causing poor Business Process Re-engineering. 2.4.2-Project Management ERP implementation is challenging, costly, and risky. Consequently, to achieve the desired benefits, the ERP system implementation must be carefully managed and monitored. It is in this respect that project management becomes crucial for success. Project management deals with various aspects of the project, such as planning, organization, information system acquisition, personnel selection, and management and monitoring of software implementation suggested that the project management is a practiced system necessary to govern a project and to deliver quality products. 2.4.3-Change Management Change management is a critical success factor, in terms of adopting an ERP system, as activities, processes, and methodologies that support employee understanding and organisational shifts during the implementation of ERP systems and reengineering initiatives. Many ERP implementation failures have been caused by the lack of focus on the soft issues, pointed out that almost half of ERP projects fail to achieve expected benefits because managers underestimate the efforts involved in change management. The management of change has become an increasingly urgent issue in all organisations due to the impact of new technology. 2.4.4-Education and Training ERP systems are extremely complex systems and demand rigorous training. Installing an ERP software package without adequate end-user preparation could yield to drastic consequences. Inadequate or lack of training has been one of the most significant reasons of many ERP systems failure (Kelley, et al., 1999; Gupta, 2000). In ERP implementation process many projects fail in the end despite of millions of dollars and hundreds of hours due to lack of proper training. Usually the end-user can get used to the ERP system within one year. One of the earlier researchers, Ang, et al. (1994) found that lack of training led to difficulties in MRP systems implementation. A thorough training program is necessary to make the user comfortable with the system. This factor is too often ignored. It is a challenge for a company implementing such a system to find an appropriate plan for the training and education of the end-user. In most cases, consultants are included during implementation process, and while all the aspects of the system should be explained and transferred the end-users, the main goal of ERP training is that the users understand the various business processes behind the ERP application (Majed Al-Mashari, et al 2003). 2.4.5-User Involvement User involvement refers to the participation of the user during the process of an ERPimplementation. The functions of the ERP system rely on the user to use the systemafter going live, but the user is also a significant factor in the implementation. (Zhang, et al. 2002) Resistance to new ERP system may be involving the user early on while the project isstill being defined, since the user has then also contributed to this decision. Byparticipating in the ERP implementation, the user can understand the new system soonerand give feedback from his or her own point of view. This method can shorten the gapbetween the old and new systems and make easier for the user to cope with the newsystem. Since the user understands some of the ideas sooner, the training is more easilyaccepted. The experienced users who take part in implementation can also communicatewith the newcomers. Another benefit of involving some users early on is that itfacilitates in-house expert training. In the long-run the company may not be willing orable to rely on consultants or vendors because of the expensive consulting cost. Earlyusers are a good resource if it becomes necessary to train experts in the future. 2.5- Risk Management in ERP Implementation To minimize the risk of the ERP project, the application of a risk management plan at different ERP implementation project stages, selection, implementation, and usage is crucial. A planned and systematically adopted risk management procedure throughout the ERP project reduces the possibility to risks occurring. 2.5.2-Enterprise Risk Management Enterprise risk management (ERM) in business includes the methods and processes used by organizations to manage risks and seize opportunities related to the achievement of their objectives. ERM provides a framework for risk management, which typically involves identifying particular events or circumstances relevant to the organizations objectives (risks and opportunities), assessing them in terms of likelihood and magnitude of impact, determining a response strategy, and monitoring progress. Enterprise risk management enables management to effectively deal with uncertainty and associated risk and opportunity, enhancing the capacity to build value. ERM encompasses the below elements: Aligning risk appetite and strategy Management considers the entitys risk appetitein evaluating strategic alternatives, setting related objectives, and developingmechanisms to manage related risks. Enhancing risk response decisions Enterprise risk management provides the rigor toidentify and select among alternative risk responses risk avoidance, reduction, sharing, and acceptance. Reducing operational surprises and losses Entities gain enhanced capability to identify potential events and establish responses, reducing surprises and associated costs or losses. Identifying and managing multiple and cross-enterprise risks Every enterprise faces a myriad of risks affecting different parts of the organization, and enterprise risk management facilitates effective response to the interrelated impacts, and integrated responses to multiple risks. Seizing opportunities By considering a full range of potential events, management ispositioned to identify and proactively realize opportunities. Improving deployment of capital Obtaining robust risk information allows management to effectively assess overall capital needs and enhance capital allocation.

Developing a Sense of Place in Geography Education

Developing a Sense of Place in Geography Education Developing a sense of place through Key Stage 1 2 Geography Teaching Introduction This paper looks at a particular aspect of teaching and learning geography that is particularly significant: developing a sense of place, as defined under the programme of study Knowledge and Understanding of Places of Key Stage 1 2 of the Primary School National Curriculum. The idea of developing ‘sense of place’ is first discussed in detail and then children’s learning is considered, in terms of what children will actually learn from undertaking this activity, and why this is a valuable part of the curriculum. In terms of what children will actually learn, the paper will consider such things as developing a ‘sense of place’ using an enquiring approach, enhancing children’s perceptions of their locality and their concept of nested hierarchies, developing a vocabulary for geography, enhancing their observation skills and recording skills, during fieldwork, for example. Under the National Curriculum for the UK – Geography, the stated aims and purposes of teaching geography are to stimulate children’s interest in their surroundings and in the variety of human and physical conditions on Earth, to foster a sense of wonder at the beauty of the world, to help children develop a sense of concern about the protection of the Earth’s natural resources and to enhance children’s sense of responsibility for the care of the Earth and it’s peoples (The Standards Site, 2007). The aim of key stage 1 is to develop knowledge, skills and understanding relating to the children’s own immediate environment, in terms of the physical environment and the people who live there, with the focus on developing thinking in a geographical way i.e., utilising questions such as ‘What/where is it?’ (aimed at developing observational skills), ‘What is it like?’ (aimed at developing reporting skills), and ‘How di d it get like this?’ (aimed at developing analytical skills) (The Standards Site, 2007). Key stage 2 geography teaching aims to further develop knowledge of place and peoples, but further afield from the immediate locality, so that children begin to learn about different scales and how they relate to each other and to other places on Earth (The Standards Site, 2007). In terms of the current paper, implicit within these stated aims of Key Stage 1 2 geography teaching, is the development of a child’s perception of ‘a sense of place’, in terms of children being able to firstly recognise where they are, then to be able to describe the features of their immediate environment, and to undertake investigations which would allow them to further explore and understand their immediate environment (The Standards Site, 2007). With these aims in mind, in terms of developing a ‘sense of place’, one of the first recommended units within Key Stage 1 curriculum is entitled ‘Around our school – the local area’ which uses investigative methods to encourage children to look at their immediate, i.e., local, area. The investigative methods include funding out where other children in their class live, in comparison to where they themselves live, for example, locating the school in comparison to other local landmarks they know about, identifying what else can be seen in the streets immediately surrounding the school (for example, traffic lights, car parks etc), describing what the immediate environment is like, investigating what jobs people do in the local area, for example by asking other children what jobs their parents undertake, looking at how people spend their leisure time, for example by asking if other children’s parents have hobbies, or what the other children do in the evenings and at weekends, looking at the local area to see if any building work is taking place, and then discussing how this might change the local area, for better or for worse (The Standards Site, 2007). All of these points can be amplified upon by the teacher, and can be discussed in much greater detail with the individual children, and between groups of children, so that the children really begin to develop some sense of their own ‘sense of place’, in terms of understanding and analysing their own local environments (i.e., their school, their home, their routes between school and home etc.). As can be seen, therefore, the National Curriculum gives a very clear set of guidelines as to how geography should be taught to Key Stage 1 2 aged children, with these guidelines broken down in to easy to manage modules, with each module incorporating new skills (such as investigative skills, reporting skills or analytical skills), beginning with investigations and discussions of the children’s local environment and with each subsequent module designed to take the children a little further afield than their local environment. This, it is aimed, will clearly develop a child’s ‘sense of place’ in terms of first orientating them with regards to their local environment, and then, slowly, introducing them to environments that are further afield, for example, through a progression of scales, of nested hierarchies, i.e., studies of, first, the local town, and then subsequently of the local city, the county, the country, Europe, the world and it’s people. I t is aimed that through this sequential and progressive approach to teaching about geography, aside from the skills that the children will acquire, the children will also, as we have seen, develop a strong ‘sense of place’. We have seen that the National Curriculum provides quite explicit guidelines as to how to teach geography to primary school children, but what, on the ground, as it were, can teachers do to ensure that the lessons that need to be taught to children are taught in the best way possible, and are taught in an entertaining and effective manner? To this end, there are all sorts of study aids that teachers can use to teach geography to primary school children. Some of these teacher aids will be discussed in the following sections. One set of teacher aids, designed specifically for teaching Key Stage 1 2 geography curriculum to primary school children is the Super Schemes series, developed by the Geographical Association, in particular Unit 1, which is entitled Around our School: The Seagulls Busy Day and Unit 2, which is entitled Making Our Area Safer: The Twins Holiday. These books use an almost story book-like approach to teach children about geography through the eyes of characters that the children can relate to. It is intended that the children read of the characters, and what they do within the books, and that, through this, the children learn about the aims of the geography curriculum. The explicit aim of this series of books is to enhance and improve the vocabulary of children, in terms of the vocabulary that is necessary for an understanding of geography, to enable their own understanding of a ‘sense of place’. The Around our School: The Seagulls Busy Day title, for example, aims to help children realise that maps can be useful in the location, recording and visualizing of information. The Making Our Area Safer: The Twins Holiday title has similar aims, but also aims to encourage understanding of issues of sustainability of community, through looking at safety issues within the community, in particular the issue of how young children deal with traffic and how young children (i.e., the twins in the story) can manage to overcome the problems that traffic poses to them. These two books in the Super Schemes series are interesting in that they present a particular, traditional, way of teaching a particular idea to children, using a different ‘take’ on a tried and tested formula, which many teachers may find useful, and easy to implement. For teachers, however, who prefer a more ‘hands-on’ approach in their attempt to develop a child’s ‘sense of place’, there are other, more ‘hands-on’ teacher aids that can be incorporated in to Key Stage 1 2 geography teaching, for example, the Earthwalks kit, designed by Hekkle and Van Matre (1980), which is designed to educate users about nature, by making the users ‘get in touch’ with nature, through reawakening the senses of the user, and sharpening their perceptions of their sense of place, for example, and of the beauty of their immediate environment. The idea of the Earthwalks kit is to provide activities, based around hour-long walks, including relevant activities, which can be used to heighten the users perception of their environment. The activities are written in a child-friendly manner, and the kit is presented in a card/binder format, so that, for example, children can add in their own paper to make notes, or to draw something they have seen along the walk that they found particularly interesting. The approach presented in the Earthwalks kit is entirely ‘hands-on’ and attempts to encourage the development of a sense of wonder about the child’s environment, in terms of encouraging heightened observations and, as such, to encourage heightened appreciation of their environment, developing, very practically, a heightened ‘sense of place’ in the users. The idea of developing ‘sense of place’ is therefore crucial in teaching geography to primary school children, in terms of encouraging a connection with their environment, encouraging responsibility to the local environment, and laying a foundation on which children can build, in terms of taking this understanding, appreciation and responsibility for their local environment further, when children begin to learn about areas that are further afield, or other cultures, for example. A child that has a well developed ‘sense of place’ from an early age will be much more tolerant, responsible, appreciative and responsive to the ‘other’ than a child that has not developed a coherent ‘sense of place’ from an early age. As we have seen, children’s learning about geography at Key Stages 1 2 is very well structured, and the aims of these Key Stages are very well defined, in terms of leading children gently through the progression of understanding their local environment, and from this later understanding environments that are further afield, or other cultures, for example. In terms of what children will actually learn from undertaking the activities suggested throughout the Key Stages 1 2 Geography Curriculum, as we have seen, it is aimed that children will first learn about, and learn to understand their local environment, and then, through Key Stage 2 that they will begin to take these learning tools and move on to learning about environments that are further afield, and about other peoples and cultures. This is a valuable part of the curriculum, obviously, as children need to, as we have seen, first develop a strong understanding of their immediate environment, through developing a ‘ sense of place’ and then, from this, take this appreciation, understanding and responsibility to environments that are further afield. This approach to learning about their surroundings encourages thinking in a responsible and sustainable manner, such that children are encouraged to appreciate, and thus to care for, their surroundings, whether these be their immediate surroundings, or whether they be further afield. In terms of what children will actually learn, as we have seen, the aim of Key Stages 1 2 Geography teaching is, essentially, to develop a ‘sense of place’ using an enquiring approach, enhancing children’s perceptions of their locality and their concept of nested hierarchies, developing a vocabulary for geography, enhancing their observation skills and recording skills, during fieldwork, for example. As we have seen, the various teaching aids that are available can help in these aims, especially if the two types of teaching aids, ‘traditional’ versus ‘hands-on’ are used in conjunction with each other in the classroom, in order to encourage children’s learning and acquisition of knowledge. In conclusion, I feel that developing a child’s ‘sense of place’ is an implicit aim of the Key Stages 1 2 Geography Curriculum, and that, as such, encouraging a child to develop a strong ‘sense of place’ is a fundamental part of teaching geography to children at this stage of their development. As we have seen, at the beginning of this paper, teachers have been given a very strong conceptual framework for developing their geography teaching, in the form of the National Curriculum specifications, which provides them a basis on which to teach children about geography. Within this, however, as we have seen, teachers are free to decide how they teach their pupils about geography. We have looked at two ‘types’ of teaching aids, one traditional, using the characters in books to develop children’s vocabulary and sense of responsibility, the other more ‘hands-on’ using walks to encourage a sense of wonder about ‘placeâ €™ and to encourage an appreciation of the natural beauty of ‘places’. It is, of course, the decision of the individual teacher as to which type of study aids are chosen in order for the teacher to encourage thinking about ‘sense of place’ within their pupils. In some sense, the way in which geography is taught is not important: what is important is that this ‘sense of place’, this appreciation of a child’s environment is fostered, so that children act responsibly towards their immediate environment, and further afield, in terms of caring for the natural environment as a whole. If this ‘sense of place’ is fostered in the classroom environment by the teacher, the teacher can be said to have done their job, and done their job well. Sources Bridge C., 2005. Super Schemes Unit 1, Around our School: The Seagulls busy day, Sheffield, Geographical Association. Bridge C., 2005. Super Schemes Unit 2, Making our area safer: The twins holiday, Sheffield, Geographical Association. Hekkle, K. Van Matre, S., 1980. Earthwalks, Greenville, USA, IEEMills, D. (1992) Scoffham, S., 2004. Primary Geography Handbook. Sheffield, Geographical Association. The National Curriculum of the UK – Geography The Standards Site (2007). Geography at key stages 1 and 2: teaching geography at key stages 1 and 2. Available from http://www.standards.dfes.gov.uk/schemes2/geography/teaching?view=get. Accessed on 17th April 2007. The following websites were also useful: http://www.standards.dfes.gov.uk/schemes2/geography/?view=get www.nc.uk.net/webdav/harmonise?Page/@id=6004Subject/@id=3449

Swan Lake Vs. Revelations Essay -- essays research papers

Alvin Ailey’s Revelations and Tchaikovsky’s Swan Lake are two different styles of dance from very different points in history. Revelations is a contemporary dance and Swan Lake is a classical dance. Each dance has certain points that have made it critically acclaimed. They both incorporate different styles of dance but they do share a few characteristics.   Ã‚  Ã‚  Ã‚  Ã‚  The stage props and the lighting seemed to be different in each performance. Swan Lake had a backdrop of a lake. This was key for this dance. When the girls would turn back and forth from swans they would show a group of swans swim across the lake. This was very important for the audience to understand this very important transformation. The lighting in Swan Lake was a little bit brighter because it had more scenes where the entire stage needed to be illuminated. When the soloists were dancing they did not have a particular spotlight on them. Revelations had a very plain set. This seemed to put more of a focus on the dancers instead of the atmosphere on stage. The backdrop was just a dark cloth with no pattern or picture. The lighting covered the entire stage when many dancers were performing at the same time. When soloists performed, a spotlight was focused on them to draw all the attention to the dance.   Ã‚  Ã‚  Ã‚  Ã‚  The choreography in Ailey’s dance was very interesting. The dancers used the floor much more than Swan Lake. Swan Lake’s dance movements seemed to be very apar...

recruits :: essays research papers

The Army announced yesterday that it missed its recruiting goal for the fourth consecutive month, a deepening manpower crisis that officials said would require a dramatic summer push for recruits if the service is to avoid missing its annual enlistment target for the first time since 1999. The Army will make a "monumental effort" to bring in the average 10,000 recruits a month required this summer, said Maj. Gen. Michael D. Rochelle, head of the Army's recruiting command. An additional 500 active-duty recruiters will be added in the next two months -- on top of an increase of 1,000 earlier this year. The Pentagon is also considering asking Congress to double the enlistment bonus it can offer to the most-prized recruits -- from $20,000 to $40,000 -- and to raise the age limit for Army active-duty service from 35 to 40, he said. "The challenge is one of historic proportions," Rochelle said, acknowledging that he is not sure whether the traditional summer surge in Army recruits will take place, or how large it might be. Violent, long deployments to Iraq and a sound job market at home have combined to reduce what the Army calls the "propensity to enlist" -- the percentage of young Americans willing to consider Army service -- which dropped from 11 percent last year to about 7 percent this year. "What I don't know, in all candor, is how the reduced propensity will dampen" the recruiting prospects of summer, Rochelle said in an interview. "I wish the summer period were about twice as long." The Army's recruiting difficulties are only expected to grow. "Next year promises quite frankly, given the size of our entry pool, to be an even tougher fight," he said. "God forbid a downward trend" in the willingness to serve, he added. The Army missed its May active-duty recruiting goal of 6,700 by 1,661 recruits, pushing the shortfall for fiscal 2005 to 8,321 -- or more than a month's worth of recruits. The shortfall would have been 37 percent if the Army had not lowered its May goal. Overall, the Army has sent 40,964 enlistees to boot camp, and has four months to nearly double that figure to reach the 80,000 goal for this fiscal year. Army, Navy and Marine Corps reserve forces also missed their goals for May. Army National Guard enlistments for the month fell short by 29 percent, Army Reserves by 18 percent, Marine Corps Reserves by 12 percent and Navy Reserves by 4 percent, according to figures released yesterday by the Pentagon.

Howard Schultz Essay

Organization culture has been defined and studied in many and varied ways. Culture is defined as the set of key values, beliefs, understandings, and norms shared by members of an organization (Daft, 2012). The culture of an organization is going to play a big role in the success of the company. No matter how big or how small the company is, maintaining a culture that all employees can live by. Having all employees on board with the company’s mission will pay off a great deal in the long run. Starbucks is one of the premier coffee shops in the United States and their mission tell consumers what they do to maintain a huge customer base, to inspire and nurture the human spirit – one person, one cup and one neighborhood at a time (www. starbucks. com). This paper will help consumers understand Starbucks’ organizational culture and the key leadership and management traits used to execute the business strategy. When people think coffee, they think Starbucks. Starbucks has become a hot commodity when it comes to consumers and their coffee. When people go to a Starbucks, they already know what they are getting, specialty coffee, great customer service and a nice cozy place to relax and just kick back. From the CEO on down to the baristas, Starbucks has developed a culture that sets them apart from other coffee shops around the world. Their success can be credited to the customer service. Anyone in a business knows that customer service is very important and can determine the success of a company. Starbucks thrives on ensuring that the baristas develop positive relationships with all customers. By doing this, customers will start to become loyal to the company. Loyal customers will keep Starbucks competitive in a market that a lot of people seem to be fond of because when people get up in the morning, nothing may be more refreshing then a cup of coffee. The Starbucks organization wants all its customers to feel like they are part of something special when they purchase a cup of Starbucks coffee. To help strengthen the culture, Starbucks focuses on being active in communities, in addition to their environmental responsibility, business ethics, open door policy, and their concern for the employees, customers, and stockholders, all these things make a strong positive organizational culture (Campbell, 2009). Within the organization, from the Starbucks executives down to the baristas, when it comes to maintaining the positive organizational culture that has been laid out for all employees, Starbucks separates themselves from many other coffee shops. The Starbucks management team has not based their success off of several things. Within the company the stores offer things that not many restaurants offer, such as Wi-Fi, exotic styles of coffee and a comfortable place to relax and enjoy a hot or cold coffee beverage. These things differ from other coffee spots in the world, so it makes Starbucks very unique. The innovative coffee styles that Starbucks uses attract the traditional coffee fanatic, as well as a new customer base. The styles of coffee will maintain customer loyalty and loyalty is one of Starbucks main focuses. The dedicated customers consist of business professionals and students. These are the individuals that Starbucks employees will see the most. The environment is made for them as well. For example, business men and women may go to Starbucks for lunch. It is comforting, quiet, and the store gives off a positive vibe. For students, it gives them a chance to indulge in a good beverage as well as take time out of their day to kick back and read a book or even catch up on a few homework assignments, whatever the case may be Starbucks offers an environment that others do not. To some consumers, having the coffee may just be a bonus; they really enjoy the environment Starbucks offers. According to brand expert Priya Raghubir, â€Å"Starbucks stands for coffee; it’s converted that into an experience, â€Å"People really have gotten to know Starbucks as the quintessential coffee shop, where they can sit and be welcome over a cup of coffee† (Shayon, 2013). As discussed previously, customer satisfaction is very important to the brand and company. Making customers feel at home by making Starbucks a cozy environment and providing free Wi-Fi keeps customers happy and keeps customers coming back. The management team coming up with these concepts really puts what they are trying to do as a company in prospective and also gives consumers an idea of what their company culture is. Throughout the company there are different management positions. It is the job of this team to attain organizational goals in an effective and efficient manner through planning, organizing, leading, and controlling organizational resources (Daft, 2012). Within the Starbucks culture one of the main focuses is the customers. With that being said a good management competency to have is communication. This is a very important skill to have because at Starbucks employees are constantly dealing with customers. Even at the executive level of management, communication is even more important because these are the individuals that are making the decisions that could affect the entire company as a whole. When those decisions are made they need to get communicated down to the baristas and everyone else in between. Communication fits perfectly within this company’s culture. Communicating things from the top to bottom tells all the employees what the main purpose of the company is. Communication helps maintain the culture throughout the whole company as well. For an organization like Starbucks were the focus is to keep customers coming back, the employees must communicate with them at a level that employees from other coffee shops just are not use to. With how Starbucks operates as a whole, they have made themselves the place to buy coffee, which they are not really known for. They are recognized for their great communication with the customers, with other employees, and the management team, and the goal is maintain this level of professionalism so the new and existing customers re-enter a Starbucks and always get the same exact experience no matter the location. â€Å"We’re not in the coffee business. It’s what we sell as a product but we’re in the people business hiring hundreds of employees a week, serving sixty million customers a week, it’s all human connection† (Gallo, 2012). Chief Executive Officer Howard Schultz is the man behind how this culture was developed; he is the one that drives the bus today. Back in the 1980’s Schultz had a vision to enhance the way people drink their coffee and he did just that. Starbucks coffee speaks for itself; it is the culture Schultz put in place that makes Starbucks unique and a nice environment to be in. Starbucks opened its first store March 30, 1971 with more than 17, 000 locations around the world (Gallo, 2012). Without Schultz, this company would not be what it is today. Since the early 70s the company has managed to emerge as a premier coffee in the world, and in the 80s with Schultz at the helm. In 2000, with Schultz not in the mix, things did not go as well as expected when he resigned. Eight years after his resignation; he was appointed as CEO again to help the company from the downward spiral they were on. Schultz stressed that is was going to take a lot to get Starbucks back to where they needed to be. It is clear that Schultz made a big impact on Starbucks when he was CEO, and when he was not CEO, the company took a bit of a plunge. Without Schultz, over time it seems like Starbucks may have not lasted. Answering the question, would Starbucks achieve long-term sustainability as a global leader in the coffee industry without Howard Shultz, the answer would have to be no. Just in a short period of time, the company managed to get away from the culture Shultz brought to the company. As an organization, it is their job to live up to the culture that was put in front of them. There have been many times in business where new leaders are appointed and they just do not live up to the expectations. This is a problem that can be fixed if communication is sustained as well. All companies develop or have a culture set in place already. Management plays a key role in developing and ensures that the culture is maintained. Starbucks is an organization that thrives off their culture and this is the reason why they are successful in the business world. They have set themselves apart from other coffee shops by focusing on things other than just the coffee, like the customers, the environment, and for business professionals and students, the Wi-Fi. The organizational culture at Starbucks may not be the best, but they are making a strong case for the organization. References Campbell, A. (2009, November 09). Organizational culture. EZine Articles, Retrieved from http://ezinearticles. com/? Organizational-Culture&id=3203513 July 23, 2013 Daft. (2012). Management. (10th ed. ). Mason, OH: Cengage Learning. Gallo, C. (2012). Starbucks ceo: Lesson in communication skills. Forbes, Retrieved from http://www. success. com/articles/1272-rekindling-the-heart-soul-of-starbucks? page=2 July 23, 2013 Shayon, S. (2013, March 08). [Web log message]. Retrieved from http://www. brandchannel. com/home/post/Starbucks-Customer-Loyalty-030813. aspx July 23, 2013 .