Emergency Medical Technician and Past Firefighters Essay Example for Free

Crisis Medical Technician and Past Firefighters Essay Seeing others get injured and not having the option to help transpires a recently. In life numerous mishaps happen whether we need them to or not. There are a few motion pictures like â€Å"The F456y7allen†, â€Å"Ablaze†, â€Å"Bad Day on the Block,† among others, that show how firemen conquer the flares and spare peoples’ lives while taking a chance with their own. Seeing these motion pictures and taking a gander at how mishaps happen has propelled me to become what we call a â€Å"hero,† meaning a fireman. To turn into a stunning pioneer, for example, a fireman you should be dependable and bold, however you should likewise have the option to work and speak with others under distressing conditions. One part of this calling you not have considered is the way staggeringly changed and exceptional the activity of a fireman is. Firemen tackle a wide range of sorts of issues each day, from straightforward health related crises to complex occurrences like flames, floods, fear based oppressor related episodes and auto collisions. So as to finish these assignments, they must have fearlessness. Despite the fact that it is hazardous, they can spare numerous individuals from passing on or getting injured. Being regarded by numerous kids and grown-ups is something that makes me need to turn into a fireman (Aspiring Firefighters). On the off chance that you are thinking about the amount I would work, most normally firemen work in 24-hour shifts, answering to work at 7:30 am and working until 7:30 am the following day. On the normal firemen work a sum of 56 hours out of every week, except since these hours are taken a shot at a ceaseless premise, firemen appreciate a ton of downtime. On the normal firemen work ten 24-hour moves every month, leaving them to appreciate 20 days every month where they are off the clock. (Yearning Firefighters) Firefighters are frightened while playing out their occupations. In the event that any fireman discloses to you that the person has never been in dread for their life, they are either new to the fire administration, don’t need to startle you, or maybe seem powerless (Aspiring Firefighters). A fire fighter suit has three layers of auxiliary firefighting gear. The external layer, which is water safe and shields from cut, is generally made of a Nomex/Kevlar mix. The warm layer shields from heat. The Moisture Barrier keeps most dampness out, this is likewise generally produced using a nomex/kevlar mix This suit for the most part weighs as much as 60 pounds. Despite the fact that this suit is overwhelming it isnt difficult to wear and with many practice I will have the option to prevail with regards to helping individuals. On the off chance that I am chosen to be a fireman, I should experience a few phases of thorough preparing. This keeps going 2 months, 5 days per week from 7am to 5PM. On the off chance that I complete the firefighting segment you will proceed onward to your EMT-B (crisis clinical specialist) class. This keeps going 3 months, 5 days per week from 7AM to 5PM. You will likewise have 2 hours of physical preparing a day; this is typically running and weight preparing. In the event that you complete your EMT-B you will move onto EVOC (crisis vehicle activity class). This keeps going around multi month, 5 days per week from 7AM to 5AM. When your preparation is finished, you will be set in a station where you will be required to finish a 1 year probation period under the oversight of a preceptor just as the organization official. Universal Firefighters’ Day (IFFD) is where the world’s network can perceive and respect the penances that firemen make to guarantee that their networks and condition are as protected as could reasonably be expected. It is additionally a day in which current and past firemen can be expressed gratitude toward for their commitments. There are a wide range of characteristics that make a fireman a legend. They not just hazard their lives to spare different people’s, however they defeat numerous deterrents like going through a wide range of sorts of preparing, for example, â€Å"EMT-B† and â€Å"EVOC†. They need to wear unique dress that weighs as much as 60 pounds and work from about 7:30 am to 7:30 am the following day. Only one out of every odd individual could turn into a fireman it takes fortitude, want, and heart to be as committed to the activity as these people may be. I am unquestionably ready to conquer these obstructions to help and spare numerous lives that are at serious risk. As famous researcher and logician Joseph Campbell once stated, â€Å"A legend is somebody who has given their life to an option that could be greater than oneself. †

Tartuffe MOLLIERE essays

Hypocrite MOLLIERE papers Hypocrite is an exemplary story of double dealing by one who is trusted and regarded. Fraud, the misleading blessed man, is living in the place of Oregon. Oregon has made his ways for Fraud, and he extraordinarily regards him for being the acceptable heavenly man he was believed to be. The remainder of the family accept that Tartuffe is a phony and a con. Oregon and Madam Parcelle are the two which have faith in his blessed notoriety. Hypocrite persuades Oregon that he is an amazing man of extraordinary heavenly height, and Oregon continues to give up to Tartuffe Outward Appearances can in some cases be beguiling. This is obvious in the manner Oregon took a gander at Tartuffe. Hypocrite was believed to take care of business of extraordinary heavenly impact. Oregon thought Tartuffe was a high heavenly figure, who was excellent in light of his commitment to God. Fraud is really an untrustworthy cheat who has no interests yet that of his own government assistance. Oregon is blinded by these standards. Fraud exploits this visual deficiency and endeavors to entice Oregons spouse and con Oregon out all things considered Another activity by Tartuffe was the initial steps of luring Oregons spouse. He employments his rosary to pull her in closer. In this scene, Tartuffe is utilizing an image of virtue and sacredness as an instrument of desire and sin. At certain focuses, hed be expressive and stately, however at times he would be as though he was pursuing her. There is another angle to the enticement by Tartuffe of Oregons spouse. Molierre has Oregon stowing away under a table when Tartuffe is attempting to genuinely lure his significant other. Oregon had never accepted his family that Tartuffe was deceptive. Oregon, seeing with his own eyes what Tartuffe was doing, at last trusts them. This shows in some cases individuals dont think something until they see it with their own eyes. Moilere prevailing with regards to making Oregon and Madam Parcelle obstinate ... <!

Technology And Television Child Obesity Essays (803 words)

Innovation And Television: Child Obesity Innovation and Television: Child Obesity The offspring of today are getting increasingly corpulent, for the way that they are acquiring lethargy. They are investing more energy before the TV then they are getting their every day work out. Their developing bodies need exercise to lose child fat before it gets the chance to be a difficult issue. The development of innovation has shaped a significant effect on the heftiness of the present kids. This innovation has subbed ordinary youth play practices with PC games that require less physical exertion. Due to innovation in the present society the issue with youngster heftiness has gotten enormously escalated. To begin with, what is youngster heftiness? The term youngster weight implies a ?kid is an individual among birth and adolescence and stout is amazingly fat: corpulent?(The American Heritage Dictionary 265,856). This sickness is caused because of an absence of activity and over-eating by a kid. Kid stoutness can cause numerous clinical issues for a kid that experiences such an illness. Obesty is a boundless malady that is deteriorating as innovation increments. Moreover, clearly the absence of activity has a significant part to do with kid corpulence; researchers censure the TV for a substitute to outside games. Children are investing more energy sit in front of the TV than they are doing physical exercises. ?The discoveries firmly bolster the idea that the most significant way of life factor in youth heftiness is TV watching?(Monmaney). The TV breathes life into the kid's creative mind, giving them amusement to manage without the running and practicing of open air sports. The more TV a youngster watches the more stout the kid will get. Next, the issue is getting so insane that the administration will need to begin getting included. Satcher and Shirley Watkins, the undersecretary of farming for food, nourishment and buyer administrations said that, 'television expands heftiness, smothers imagination and abbreviates capacities to focus among youngsters' (Bauder). This is their explanation behind joining the crusade for a TV-Free America. It is evaluated that a corpulent kid watches a normal of four hours and nine minutes of TV every day. That is four hours that a kid could be holding with their family or making a move in some physical action. Along these lines, issue with youngster corpulence begins as youthful as early stages. On the off chance that the kid's folks don't pressure practice the kid will locate an elective method to involve their time. For instance, playing a game cartridge as opposed to shooting circles or flying a kite. The game cartridge furnishes inexpensive diversion with next to no wellness included. Ross Andersen prescribes that guardians discover options in contrast to sitting in front of the TV for their kids (Joseph). A parent should do anything conceivable to get their children from the TV. Ether by making day by day arrangements with coordinated interims restricting the measure of TV the youngster can watch or marking them up for YMCA sport exercises. Regardless of whether the parent has a bustling work routine, make time to profit the youngster. In spite of the fact that, there are various measures of physician endorsed drugs for kid weight, the side influences are unreasonably dangerous for the more youthful kid. The most effortless approach to comprehend this notable malady is by halting the issue before it begins. ?'On the off chance that you can mediate with overweight kids before they are completely developed, you can frequently assist them with developing into their weight and keep them from turning out to be overweight grown-ups. Some overweight youngsters don't have to shed pounds as much as they have to put on weight at a more slow rate.'? (Discroll) Proceeding onward, a few youngsters don't have to get more fit, yet need assistance developing into the weight they as of now have. They can utilize help to slow the rate at which they put on weight, making it simpler for them to develop into it. Also, the wellbeing hazard looked by youngsters with the infection of kid weight is huge. ?In excess of 70 percent of all cases endure into adulthood?(Mellin). Heftiness during grown-up years is related with expanded paces of illnesses, for example, hyperinsulinemia, coronary illness, angina, atherosclerosis, different malignant growths, orthopedic issues, and gout alongside numerous other present moment and psychosocial outcomes of corpulence in youngsters. Along these lines, with the innovation in the present society the issue with kid heftiness has generally heightened. The administration of corpulence and overweight in kids is an

Business Law Of ASIC v Hellicar [2012] HCA 17 †MyAssignmenthelp.com

Question: Talk about the Business Law Of ASIC v Hellicar [2012] HCA 17. Answer: In ASIC v Hellicar [2012] HCA 17, the intrigue made by the Australian Securities and Investment Commission was consistently maintained by the High Court. This intrigue was made in the content off the common punishment procedures that have been started against the 7 nonexecutive executives of the James Hardie Industries Ltd. It was found by the court that every one of these chiefs have penetrated their obligations that they were required to follow as per s. 180, Corporations Act, 2001 as they had neglected to practice due consideration and persistence by going about as the chiefs of the organization. The short realities of this case are connected with the endeavors made by the James Hardie Industries Ltd. (JHIL) as the organization attempted to isolate two completely possessed auxiliaries. The names of these two were James Hardie Coy Pty Ltd and Jsekarb Pty Ltd. Both of these organizations needed to confront the cases for harms because of the individual wounds endured by the people wh o had interacted with the asbestos results of these organizations. So as to accomplish the partition of these two auxiliaries, JHIL would build up an establishment, the MCRF that would oversee and pay the cases for the illnesses related with asbestos. This establishment was additionally going to direct research with respect to the causes and treatment for the malady is brought about by asbestos. The two auxiliary organizations, Coy and Jsekarb were going to make a deed of Covenant and reimbursement with James Hardie Industries Ltd. As per it, these two organizations would make no guarantee against and repay James Hardie with respect to every one of its liabilities identified with asbestos claims. Consequently, James Hardie was going to pay a measure of cash to these two organizations over some stretch of time. Along these lines, it was concluded that another organization would have been fused in the Netherlands under the name of James Harvey Industries NV. This organization would tu rn into the prompt holding organization of James Hardie Industries Ltd. just as a definitive holding organization of the gathering. Under these conditions, the leading group of James Hardie Industries Ltd. met on 15 February, 2001. The reason for existing was to think about the proposition of detachment. The occasions that occurred at the gathering of the board were the subject of the possible procedures at the High Court. Various issues were recorded at the minutes of the gathering. These issues are connected with the partition proposition. A goals was likewise passed by the leading group of the organization in this gathering. This goals given that it is to their greatest advantage of the organization to impact the detachment of Coy and Jsekarb. Simultaneously, a few different goals related with the detachment were additionally passed. It was likewise said in the gathering that adequate assets were accessible with the establishment, MCRF to manage all the authentic cases of pay that can be foreseen in future. It was additionally expressed that the executives of the organization had decided the degree of subsidiz ing. That was required by the establishment and they were fulfilled that the establishment has adequate finances accessible with it. Notwithstanding, eventually it was discovered that adequate assets were not accessible with the establishment, MCRF. It was found during the preliminary and by the Court of Appeal that when these announcements were made in February, 2001, it ought to have been unmistakably known to the chiefs of James Hardie that the announcements made in regards to the accessibility of assets with the establishment were in certainty misdirecting. Be that as it may, this was not the issue under the steady gaze of the High Court. Then again, the principle issue under the steady gaze of the High Court was in the event that it ought to have been found by the Court of Appeal, as it did, that the ASIC had flopped in building up that a draft of declaration made by the organization to the ASX had been postponed at the gathering of the board, held in February, and it had not b een built up that the draft had been endorsed by the executives. Then again, the chiefs of the organization contended that the draft declaration was not postponed at the executive gathering held in February.. For this reason, they censured the precision of the minutes of the gathering. Be that as it may, this dispute of the executives was dismissed by the High Court. Indeed, the Court noticed that the contentions of the respondents that the February and April minutes of the gathering were bogus, in applicable regards, were the contentions, whenever acknowledged, may go to the degree of exhibiting that the respondents had neglected to make the strides that are important for ensuring that the moment books of the organization were truth be told, not bogus or deluding. It was held by the High Court that discovering the nearness of different mistakes in the minutes didn't bring about setting up that the pertinent pieces of the minutes were not precise. It isn't really suggested by the way that the minutes of the gathering were set up in draft before th e gathering was held, that these minutes didn't give a genuine record of what has occurred during the gathering. All things being equal, hence the pontoon and embraced the minutes as the genuine record of what has occurred. Another significant issue present under the steady gaze of the court was connected with the disappointment of the ASIC in the Court of Appeal to call Mr. Robb, the outside specialists of James Hardie, as an observer as he had gone to the gathering. While it was demonstrated by the Court of Appeal that an obligation was available on some portion of the ASIC to call Mr. Robb, this was dismissed by the High Court. It expressed that neither the wellspring of an obligation of this nature, not the wellspring of the standard, that has been professed to be material if there should arise an occurrence of the penetrate of such obligation, has been adequately recognized by the Court of Appeal or in the contentions made under the watchful eye of this Court. At last, the court expressed that by not calling Mr. Robb by the ASIC, there was no shamefulness caused to the respondents or to different litigants. Along these lines, the judgment conveyed by the Court of Appeal was upset by the High Court that ASIC couldn't fulfill the weight of evidence that the draft declaration made to the ASX was postponed and endorsed during the executive gathering held in February, 2001. The Court expressed that the minutes of the executive gathering for the proper record of what has happened during the gathering, and accordingly, should be considered as the proof of reality of the issues that were recorded by them, especially that a draft ASX declaration has been postponed and affirmed in this gathering. It was likewise helped by the court that the accommodation made by the respondents. As indicated by which the minutes were intrinsically untrustworthy because of the way that they had been set up before the executive gathering occurred in February, and there were a few mistakes present in these minutes, had been dismissed by the High Court. It was expressed by the Court that it would be too extraordinary a happenstance that not by any means one individual who was available during the April meeting, in which the minutes of the February meeting with received, could see that there was a goals introduced in these minutes, which as far as anyone is concerned, was not passed. Along these lines, the High Court expressed that taking into account the case made by the respondents themselves, this would have been a glaring goof or surprisingly more terrible than the screw up that an indispensably noteworthy goals had been recorded, which never occurred. In addition, proof was available with proposed that the draft declaration made before the ASX was coursed during the gathering as it was found by Mr. Robb, just as uncovered by the documents of BIL Australia Pty Ltd., which has an enormous shareholding in James Hardie and two nonexecutive executives who were firmly connected with this organization, were available at this gathering. A comparative view was taken by the High Court with respect to the declaration made to the ASX itself by the organization. The court noted in such manner that while a few contrasts were available between the draft that was held to be postponed during the gathering of the board held in February, the changes that have been made to this draft declaration were appropriately portrayed as being printed as opposed to being considerable, were not significant, and the deceptions that have been made in the two, were the equivalent. It was expressed by the High Court that, regardless of whether a deed that has been displayed later on or a declaration that has been distributed later on, is the record that has been endorsed by the board, should be chosen with the assistance of quite examination between the two writings. It is conceivable to address a few slips and blunders (ASIC v Rich, 2009). There are a few cases, where it is conceivable to receive a superior however extraordinary wording. Thus the court expressed that just because of the way that some little changes have been made, would at the very least, uncovers no more that the people who rolled out these improvements didn't have the power to do as such and for this situation, it doesn't uncover that the organization had not endorsed the draft declaration made to the ASX. Another factor was noted by the High Court in its choice was that when later on, the ASX declaration had been coursed, none of these people had dissented or disputed regarding the particulars of the declaration (Morley v ASIC, 2010). The court held this reality to be reliable with the finding that the board had endorsed the draft declaration made to the ASX. As to 'novel' finding of the Court of Appeal that because of the inability to call Mr. Robb, the cogency of the proof created by the ASIC has been reduced, while it was conceded by the ASIC that a general commitment was available on its way to act reasonably, it was held by the High Court that the Court of Appeal neglected to distinguish the wellspring of such obligation to call specific proof. Correspondingly, the wellspring of the standard that was plain to apply if there should be an occurrence of the penetrate of such obligation was likewise not distinguished. The High Court expressed that regardless of whether such obligatio n was available, it very well may be normal that the cure would be p

OCD in Children Differs From Adults

OCD in Children Differs From Adults OCD Types Print How OCD in Children Differs From Adults Important Differences Between OCD in Adults and Children By Owen Kelly, PhD Updated on January 23, 2020 Atsushi Yamada / Getty Images More in OCD Types Causes Symptoms and Diagnosis Treatment Living With OCD Related Conditions Although many people think of OCD as a disorder that affects only adults, children are also affected. While there are many similarities between adult-onset and childhood-onset OCD, there are also many important differences, too. Lets take a look. How OCD Manifests in Children OCD is said to be childhood-onset if symptoms, such as obsessions and compulsions, occur before puberty. Between 1 and 3% of children will develop OCD and the average age of onset is approximately 10 years of age, although children as young as 5 or 6 may develop the illness. Interestingly, while boys are more commonly affected by childhood-onset OCD, this trend reverses following puberty. As well, boys with childhood-onset OCD appear to have a greater risk for related conditions including tic disorders. As children are often just learning to think abstractly, they often have less insight into their obsessions than adults. This, combined with a limited and/or developing verbal ability can make it difficult to make a proper diagnosis. As well, the content of children’s obsessions can be different from that of adults. For example, it is not uncommon for children with OCD to have specific obsessions related to the death of their parents. The rituals or compulsions of children may also be more likely to involve or be centered around family members than adults. As well, children’s obsessions rarely emphasize sexual themes, although it is important to note that adolescents may actually experience a greater incidence of sexually-focused obsessions. Finally, children with OCD may hoard more frequently than adults with the disorder. Childhood-onset OCD also seems to signal a higher risk of genetic transmission of OCD, tic disorders and attention deficit hyperactivity disorder (ADHD). Treating OCD in Children As with adult-onset OCD, the current recommended treatment for childhood-onset OCD is a combination of individual or group cognitive-behavior therapy (CBT) and medications that augment levels of the neurochemical serotonin such as selective serotonin reuptake inhibitors (SSRIs). When undertaking CBT with children, it is essential the parents be educated and involved. Indeed, research suggests that parental involvement is a strong predictor of treatment success. It may also be helpful to emphasize to children that it is their OCD who is the “bad guy” who is responsible for their symptoms and they and their parents are the “good guys.” Such a technique can help reduce the chances a child will feel blame or shame for having OCD. Of course, given the sometimes limited cognitive abilities of children, the explanation of abstract concepts needs to be done in a way that is appropriate for the age of the child. Get Treatment With the 9 Best Online Therapy Programs PANDAS: A Special Case of OCD in Children Sometimes OCD in children can be caused by an autoimmune reaction within the brain. A disease known as Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal infections (or “PANDAS”) is thought to be triggered by an infection of the same bacteria that causes strep throat and scarlet fever. As the child’s immune system fights the strep infection, it becomes confused and starts to attack an area of the brain called the basal ganglia. Although changes in a number of brain areas underlie symptoms of OCD, abnormalities of the basal ganglia have been associated with symptoms of OCD. Whereas the symptoms of regular OCD develop slowly, the onset of the PANDAS form of OCD is rapid.

PathSource App Review Find Your Perfect Career

Being a teenager is confusing. This is the time when we have to figure out what we’re going to do with the rest of our lives and pick a college that will help us do it. But luckily PathSource, a career navigation iOS app, is here to help. How it works In order to get started, you’ll need to take two assessments, one to find a suitable career and one to calculate the salary you’ll need to support your lifestyle. After you’ve completed both, the app will list your career matches. If you like taking personality quizzes, you’ll find PathSource not only helpful, but fun. Career assessment My assessment was accurate for the most part, although I was a little frustrated at some of my potential matches. For example, â€Å"Music Directors and Composers† was a 94% match for me, although I answered that I didn’t want to compose music. But this is the risk of any assessment of this type. They don’t tend ever to be 100% accurate. The evaluation would probably be more useful for someone who has less preconceived notions about what kind of career they want. Because I already have a specific career in mind, I found myself answering the questions to try to place myself into that field. When I think back, I’m not sure if I answered as truthfully as I could have. Lifestyle assessment For teens, this assessment is useful because it allows us to see all of real world expenses that we’ll have to deal with in the future, such as mobile phone service, internet, gas, electricity and water. The app factors in everything, from how much you plan on eating out to what kind of car you want to drive. After you put in all of your expenses, your assessment lays out how much money you’ll need to make in order to support yourself. This information is important when choosing a potential career. Useful features Tons of info I love this app because it gives you tons of information about each career. You can find salary ranges, typical work environments, educational requirements, suitable majors, and so much more. College Finder tool This feature simply lists all schools in your city (or whichever city you choose). You can filter by size, distance, public, and private. Use the College Finder if you have a specific major in mind and you want to find all schools in a certain area which offer that major. If you want information about any given school, the College Finder has all the statistics you could ever need. You get average SAT scores, diversity numbers, graduation rates, percentages of students receiving aid, and even information about the varsity athletic teams. This resource is invaluable if you are researching specific colleges. Video interviews PathSource offers a plethora of video interviews with people in every possible career. I enjoyed these because I got to find out about actual real world positions and how a person can get there. The interviewees all explain their path to where they are today, from their high school interests to their college major to their first jobs. They also talk about what their day-to-day work entails, which is really helpful, truthful information that can be hard to decipher from verbose and complicated job descriptions. Job Board Once you have a pretty good idea of what kind of career you want to pursue, you can search for actual job openings in your area! So PathSource can take you from having no idea what you want to do with your life to actually applying and finding a real job. The app is with you every step of the way.

Playtime by Jacques Tati Shot Analysis - 1265 Words

PLAYTIME by Jacques Tati Shot from 03:12 – 04:48 / Airport waiting room __________________________________________________________________________ Jacques Tati’s 1967 film, Playtime, captures a cascading series of events through the sterile architecture of Paris, in which few familiar characters inhabit. Tati’s infamous alter ego, Monsieur Hulot, haphazardly occupies many scenes as he stumbles through Paris after trying to contact an American official. The film is confined to no genre, nor does it necessarily form a new one – it simply exists in its own right as an exploration of societal function. Originally shot on 70mm, the film carries†¦show more content†¦The off centre position of the camera in relation to the furniture also allow for the chairs to act as depth cues and show the enormous length of the room. Everything in the frame is in focus, which in a cinema viewing is a lot to take in, especially considering the films aspect ratio of 1.85:1. However, the audiences’ eyes are cleverly guided around the frame by almost unnaturally loud sounds, some of which are accentuated in post-production by Tati. The sounds against the floors create a reverbing echo, highlighting the absurd impracticality of the building. A man and a woman sit in the bottom left hand corner of the frame in what appears to be a waiting area. They are dressed identically in their monotonous grey colours, as if they are enslaved to the colours surrounding them. During the shot’s beginning, the audience is drawn to the nuns and their rhythmic footsteps as they enter the frame. Then, through a combination of actor gestures and dialogue, this gaze shifts to the two c haracters anchored in the foreground of the image. The rattling of a table being wheeled out by a man in white into the frame moves our eyes, as well as the couples own attention, to

Average College GPA by Major and School Type

Grade point average, or GPA, is a single number that represents the average of every letter grade you earn in college. GPA is calculated by converting letter grades to a standard grade-point scale, which ranges from 0 to 4.0.   Every university treats GPA a little differently.   What is considered a high GPA at one college might be considered average at another. How Is  GPA Calculated in College? Unlike most high school grading scales, college grades are not weighted according to the difficulty level of individual courses. Rather, colleges and universities use a standard conversion chart to convert letter grades to grade-point numbers, then add â€Å"weight† based on the credit hours associated with each course. The following  chart represents a typical letter grade/GPA conversion system: Letter Grade GPA A+/A 4.00 A- 3.67 B+ 3.33 B 3.00 B- 2.67 C+ 2.33 C 2.00 C- 1.67 D+ 1.33 D 1.00 D- 0.67 F 0.00 To calculate your GPA for one semester, first convert each of your letter grades from that semester to the corresponding grade-point values (between 0 and 4.0), then add them up. Next, add up the number of credits you earned in each course that semester. Finally, divide the total number of grade points by the  total number of  course credits. This calculation results in a single number—your GPA—that represents your academic standing in a given semester. To find your GPA over a longer period, just add more grades and course credits into the mix. Keep in mind that the letter grade/grade-point conversion  varies slightly across institutions. For example, some schools round grade-point numbers to a single decimal place. Others distinguish between the grade-point value of an A and an A, such as Columbia, where an A is worth 4.3 grade points. Check your university’s grading policies for specific details about calculating your GPA, then try crunching the numbers yourself using an online GPA calculator. Average College GPA by Major Wondering how your GPA stacks up against other students in your major? The most comprehensive study on average GPA by major comes from Kevin Rask, a professor at Wake Forest University, who examined GPA at an unnamed liberal arts college in the northeast. While Rask’s findings reflect only the academic performance of students at a single university, his research provides a granular GPA breakdown not often shared by individual institutions. 5 Majors with the Lowest Grade Point Averages Chemistry 2.78 Math 2.90 Economics 2.95 Psychology 2.78 Biology 3.02 5 Majors with the Highest Grade Point Averages Education 3.36 Language 3.34 English 3.33 Music 3.30 Religion 3.22 These numbers are influenced by a host of university-specific factors. After all, every college and university has its own most- and least-challenging courses and departments. However, Rask’s findings align with a common refrain on many U.S. college campuses: STEM majors, on average, tend to maintain lower GPAs than humanities and social science majors. One potential explanation for this trend is  the grading process itself. STEM courses employ formulaic grading policies based on test and quiz scores. Answers are either right or wrong. In humanities and social science courses, on the other hand, grades are based primarily on essays and other writing projects. These open-ended assignments, graded subjectively, are generally kinder to students’ GPAs. Average College GPA by School Type While many schools do not publish GPA-related statistics, research by Dr. Stuart Rojstaczer provides insight into average GPAs from a sampling of universities across the United States.  The following data, gathered by Rojstaczer in his studies on grade inflation, reflect  average GPAs across a variety of institutions over the last decade. Ivy League Universities Harvard University 3.65 Yale University 3.51 Princeton University 3.39 University of Pennsylvania 3.44 Columbia University 3.45 Cornell University 3.36 Dartmouth University 3.46 Brown University 3.63 Liberal Arts Colleges Vassar College 3.53 Macalester College 3.40 Columbia College Chicago 3.22 Reed College 3.20 Kenyon College 3.43 Wellesley College 3.37 St. Olaf College 3.42 Middlebury College 3.53 Large Public Universities University of Florida 3.35 Ohio State University 3.17 University of Michigan 3.37 University of California Berkeley 3.29 Pennsylvania State University 3.12 University of Alaska Anchorage 2.93 University of North Carolina Chapel Hill 3.23 University of Virginia 3.32 Over the last 30 years, the average college GPA has risen at every type of college.  However, private schools have seen a greater increase than public schools, which Rojstaczer suggests is the result of rising tuition costs and high-achieving students pressuring professors to give high grades. Individual university grading policies can dramatically affect students’ GPAs. For example, until 2014, Princeton University had a policy of â€Å"grade deflation,†Ã‚  which mandated that, in a given class, a maximum of only 35% of students could receive A grades. At other universities, such as Harvard, an A is the most  commonly awarded grade  on campus, resulting in higher average undergraduate GPAs and a reputation for grade  inflation.   Additional factors, such as student preparedness for college-level work and the influence of graduate teaching assistants in the grading process, also influence each university’s average GPA. Why Is GPA Important? As an underclassman, you may encounter academic programs or majors that accept only students who meet a minimum GPA requirement. Merit scholarships often have similar GPA cut-offs. Once you’ve gained entry into a selective academic program or earned a merit scholarship, you will likely have to maintain a certain GPA  to remain in good standing. A high GPA comes with additional benefits. Academic honor societies such as  Phi Beta Kappa  distribute invitations based on GPA, and on graduation day, Latin honors are awarded to seniors with the highest overall GPAs. On the other hand, a low GPA puts you at risk of  academic probation, which can potentially lead to expulsion. Your college GPA is a long-lasting measure of your academic performance in college.   Many  graduate programs  have  stringent GPA requirements, and employers often consider GPA when evaluating potential hires. Your GPA will remain significant even after graduation day, so it’s important to start keeping track of the number early in your college career. What Is a Good GPA? The minimum GPA required for admission to most graduate programs is between 3.0 and 3.5, so many students aim for a GPA of 3.0 or above. When assessing the strength of your GPA, you should consider the influence of grade inflation or deflation at your school as well as the rigor of your chosen major.  Ã‚   Ultimately, your  GPA represents your personal academic experience. The  best and most valuable way to determine how well you’re doing is to check your course grades regularly and meet with professors to discuss your performance. Commit to improving your grades every semester and you’ll soon send your GPA on an upward trajectory.

Cold War - 1152 Words

In the 1990’s, the Vietnamese had a lot of conflict. America, the Soviet Union, and Vietnam were the three main countries involved in this conflict. This conflict was a built from a cold war perspective. This war created many effects on the world; some were good others were bad. It was mainly between the 2 major powers, the United States, and the Soviet Union. The conflict started during the Cold War, where the two countries were being aggravated by each others ever expanding powers. The United States had enough of this when the Soviet Union sought to expand its communist government system. North Vietnam was on the communist side whilst South Vietnam was supported by countries that were against communism. The Soviet Union already had many†¦show more content†¦They thought that the soldiers were ordered to murder innocent people. The end of this war and the cold war demolished imperialism. Many people started distrusting their government and friends. The loss of the U .S. in the Vietnam War contributed to a big change in its military and government system (Bibliography, 6). On the other hand the Soviet Union gained confidence because of their big win in this small war. The Vietnam War was a turning point at which it help’s the communism takeover. After winning the war in Vietnam, the Soviet Union tried to take over Afghanistan. In conclusion, this resulted in a failure, which led the communist system to collapse and force the Soviet Union to fall deep in debt. The cold war had a major effect on the U.S. and the Soviet Union. First of all, let’s start with the effects on the United States. Their government suffered a lot due to the media. When someone received information from the Pentagon, they spread out the information to media. After getting the information, the media printed that out and passed it out to everyone. The papers had top secret government only information that talked about how their next attack. Furthermore, the U.S. government was forced to be changed by the people. They changed their military and government by adding new policies. That resulted in a major government change in the United States. The Soviets on the other hand took advantage of this halt. They sought to spread outShow MoreRelatedThe War Of The Cold War Essay1525 Words   |  7 PagesOne major war ended and another to begin. The Cold war lasted about 45 years. There were no direct military campaigns between the United States and Soviet Union. However, billions of dollars and millions of lives were lost. The United States emerged as the greatest power from World War 2. (Give Me Liberty 896) The country boasted about having the most powerful navy and air force. The United states accounted for about half of the world’s manufacturing capacity, which it alone created the atomic bombRead MoreThe War Of The Cold War757 Words   |  4 PagesAs tensions continued to augment profoundly throughout the latter half of the Cold War period, they brought forth a movement from a previous bipolar conflicting course, to one of a more multipolar nature. These tensions were now not only restricted to the Soviet Union and United states, but amongst multiple other nations of the globe. It became a general consensus that a notion of ‘peace’ was sought globally, hence, the emergence of dà ©tente. The nature of this idea in the short term conveyed itselfRead MoreThe War Of The Cold War1123 Words   |  5 PagesThe Cold War consist of tensions between the Soviets and the U.S. vying for dominance, and expansion throughout the world. Their complete different ideologies and vision of the postwar prevented them from working together. Stalin wants to punish Germany and make them pay outrageous sum of money for reparation. However, Truman has a different plan than Stalin. Truman believes that industrialization and democracy in Germany and throughout the world would ensure postwar stability. Stalin also wantedRead MoreThe Cold War1676 Words   |  7 PagesHistorical Context: The Cold War started by the end of the Second World War. The aim of this war was to spread opposing ideologies of Capitalism and Communism by the two world superpowers without the result of a hot war. The war was between the Capitalist West - namely: the United States of America, Britain and France – and Communist East – known to be Russia and all the satellite states which communism had taken over. An agreement made at the Yalta meeting of 1945 was that Germany would be dividedRead MoreThe War Of The Cold War2020 Words   |  9 Pages How Did America, With the Help Of Ronald Reagan, Win The Cold War? The Cold War was a â€Å"competition† between the Soviet Union and the United States of America, occurring from approximately 1945 through 1991. The Cold War received its name because it did not evolve into armed warfare or physical conflict. The 46-year-long war began immediately after the conclusion of World War II. Some believe it was Joseph Stalin who started it by saying, â€Å"He hated westerners in the same way as Hitler hated JewsRead MoreThe War Of The Cold War2020 Words   |  9 Pages How Did America, With the Help Of Ronald Reagan, Win The Cold War? The Cold War was a â€Å"competition† between the Soviet Union and the United States of America, occurring from approximately 1945 through 1991. The Cold War received its name because it did not evolve into armed warfare or physical conflict. The 46-year-long war began immediately after the conclusion of World War II. Some believe it was Joseph Stalin who started it by saying, â€Å"He hated westerners in the same way as Hitler hated JewsRead MoreThe War Of The Cold War1253 Words   |  6 PagesFor almost 15 years the U.S. has been in a constant state of war. Various terrorist organizations, from al-Quade, to the Taliban, and now Islamic State in Iraq and Syria (ISIS) have maintained our focus so much so that we have almost forgotten about prior threats. Ten years prior to the start of the conflict in the Middle East, the Cold War had officially concluded, ending almost 45 years of server political and military tensions between the U.S. and Russian following WWII. During thi s period ofRead MoreThe Cold War1537 Words   |  7 Pagesseem and that every mental event in life its self can be perceived and interpreted many ways which are all true for each of the participants but not as a truth for all. This fed the cold war paranoia that even your next-door neighbor would be a communist. With the impending insanity of the M.A.D. policies of the cold war cultivated a nationwide paranoia that was brought out in many films like Dr. Strange-Love. In 1967 Theodore J. Flicker wrote and produced The President s Analyst which presents theRead MoreThe War Of The Cold War2250 Words   |  9 PagesDuring the year 1945, there were quite a few reasons for the start of the Cold War. Hysteria was one of the major catalysts towards the start of the Cold War. Many American citizens shared the extensive fear of communist attacks against America, while the USSR (Union of Soviet Socialist Republics) feared the same from the Americans. Another reason being that the United Stat es wouldn’t share their advances in the study of nuclear fission due to the USSR’s aim of spreading world communism. The USSRRead MoreThe Cold War And The Soviet War911 Words   |  4 PagesThe Cold War began at the resolution of WWII and continued into the 1990’s. The Cold War was fueled by many factors such as ideological differences, mutual mistrust, America’s fear of the spread of communism, and nuclear weapons. The war ultimately resulted in the collapse of communism. The war was supported by allied nations although the main instigators of the war were Russia and the United States. A major short term factor that lead to the Cold War was USSR’s fear of America’s newly acquired

The Many Meanings of Stephen Cranes The Bride Comes to...

The Many Meanings of The Bride Comes to Yellow Sky Stephen Cranes The Bride Comes to Yellow Sky is a tale about a town sheriff, Jack Potter, who is returning home from a trip where he has married. Jack returns shamefully with his new wife of little worldly experience. The town of Yellow Sky knows Jack as the fearless Marshal who is never afraid to stare down the barrel of a gun. Jacks return to Yellow Sky happens to be at a time when the town drunk, Scratchy Wilson, is looking for a gunfight. However, the townspeople and Scratchy are disappointed to find him married, unarmed, and unwilling to fight. Before Jack arrived the townspeople were hoping for his arrival to cool off the situation. As one bartender said, I wish†¦show more content†¦Crane tells of how the wife was not pretty, nor was she very young. She is also unfamiliar, as a cook, of the train they ride together to Yellow Sky. Crane sets this scene to show how Jacks new wife is far from spectacular, and not a person that the people of Yellow Sky will ha ve much respect for. However, after explaining the relationship of the newly weds, Crane reveals the admiration of Jack Potter in Yellow Sky. The reverence of the bartender towards Jack Potter is apparent as he explains the town situation to a visitor. However, once Jack Potter arrives and runs into Scratchy Wilson, the story unfolds. Thomas Beer, author of a Stephen Crane biography is astonished by the way Crane ends the story: Crane is done with the business. All the ordinary values of his situation have bee thrown away; the marshal and the woman merely plain people (248). Crane allows the reader to first see into the mind of Jack Potter, then into the mind of the townspeople. Significantly, Crane begins the story with Jack and his wife preparing to and traveling to Yellow Sky. So, when the reader sees the admiration of the townspeople, it can be taken as comedic. Jack Potter has already been shown as someone far from heroic and intrepid. Eric Solomon sees humor in this section: Much of the humor derives from the behavior of Potter and his bride, who are awkward and embarrassed in the great Pullman car (136). A person who is embarrassed around his own wifeShow MoreRelatedEssay about The Western Formula1317 Words   |  6 Pagesparadigm for many authors, but not particularly for Stephen Crane. The standards Cawelti has set forth for a successful Western is quite minimal by thought, but at the same time relevant. Crane signifies a different perspective to these standards. Cranes thoughts for the use of the Western formula are just approaches to wards the west, from the introductory setting to the coarse grin one cowboy would make towards another. These do not in fact relate to Caweltis Western formula. Cranes deviation from

Acca F1 Chapter 4 Free Essays

string(52) " within the boundaries of authority and discipline\." Chapter 4: Leadership, management and supervision Chapter learning objectives Upon completion of this chapter you will be able to: * define the term leadership * define the term management * define the term supervision * explain the difference between a leader and a manager distinguish between the role of the manager and the role of a supervisor * explain the classical approach to management using theories of  Fayol and Taylor * explain the main duties of a manager according to  Fayol * outline the relevance of classical approach to modern data practices * explain the nature of the human relations school aâ‚ ¬Ã¢â‚¬Å"   Mayo * describe the modern school of management with reference to the theories of  Mintzberg  and  Drucker * describe the three managerial roles as per work of  H Mintzberg * explain what is meant by authority * explain what is meant by the term responsibility identify the main sources of authority * explain the relationship between authority and responsibility * explain the situational approach to leadership using  Adair’s  theory * explain the contingency approach using  Fiedler’s  leadership theory * explain the differences between transactional and transformational leadership referring to the  Bennis  theory * describe the phases of the change process referring to  Kotter  theory * explain the  Heifetz  leadership theory * explain the five scores on the  Blake  and  Mouton  managerial grid * outline the usefulness of the Blake and Mouton grid describe the four leadership styles as per  Ashridge. 1 Introduction 1. 1 Leadership Abasic definition of a leader is ‘someone who  exercises  influence overother people’. We will write a custom essay sample on Acca F1 Chapter 4 or any similar topic only for you Order Now This can be expanded into a more complex definition:’Leadership is an interpersonal influence directed toward theachievement of a goal or goals’. * Interpersonal aâ‚ ¬Ã¢â‚¬Å" between people. * Influence aâ‚ ¬Ã¢â‚¬Å" the power to affect others. * Goal aâ‚ ¬Ã¢â‚¬Å" something that we need/want to achieve. Leadership is a conscious activity and is concerned with settinggoals and inspiring people to provide commitment to achieve theorganisation’s goals. . 2 Managers Allmanagers have in common the  overall  aim of getting things done,delegating to other people rather than doing everything themselves. Management can be defined as ‘the effective use and co-ordinationof resources such as capital, plant, materials and labour to achievedefined objectives with maximum efficiency’. A leader can be a manager, but a manager is not necessarily aleader. If a manager is able to influence people to achieve the goals ofthe organisation, without using forma l authority to do so, then themanager is demonstrating leadership. Illustration 1 aâ‚ ¬Ã¢â‚¬Å" Differences between managers and leaders The manager administers; the leader innovates. The manager relies on control; the leader inspires trust. The manager has his eye on the bottom line; the leader has his eye on the horizon. 1. 3 Supervision The supervisor is part of the management team. * The supervisor is a person given authority for planning and controlling the work of their group, but all they can delegate to the group is the work itself. * A supervisor, therefore, is a type of manager whose main role is to ensure that specified tasks are performed correctly and efficiently by a defined group of people. In general, supervisors will also be doing operations work and giving advice to others to help solve problems. If the more senior manager is absent, the supervisor will take over the role. Illustration 2 aâ‚ ¬Ã¢â‚¬Å" The role of a supervisor Supervisors divide their time between supervisory duties and adetailed task. For example a supervisor i n  purchasing  may also regularlycomplete some clerical work like raising purchase orders. Managers must ensure that supervisors understand organisationalobjectives and communicate the power and limits of the supervisor’sauthority. Supervision is an important part of the task and process ofmanagement. The role of the supervisor requires direct contact with and responsibility for the work of others. * The supervisor is the interface between the management and the workforce. * Front line aâ‚ ¬Ã¢â‚¬Å" resolving problems first hand where the work is done, and often having to resolve problems quickly. * They often need to have direct knowledge of  employment  legislation. * Often have responsibility for negotiation and industrial relations within the department. * Management tasks and operational work to perform. Day-to-day detailed internal information (manager aâ‚ ¬Ã¢â‚¬Å" medium-term internal and external information). Test your understanding 1 Briefly explain in general terms the responsibilities of a supervisor. 2 Theories of management 2. 1 The classical school Both  Taylor and Fayol  shared the belief that individualsmust subordinate themselves to the needs of the organisation. In returnthe organisation was obliged to provide job security and goodremuneration. * Taylor and Fayol  believed in ‘one best way’, the optimum way to: * organise the firm * do the individual job emphasis on the task to be done rather that the person doing it. * some of the main features of their approach were as follows: * belief in one controlling central authority * specialisation of tasks * fair pay and good working conditions, decided by management * clear lines of command. Illustration 3 aâ‚ ¬Ã¢â‚¬Å" Theories and management Scientific thinking on motivation in the workplace included a belief that reward for effort was a key consideration. Test your understanding 2 Which of the following statements best describes the classical approach to management? A  No one best approach. B  Communication should be encouraged. C  One best approach. D  An employee is considered an input to the organisational system. Fayol  argued that management may be split into five broadsareas: forecasting and planning, organisation, command, co-ordinationand control. Expandable text – Fayol’s rules of managerial conduct Fayol  applied 14 rules of managerial conduct. These are: * Division of work  aâ‚ ¬Ã¢â‚¬Å" to improve practice and familiarity and become specialised. * Authority  aâ‚ ¬Ã¢â‚¬Å" the right to give orders, linked with responsibility. * Discipline  aâ‚ ¬Ã¢â‚¬Å" respect in accordance with the agreement between the firm and its employees. Unity of command  aâ‚ ¬Ã¢â‚¬Å" each subordinate answerable to only one superior. * Unity of direction  aâ‚ ¬Ã¢â‚¬Å" only a single head and plan for a set of activities. * Subordination to the general interest  aâ‚ ¬Ã¢â‚¬Å" the general good prevails over individual or sectional interes ts. * Remuneration  aâ‚ ¬Ã¢â‚¬Å" should be fair to both the recipient and the firm. * Centralisation  aâ‚ ¬Ã¢â‚¬Å" inevitable in organisations, but the degree should be appropriate. * Scalar chain  aâ‚ ¬Ã¢â‚¬Å" graduated lines of authority should exist from the top to the bottom of the organisation. * Order  aâ‚ ¬Ã¢â‚¬Å" workers and materials should be in their prescribed place. * Equity  aâ‚ ¬Ã¢â‚¬Å" combining clemency with justice. Tenure of personnel  aâ‚ ¬Ã¢â‚¬Å" adequate time for settling into jobs should be allowed. * Initiative  aâ‚ ¬Ã¢â‚¬Å" should be encouraged within the boundaries of authority and discipline. You read "Acca F1 Chapter 4" in category "Papers" * Esprit de corps  aâ‚ ¬Ã¢â‚¬Å" harmony and teamwork should be encouraged in the organisation. Fayol  believed that a manager obtained the best performancefrom his workforce by leadership qualities, by his knowledge of thebusiness and his workers, and by his ability to instil a sens e ofmission. Test your understanding 3 Which of the following are elements of management as identified by  Fayol. AControl. BMotivation. CCommunication. DCompromise. The implications of  Taylor’s  scientific management are as follows: * Workers should be set high targets, but should be well rewarded for achieving them. * Working methods should be analysed ‘scientifically’, including the timing of work. * Management should plan and control all the workers’ efforts, leaving little discretion for individual control over working methods. While there may be areas where these principles are still relevant,most modern theorists would argue that a more progressive approach isneeded where: * It is recognised that there is not always a ‘best’ way of doing a particular job. Employees can often have considerable insight into a job and can make important suggestions for improvements. * Many workers can be motivated by other methods than tight control and financial reward. These issues are discussed in more details later in this chapter. Illustration 4 aâ‚ ¬Ã¢â‚¬Å" Theories of management The classical approach is still being utilised today since this isthe principle applied in most call centres: targets are set for thenumber of calls to be taken in a predetermined time period and reward isbased on the achievement of the target. Test your understanding 4 Which one of the following statements is closest to the beliefs of the classical school? AEmphasis on social groups. BEmphasis on the task to be done rather than the person doing it. CEmphasis on the person rather than the task. DEmphasis on encouraging people to reach their full potential. 2. 2 The human relations school Research carried out by  Mayo  at the General ElectricCompany in Chicago concluded that group relationships andmanagement-worker communication were far more important in determiningemployee behaviour than were physical conditions (e. . lighting andnoise) and the working practices imposed by management. Also, wagelevels were not the dominant motivating factor for most workers. Further research established the following propositions of the human relations school. * Employee behaviour depends primarily on the social and organisational circumstances of work. * Leadership style, group cohesion and job satisfaction are major determinants of the outputs of the working group. * Employees work better if they are given a wide range of tasks to complete. Standards set internally by a working group influence employee attitudes and perspectives more than standards set by management. The usefulness of the human relations approach The school explicitly recognised the role of interpersonalrelations in determining workplace behaviour, and it demonstrated thatfactors other than pay can motivate workers. However, the approachpossibly overestimates the commitment, motivation and desire toparticipate in decision making of many employees. Test your understanding 5 Which one of the following statements is closest to the beliefs of the human relations school? AEmphasis on social groups. BEmphasis on the task to be done rather than the person doing it. CEmphasis on one best approach. DEmphasis on hierarchy of management. 2. 3 Modern writers Contributions made by modern writers on management include: * Contingency approach (‘no one best approach’)  aâ‚ ¬Ã¢â‚¬Å" contingency theorists do not ignore the lessons learnt from earlier theorists, but adapt them to suit particular circumstances. * Behaviouralism  aâ‚ ¬Ã¢â‚¬Å" concerned with the personal adjustment of the individual within the work organisation and the effects of group relationships and leadership styles. Systems theory  aâ‚ ¬Ã¢â‚¬Å" expresses a manger’s role as being a co-ordinator of the elements of a system, of which people are only one part. Expandable text – systems theory Systems theory takes the view that an organisation is a socialsystem, consisting of individuals who co-operate together within aformal framework, drawing resources fro m their environment and puttingback into that environment the products they produce or the servicesthey offer: * in doing so the input is converted into the final product or service, hopefully with value being added * an organisation does not exist in a vacuum. It depends on its environment and is part of larger systems, such as society, the economic system and the industry to which it belongs. Examples of the other systems include an information system, production system and a communication system. Drucker  identified five basic operations in the work of a manager. Managers: Expandable text * Set objectives  aâ‚ ¬Ã¢â‚¬Å" determining what they should be and what the goals in each area should be. They decide what has to be done to reach these objectives and make them effective by communicating them to the people who are going to perform them. Organise  aâ‚ ¬Ã¢â‚¬Å" analysing the activities, decisions and relations needed. They classify the work, divide it into manageable activities and further divide the activities into manageable jobs. They group the units and jobs, and select people for the management of the units and for the jobs to be done. * Motivate and communicate  aâ‚ ¬Ã¢â‚¬Å" making a team out of the people that are responsible for various jobs. * Establish yardsticks  aâ‚ ¬Ã¢â‚¬Å" by making measurements available, which are focused on the performance of the whole organisation and which, at the same time, focus on the work of the individual and help them to do it. Managers analyse, appraise and interpret performance. * Develop people, including themselves. Mintzberg  identified ten skills which managers need if theyare to develop greater effectiveness, and grouped them together underthree categories, interpersonal, informational and decisional. Test your understanding 6 Is the following statement in line with  Mintzberg’s  approach? ‘The manager in the informational role combines being a spokesperson and disseminator with being a monitor of information. ‘ 3 Managerial authority and responsibility Authority refers to the relationship between the participants in an organisation. * Authority is the right to give orders and the power to exact obedience  (Fayol). * Authority is the right to do something, or ask someone else to do it and expect it to be done. * Authority is thus another word for legitimate power. Illustration 5 aâ‚ ¬Ã¢â‚¬Å" Managerial authority and responsibility When analysing the types of authority which a manager or department may have the following terms are often used: * Line authority  aâ‚ ¬Ã¢â‚¬Å" the authority a manger has over a subordinate, down the vertical chain (or line) of command. Staff authority  aâ‚ ¬Ã¢â‚¬Å" is the authority one manager or department may have in giving specialist advice to another manager or department, over which there is no line authority. (HR department advising the accounts manager on interviewing techniques. ) * Functional authority  aâ‚ ¬Ã¢â‚¬Å" is a hybrid of line and staff authority, whereby a manager setting policies and procedures for the company as a whole has the authority in certain circumstances, to direct, design or control activities or procedures of another department. (A finance manager has authority to require timely budgetary control reports from other departmental/line managers. Test your understanding 7 If a manager justifies an instruction to a subordinate by saying’because I am your superior’ the manager is relying on which of thefollowing bases of authority? AFunctional BStaff CLine Responsibility is the liability of a person to be called to account for his or her actions. * Responsibility expresses the obligation a person has to fulfil a task, which he or she has been given. A person is said to be responsible for a piece of work when he or she is required to ensure that the work is done. * Responsibility is the obligation to use delegated powers. The important point is that managers and supervisors are ultimately responsible for the actions of their subordinates; the term ‘accountable’ is often used. * It is accountability for the performance of specified duties or the satisfactory achievement of defined company objectives. * Because responsibility is an obligation owed, it cannot be delegated. * No superior can escape responsibility for the activities of subordinates, for it is the supervisor who delegates authority and assigns the duties. Test your understanding 8 Which of the following statements could be a definition of responsibility? ALiability to be called to account. BAccountability for actions. CAn obligation owed. John French and Bertram Raven  identified five sources or bases of power. * Reward  power aâ‚ ¬Ã¢â‚¬Å" is based on one person having the ability to reward another person for carrying out orders or meeting other requirements. * Coercive  power aâ‚ ¬Ã¢â‚¬Å" is based on one person’s ability to punish another for not meeting requirements, is the negative side of reward power. * Expert  power aâ‚ ¬Ã¢â‚¬Å" is based on the perception or belief that a person has some relevant expertise or special knowledge that others do not. Referent  power aâ‚ ¬Ã¢â‚¬Å" is based on one person’s desire to identify with or imitate another. * Legitimate  power aâ‚ ¬Ã¢â‚¬Å" the power derived from being in a position of authority within the organisational structure aâ‚ ¬Ã¢â‚¬Å" according to the position they hold within the organisation. Illustration 6 aâ‚ ¬Ã¢â‚¬Å" Managerial autho rity and responsibility If a manager justifies an instruction to a subordinate by saying’because I am a qualified accountant’ the manager is relying on which ofthe following bases of power? AReferent BReward CLegitimate DExpert Solution D Test your understanding 9 If a manager justifies an instruction to a subordinate by saying’because I am your superior’ the manager is relying on which of thefollowing bases of authority? AReferent BReward CLegitimate DExpert In every position authority and responsibility should correspond (principle of correspondence): * Having responsibility without authority  aâ‚ ¬Ã¢â‚¬Å" supervisor may be held responsible for time keeping but does not have the authority to discipline subordinate for poor time-keeping. The supervisor is powerless to achieve the levels upon which his or her performance is being judged. This supervisor is likely to become frustrated, stressed and demotivated. Performance is likely to suffer. Conflict will occur if the supervisor fails the task due to lack of co-operation caused by lack of authority. * Having authority without responsibility  aâ‚ ¬Ã¢â‚¬Å" personnel department employ an individual but will have no responsibility for the employee; they are in a position of false security. Managers not held accountable for their authority may exercise their authority in an irresponsible way, which may not be to the benefit of the organisation. They may take unacceptable risks, because the consequences of decisions will not rebound on them. The control mechanisms of the organisation depend on accountability. Test your understanding 10 John has just joined a small accounts department. The financialcontroller is taken ill. John has been told that he needs to prepare themanagement accounts and requires information regarding salaries. Thepayroll department are not happy about giving John the informationrequired. What is the underlying cause of the problem? 4 Theories of leadership approaches 4. 1 The action-centred approach (Adair) Adair  suggests that any leader has to strive to achieve three major goals while at the same time maintaining a position as an effective leader. * Adair’s action-centred leadership model looks at leadership in relation to the needs of the task, individual and group. Test your understanding 11 The table below includes needs that managers have to action. Suggest whether they are likely to be a ssociated with individual, taskor group needs. 4. 2 The contingency approach (Fiedler) Contingency theory sees effective leadership as being dependenton a number of variable or contingent factors. There is no one right wayto lead that will fit all situations; rather it is necessary to lead ina manner that is appropriate to a particular situation. Fiedler’s contingency theory * Fiedler  studied the relationship between style of leadership and effectiveness of the work group. Two styles of leader were identified. Psychologically distant managers (PDMs). * Maintain distance from their subordinates by formalising roles and relationships within the team. * Are withdrawn and reserved in their interpersonal relationships. * Prefer formal communication and consultation methods rather than seek informal opinion. Judge subordinates on the basis of performance and are primarily task-orientated. * Fiedler found that leaders of the most effective work groups actually tend to be PDMs. Psychologically close managers (PCMs) * Do not seek to formalise roles and relationships. * Prefer informal contacts to regular formal staff meetings. * They are more concerned to maintain good human relationships at work to ensure that tasks are carried out efficiently. * Fiedler  concluded that a structured (or psychologically distant) style works best when the situation is either very favourable or very unfavourable to the leader. On the other hand, a supportive (or psychologically close) style works best when the situation is moderately favourable to the leader. * He further suggested that group performance would be contingent upon the appropriate matching of leadership styles and the degree of favourableness of the group situation for the leader. Fiedler  went on to develop his contingency theory in ‘Atheory of leadership effectiveness’, in which he argued that theeffectiveness of the workgroup depended on the situation. The leadershipsituation is made up of three key variables: * The relationship between the leader and the group (trust, respect and so on). The extent to which the task is defined and structured. * The power of the leader in relation to the group. Illustration 7 aâ‚ ¬Ã¢â‚¬Å" Theories of leadership approaches Fiedler  suggested that a situation is favourable to theleader when the leader is liked and trusted by the group, the tasks ofthe group are clearly defined and the power of the leader to reward andpunish the team, with organisational backing, is high. Test your understanding 12 The accounts manager holds a departmental meeting every Monday at 10. 00 am. How would  Fiedler  define this manager? 4. 3 Transformational leadership (Bennis) Some of the values used to distinguish between managers and leaders have also been identified as: * Transactional leaders aâ‚ ¬Ã¢â‚¬Å" see the relationship with their followers in terms of a trade: they give followers the rewards they want in exchange for service, loyalty and compliance. * Transformational leaders aâ‚ ¬Ã¢â‚¬Å" see their role as inspiring and motivating others to work at levels beyond mere compliance. Only transformational leadership is said to be able to change team/organisational cultures and create a new direction. Expandable text Bennis  is an influential American author on leadership andchange. He focuses on the need to inspire change rather than imposingit. He identifies five ‘avenues of change’: * Dissent and conflict aâ‚ ¬Ã¢â‚¬Å" top management impose change by means of their position of power, the result being rancour amongst those affected. * Trust and truth aâ‚ ¬Ã¢â‚¬Å" management must gain trust, express their vision clearly, and persuade others to follow. * Cliques and cabals aâ‚ ¬Ã¢â‚¬Å" cliques have power, money and resources; cabals have ambition, drive and energy. Unless the cliques can co-opt the cabals, revolution is inevitable. * External events aâ‚ ¬Ã¢â‚¬Å" forces of society can impose change, e. . by new government regulation or through overseas competition. * Culture or paradigm shift aâ‚ ¬Ã¢â‚¬Å" changing the corporate culture is the most important avenues of change. Test your understanding 13 When organisational change requires a change in structure and/orculture would the organisation require a transformational ortransactiona l leader? 4. 4 Managing change (Kotter) Kotter  set out the following change approaches to deal with resistance: Test your understanding 14 Training in the use of a new information system is a means of overcoming resistance to change by: AFacilitation and support. BEducation and communication. CParticipation and involvement. DNegotiation and agreement. 4. 5 Leadership to mobilise (Heifetz) Heifetz  argues that the role of the leader is to help people face reality and to mobilise them to make change. Heifetzsuggests that the old approach to leadership was that leaders had theanswers, the vision and then needed to persuade people to sign up forthe change. Heifetz believes that leaders provide direction but do nothave to offer definite answers and should mobilise people to tackle thetough challenges for themselves. Leaders have two choices when resolving a situation: Technical change aâ‚ ¬Ã¢â‚¬Å" the application of current knowledge, skills and or tools to resolve a situation. * Adaptive change aâ‚ ¬Ã¢â‚¬Å" is required when the problem cannot be solved with existing skills and knowledge and requires people to make a shift in their values, expectations, attitudes or habits of behaviour. This is often required to ensure organisational survi val. Expandable text Heifetz  suggests four principles for bringing about adaptive change: * Recognition that the change requires an adaptive approach and understanding the values that need to be shifted and the issues that need to be resolved to make the shift possible. Adaptive change causes unhappiness in the people being led; adaptive change requires the right level of stress to be applied: too little stress and people do not appreciate the need for change: too much stress and there will be no ‘buy-in’. * Keep focused on the real issue of realising the change; do not spend too much time on stress-reducing distractions. * Ensure the people who need to make the change take responsibility and face the reality of doing the work of change for themselves. Leaders provide the direction, posing well-structured questions, rather than offering definite answers. Leadership styles 5. 1 Blake and Mouton Robert Blake and Jane Mouton  carried out research intomanagerial behavi our and observed two basic dimensions of leadership:concern for production (or task performance) and concern for people. Based on the results of staff questionnaires, managers can then be plotted on  Blake and Mouton’s grid. 1. 1 Management impoverished  aâ‚ ¬Ã¢â‚¬Å" this manager only makesminimum effort in either area and will make the smallest possible effortrequired to get the job done. 1. ‘Country Club’ management  aâ‚ ¬Ã¢â‚¬Å" this manager is thoughtfuland attentive to the needs of the people, which leads to a comfortablefriendly organisation atmosphere but very little work is actuallyachieved. 9. 1 Task management  aâ‚ ¬Ã¢â‚¬Å" this manager is only concerned with production and arranges work in such a way that people interference is minimised. 5. 5 ‘Middle of the road management’  aâ‚ ¬Ã¢â‚¬Å" this manager is able to balance the task in hand and motivate the people to achieve these tasks. 9. 9 Team management  aâ‚ ¬Ã¢ €Å" this manager integrates the two areas to foster working together and high production to produce true team leadership. Blake and Mouton’s  grid can be used to assess the currentbehavioural style of a manager and then plan appropriate training anddevelopment to enable them to move towards 9. 9. Test your understanding 15 Using the scores shown on the above grid, make suggestions as tohow this particular manager could improve his/her managerial style. 5. 2 Ashridge The research unit at  Ashridge Management  College distinguished four different management styles. Tells (autocratic)  aâ‚ ¬Ã¢â‚¬Å" the manager makes all the decisions and issues instructions which must be obeyed without question. Strengths: * Quick decisions can be made when required. The most efficient type of leadership for highly-programmed work. Weaknesses: * Communications are one-way, neglecting feedback and potential for upward communication or team member input. * Does not encourage initiative or commitment from subordinates, merely compliance. Sells (persuasive)  aâ‚ ¬Ã¢â‚¬Å" the manager still makes all thede cisions, but believes that team members must be motivated to acceptthem in order to carry them out properly. Strengths: * Team members understand the reason for decisions. * Team members may be more committed. * Team members may be able to function slightly better in the absence of instruction. Weaknesses: * Communications are still largely one-way. * Team members are not necessarily motivated to accept the decision. * It still doesn’t encourage initiative or commitment. Consults (participative)  aâ‚ ¬Ã¢â‚¬Å" the manager confers with the team and takes their views into account, although still retains the final say. Strengths: * Involves team members in decisions, encouraging motivation through greater interest and involvement. * Consensus may be reached, enhancing the acceptability of the decision to team members. * The quality of the decision may benefit from the input of those who do the work. * Encourages upward communication. Weaknesses: * May take longer to reach decisions (especially if consensus is sought). * Team member input may not enhance the quality of the decision. * Consultation can be a faA §ade for a basic ‘sells’ style. Joins (democratic)  aâ‚ ¬Ã¢â‚¬Å" the leader and the team members make the decision together on the basis of consensus. Strengths: * Can provide high motivation and commitment from team members. * Empowers a team member to take the initiative (e g. in responding flexibly to customer demands and problems). * Shares other advantages of the ‘consults’ style (especially where team members can add value). Weaknesses: May undermine the authority of the manager. * May further lengthen the decision-making process. * May reduce the quality of the decision because of the politics of decision making. Test your understanding 16 For each of the statements made by managers listed below, choose an Ashridge leadership style that best describes the statement. Ch apter summary Test your understanding answers Test your understanding 1 * Planning the work of the department. * Ensuring by adequate supervision that the work is completed as far as possible according to plan. * Maintaining discipline in the department. * Undertaking the task when required. Having knowledge and ability in all aspects of health, safety and employment legislation that applies to his or her subordinates. Test your understanding 2 C Test your understanding 3 A only Test your understanding 4 B Test your understanding 5 A Test your understanding 6 Yes Test your understanding 7 C Test your understanding 8 A, B and C Test your understanding 9 C Test your understanding 10 John has been given the responsibility for completing a task but without the authority. Test your understanding 11 Test your understanding 12 Psychologically distant manager. Test your understanding 13 Transformational. Test your understanding 14 A Test your understanding 15 The manager illustrated in the above grid is showing good concernfor production (although this can be strengthened further) but is weakin terms of concern for employees. Further investigation would then becarried out to determine why this is the case and in what ways such alack of concern is exhibited. Then rectifying action can be taken. For example: * Attend a training course on people skills and motivation. * Involve staff in more decisions. * Treat staff as valuable assets; adopt an open door policy. Test your understanding 16 How to cite Acca F1 Chapter 4, Papers

Acca F1 Chapter 4 Free Essays

string(52) " within the boundaries of authority and discipline\." Chapter 4: Leadership, management and supervision Chapter learning objectives Upon completion of this chapter you will be able to: * define the term leadership * define the term management * define the term supervision * explain the difference between a leader and a manager distinguish between the role of the manager and the role of a supervisor * explain the classical approach to management using theories of  Fayol and Taylor * explain the main duties of a manager according to  Fayol * outline the relevance of classical approach to modern data practices * explain the nature of the human relations school aâ‚ ¬Ã¢â‚¬Å"   Mayo * describe the modern school of management with reference to the theories of  Mintzberg  and  Drucker * describe the three managerial roles as per work of  H Mintzberg * explain what is meant by authority * explain what is meant by the term responsibility identify the main sources of authority * explain the relationship between authority and responsibility * explain the situational approach to leadership using  Adair’s  theory * explain the contingency approach using  Fiedler’s  leadership theory * explain the differences between transactional and transformational leadership referring to the  Bennis  theory * describe the phases of the change process referring to  Kotter  theory * explain the  Heifetz  leadership theory * explain the five scores on the  Blake  and  Mouton  managerial grid * outline the usefulness of the Blake and Mouton grid describe the four leadership styles as per  Ashridge. 1 Introduction 1. 1 Leadership Abasic definition of a leader is ‘someone who  exercises  influence overother people’. We will write a custom essay sample on Acca F1 Chapter 4 or any similar topic only for you Order Now This can be expanded into a more complex definition:’Leadership is an interpersonal influence directed toward theachievement of a goal or goals’. * Interpersonal aâ‚ ¬Ã¢â‚¬Å" between people. * Influence aâ‚ ¬Ã¢â‚¬Å" the power to affect others. * Goal aâ‚ ¬Ã¢â‚¬Å" something that we need/want to achieve. Leadership is a conscious activity and is concerned with settinggoals and inspiring people to provide commitment to achieve theorganisation’s goals. . 2 Managers Allmanagers have in common the  overall  aim of getting things done,delegating to other people rather than doing everything themselves. Management can be defined as ‘the effective use and co-ordinationof resources such as capital, plant, materials and labour to achievedefined objectives with maximum efficiency’. A leader can be a manager, but a manager is not necessarily aleader. If a manager is able to influence people to achieve the goals ofthe organisation, without using forma l authority to do so, then themanager is demonstrating leadership. Illustration 1 aâ‚ ¬Ã¢â‚¬Å" Differences between managers and leaders The manager administers; the leader innovates. The manager relies on control; the leader inspires trust. The manager has his eye on the bottom line; the leader has his eye on the horizon. 1. 3 Supervision The supervisor is part of the management team. * The supervisor is a person given authority for planning and controlling the work of their group, but all they can delegate to the group is the work itself. * A supervisor, therefore, is a type of manager whose main role is to ensure that specified tasks are performed correctly and efficiently by a defined group of people. In general, supervisors will also be doing operations work and giving advice to others to help solve problems. If the more senior manager is absent, the supervisor will take over the role. Illustration 2 aâ‚ ¬Ã¢â‚¬Å" The role of a supervisor Supervisors divide their time between supervisory duties and adetailed task. For example a supervisor i n  purchasing  may also regularlycomplete some clerical work like raising purchase orders. Managers must ensure that supervisors understand organisationalobjectives and communicate the power and limits of the supervisor’sauthority. Supervision is an important part of the task and process ofmanagement. The role of the supervisor requires direct contact with and responsibility for the work of others. * The supervisor is the interface between the management and the workforce. * Front line aâ‚ ¬Ã¢â‚¬Å" resolving problems first hand where the work is done, and often having to resolve problems quickly. * They often need to have direct knowledge of  employment  legislation. * Often have responsibility for negotiation and industrial relations within the department. * Management tasks and operational work to perform. Day-to-day detailed internal information (manager aâ‚ ¬Ã¢â‚¬Å" medium-term internal and external information). Test your understanding 1 Briefly explain in general terms the responsibilities of a supervisor. 2 Theories of management 2. 1 The classical school Both  Taylor and Fayol  shared the belief that individualsmust subordinate themselves to the needs of the organisation. In returnthe organisation was obliged to provide job security and goodremuneration. * Taylor and Fayol  believed in ‘one best way’, the optimum way to: * organise the firm * do the individual job emphasis on the task to be done rather that the person doing it. * some of the main features of their approach were as follows: * belief in one controlling central authority * specialisation of tasks * fair pay and good working conditions, decided by management * clear lines of command. Illustration 3 aâ‚ ¬Ã¢â‚¬Å" Theories and management Scientific thinking on motivation in the workplace included a belief that reward for effort was a key consideration. Test your understanding 2 Which of the following statements best describes the classical approach to management? A  No one best approach. B  Communication should be encouraged. C  One best approach. D  An employee is considered an input to the organisational system. Fayol  argued that management may be split into five broadsareas: forecasting and planning, organisation, command, co-ordinationand control. Expandable text – Fayol’s rules of managerial conduct Fayol  applied 14 rules of managerial conduct. These are: * Division of work  aâ‚ ¬Ã¢â‚¬Å" to improve practice and familiarity and become specialised. * Authority  aâ‚ ¬Ã¢â‚¬Å" the right to give orders, linked with responsibility. * Discipline  aâ‚ ¬Ã¢â‚¬Å" respect in accordance with the agreement between the firm and its employees. Unity of command  aâ‚ ¬Ã¢â‚¬Å" each subordinate answerable to only one superior. * Unity of direction  aâ‚ ¬Ã¢â‚¬Å" only a single head and plan for a set of activities. * Subordination to the general interest  aâ‚ ¬Ã¢â‚¬Å" the general good prevails over individual or sectional interes ts. * Remuneration  aâ‚ ¬Ã¢â‚¬Å" should be fair to both the recipient and the firm. * Centralisation  aâ‚ ¬Ã¢â‚¬Å" inevitable in organisations, but the degree should be appropriate. * Scalar chain  aâ‚ ¬Ã¢â‚¬Å" graduated lines of authority should exist from the top to the bottom of the organisation. * Order  aâ‚ ¬Ã¢â‚¬Å" workers and materials should be in their prescribed place. * Equity  aâ‚ ¬Ã¢â‚¬Å" combining clemency with justice. Tenure of personnel  aâ‚ ¬Ã¢â‚¬Å" adequate time for settling into jobs should be allowed. * Initiative  aâ‚ ¬Ã¢â‚¬Å" should be encouraged within the boundaries of authority and discipline. You read "Acca F1 Chapter 4" in category "Papers" * Esprit de corps  aâ‚ ¬Ã¢â‚¬Å" harmony and teamwork should be encouraged in the organisation. Fayol  believed that a manager obtained the best performancefrom his workforce by leadership qualities, by his knowledge of thebusiness and his workers, and by his ability to instil a sens e ofmission. Test your understanding 3 Which of the following are elements of management as identified by  Fayol. AControl. BMotivation. CCommunication. DCompromise. The implications of  Taylor’s  scientific management are as follows: * Workers should be set high targets, but should be well rewarded for achieving them. * Working methods should be analysed ‘scientifically’, including the timing of work. * Management should plan and control all the workers’ efforts, leaving little discretion for individual control over working methods. While there may be areas where these principles are still relevant,most modern theorists would argue that a more progressive approach isneeded where: * It is recognised that there is not always a ‘best’ way of doing a particular job. Employees can often have considerable insight into a job and can make important suggestions for improvements. * Many workers can be motivated by other methods than tight control and financial reward. These issues are discussed in more details later in this chapter. Illustration 4 aâ‚ ¬Ã¢â‚¬Å" Theories of management The classical approach is still being utilised today since this isthe principle applied in most call centres: targets are set for thenumber of calls to be taken in a predetermined time period and reward isbased on the achievement of the target. Test your understanding 4 Which one of the following statements is closest to the beliefs of the classical school? AEmphasis on social groups. BEmphasis on the task to be done rather than the person doing it. CEmphasis on the person rather than the task. DEmphasis on encouraging people to reach their full potential. 2. 2 The human relations school Research carried out by  Mayo  at the General ElectricCompany in Chicago concluded that group relationships andmanagement-worker communication were far more important in determiningemployee behaviour than were physical conditions (e. . lighting andnoise) and the working practices imposed by management. Also, wagelevels were not the dominant motivating factor for most workers. Further research established the following propositions of the human relations school. * Employee behaviour depends primarily on the social and organisational circumstances of work. * Leadership style, group cohesion and job satisfaction are major determinants of the outputs of the working group. * Employees work better if they are given a wide range of tasks to complete. Standards set internally by a working group influence employee attitudes and perspectives more than standards set by management. The usefulness of the human relations approach The school explicitly recognised the role of interpersonalrelations in determining workplace behaviour, and it demonstrated thatfactors other than pay can motivate workers. However, the approachpossibly overestimates the commitment, motivation and desire toparticipate in decision making of many employees. Test your understanding 5 Which one of the following statements is closest to the beliefs of the human relations school? AEmphasis on social groups. BEmphasis on the task to be done rather than the person doing it. CEmphasis on one best approach. DEmphasis on hierarchy of management. 2. 3 Modern writers Contributions made by modern writers on management include: * Contingency approach (‘no one best approach’)  aâ‚ ¬Ã¢â‚¬Å" contingency theorists do not ignore the lessons learnt from earlier theorists, but adapt them to suit particular circumstances. * Behaviouralism  aâ‚ ¬Ã¢â‚¬Å" concerned with the personal adjustment of the individual within the work organisation and the effects of group relationships and leadership styles. Systems theory  aâ‚ ¬Ã¢â‚¬Å" expresses a manger’s role as being a co-ordinator of the elements of a system, of which people are only one part. Expandable text – systems theory Systems theory takes the view that an organisation is a socialsystem, consisting of individuals who co-operate together within aformal framework, drawing resources fro m their environment and puttingback into that environment the products they produce or the servicesthey offer: * in doing so the input is converted into the final product or service, hopefully with value being added * an organisation does not exist in a vacuum. It depends on its environment and is part of larger systems, such as society, the economic system and the industry to which it belongs. Examples of the other systems include an information system, production system and a communication system. Drucker  identified five basic operations in the work of a manager. Managers: Expandable text * Set objectives  aâ‚ ¬Ã¢â‚¬Å" determining what they should be and what the goals in each area should be. They decide what has to be done to reach these objectives and make them effective by communicating them to the people who are going to perform them. Organise  aâ‚ ¬Ã¢â‚¬Å" analysing the activities, decisions and relations needed. They classify the work, divide it into manageable activities and further divide the activities into manageable jobs. They group the units and jobs, and select people for the management of the units and for the jobs to be done. * Motivate and communicate  aâ‚ ¬Ã¢â‚¬Å" making a team out of the people that are responsible for various jobs. * Establish yardsticks  aâ‚ ¬Ã¢â‚¬Å" by making measurements available, which are focused on the performance of the whole organisation and which, at the same time, focus on the work of the individual and help them to do it. Managers analyse, appraise and interpret performance. * Develop people, including themselves. Mintzberg  identified ten skills which managers need if theyare to develop greater effectiveness, and grouped them together underthree categories, interpersonal, informational and decisional. Test your understanding 6 Is the following statement in line with  Mintzberg’s  approach? ‘The manager in the informational role combines being a spokesperson and disseminator with being a monitor of information. ‘ 3 Managerial authority and responsibility Authority refers to the relationship between the participants in an organisation. * Authority is the right to give orders and the power to exact obedience  (Fayol). * Authority is the right to do something, or ask someone else to do it and expect it to be done. * Authority is thus another word for legitimate power. Illustration 5 aâ‚ ¬Ã¢â‚¬Å" Managerial authority and responsibility When analysing the types of authority which a manager or department may have the following terms are often used: * Line authority  aâ‚ ¬Ã¢â‚¬Å" the authority a manger has over a subordinate, down the vertical chain (or line) of command. Staff authority  aâ‚ ¬Ã¢â‚¬Å" is the authority one manager or department may have in giving specialist advice to another manager or department, over which there is no line authority. (HR department advising the accounts manager on interviewing techniques. ) * Functional authority  aâ‚ ¬Ã¢â‚¬Å" is a hybrid of line and staff authority, whereby a manager setting policies and procedures for the company as a whole has the authority in certain circumstances, to direct, design or control activities or procedures of another department. (A finance manager has authority to require timely budgetary control reports from other departmental/line managers. Test your understanding 7 If a manager justifies an instruction to a subordinate by saying’because I am your superior’ the manager is relying on which of thefollowing bases of authority? AFunctional BStaff CLine Responsibility is the liability of a person to be called to account for his or her actions. * Responsibility expresses the obligation a person has to fulfil a task, which he or she has been given. A person is said to be responsible for a piece of work when he or she is required to ensure that the work is done. * Responsibility is the obligation to use delegated powers. The important point is that managers and supervisors are ultimately responsible for the actions of their subordinates; the term ‘accountable’ is often used. * It is accountability for the performance of specified duties or the satisfactory achievement of defined company objectives. * Because responsibility is an obligation owed, it cannot be delegated. * No superior can escape responsibility for the activities of subordinates, for it is the supervisor who delegates authority and assigns the duties. Test your understanding 8 Which of the following statements could be a definition of responsibility? ALiability to be called to account. BAccountability for actions. CAn obligation owed. John French and Bertram Raven  identified five sources or bases of power. * Reward  power aâ‚ ¬Ã¢â‚¬Å" is based on one person having the ability to reward another person for carrying out orders or meeting other requirements. * Coercive  power aâ‚ ¬Ã¢â‚¬Å" is based on one person’s ability to punish another for not meeting requirements, is the negative side of reward power. * Expert  power aâ‚ ¬Ã¢â‚¬Å" is based on the perception or belief that a person has some relevant expertise or special knowledge that others do not. Referent  power aâ‚ ¬Ã¢â‚¬Å" is based on one person’s desire to identify with or imitate another. * Legitimate  power aâ‚ ¬Ã¢â‚¬Å" the power derived from being in a position of authority within the organisational structure aâ‚ ¬Ã¢â‚¬Å" according to the position they hold within the organisation. Illustration 6 aâ‚ ¬Ã¢â‚¬Å" Managerial autho rity and responsibility If a manager justifies an instruction to a subordinate by saying’because I am a qualified accountant’ the manager is relying on which ofthe following bases of power? AReferent BReward CLegitimate DExpert Solution D Test your understanding 9 If a manager justifies an instruction to a subordinate by saying’because I am your superior’ the manager is relying on which of thefollowing bases of authority? AReferent BReward CLegitimate DExpert In every position authority and responsibility should correspond (principle of correspondence): * Having responsibility without authority  aâ‚ ¬Ã¢â‚¬Å" supervisor may be held responsible for time keeping but does not have the authority to discipline subordinate for poor time-keeping. The supervisor is powerless to achieve the levels upon which his or her performance is being judged. This supervisor is likely to become frustrated, stressed and demotivated. Performance is likely to suffer. Conflict will occur if the supervisor fails the task due to lack of co-operation caused by lack of authority. * Having authority without responsibility  aâ‚ ¬Ã¢â‚¬Å" personnel department employ an individual but will have no responsibility for the employee; they are in a position of false security. Managers not held accountable for their authority may exercise their authority in an irresponsible way, which may not be to the benefit of the organisation. They may take unacceptable risks, because the consequences of decisions will not rebound on them. The control mechanisms of the organisation depend on accountability. Test your understanding 10 John has just joined a small accounts department. The financialcontroller is taken ill. John has been told that he needs to prepare themanagement accounts and requires information regarding salaries. Thepayroll department are not happy about giving John the informationrequired. What is the underlying cause of the problem? 4 Theories of leadership approaches 4. 1 The action-centred approach (Adair) Adair  suggests that any leader has to strive to achieve three major goals while at the same time maintaining a position as an effective leader. * Adair’s action-centred leadership model looks at leadership in relation to the needs of the task, individual and group. Test your understanding 11 The table below includes needs that managers have to action. Suggest whether they are likely to be a ssociated with individual, taskor group needs. 4. 2 The contingency approach (Fiedler) Contingency theory sees effective leadership as being dependenton a number of variable or contingent factors. There is no one right wayto lead that will fit all situations; rather it is necessary to lead ina manner that is appropriate to a particular situation. Fiedler’s contingency theory * Fiedler  studied the relationship between style of leadership and effectiveness of the work group. Two styles of leader were identified. Psychologically distant managers (PDMs). * Maintain distance from their subordinates by formalising roles and relationships within the team. * Are withdrawn and reserved in their interpersonal relationships. * Prefer formal communication and consultation methods rather than seek informal opinion. Judge subordinates on the basis of performance and are primarily task-orientated. * Fiedler found that leaders of the most effective work groups actually tend to be PDMs. Psychologically close managers (PCMs) * Do not seek to formalise roles and relationships. * Prefer informal contacts to regular formal staff meetings. * They are more concerned to maintain good human relationships at work to ensure that tasks are carried out efficiently. * Fiedler  concluded that a structured (or psychologically distant) style works best when the situation is either very favourable or very unfavourable to the leader. On the other hand, a supportive (or psychologically close) style works best when the situation is moderately favourable to the leader. * He further suggested that group performance would be contingent upon the appropriate matching of leadership styles and the degree of favourableness of the group situation for the leader. Fiedler  went on to develop his contingency theory in ‘Atheory of leadership effectiveness’, in which he argued that theeffectiveness of the workgroup depended on the situation. The leadershipsituation is made up of three key variables: * The relationship between the leader and the group (trust, respect and so on). The extent to which the task is defined and structured. * The power of the leader in relation to the group. Illustration 7 aâ‚ ¬Ã¢â‚¬Å" Theories of leadership approaches Fiedler  suggested that a situation is favourable to theleader when the leader is liked and trusted by the group, the tasks ofthe group are clearly defined and the power of the leader to reward andpunish the team, with organisational backing, is high. Test your understanding 12 The accounts manager holds a departmental meeting every Monday at 10. 00 am. How would  Fiedler  define this manager? 4. 3 Transformational leadership (Bennis) Some of the values used to distinguish between managers and leaders have also been identified as: * Transactional leaders aâ‚ ¬Ã¢â‚¬Å" see the relationship with their followers in terms of a trade: they give followers the rewards they want in exchange for service, loyalty and compliance. * Transformational leaders aâ‚ ¬Ã¢â‚¬Å" see their role as inspiring and motivating others to work at levels beyond mere compliance. Only transformational leadership is said to be able to change team/organisational cultures and create a new direction. Expandable text Bennis  is an influential American author on leadership andchange. He focuses on the need to inspire change rather than imposingit. He identifies five ‘avenues of change’: * Dissent and conflict aâ‚ ¬Ã¢â‚¬Å" top management impose change by means of their position of power, the result being rancour amongst those affected. * Trust and truth aâ‚ ¬Ã¢â‚¬Å" management must gain trust, express their vision clearly, and persuade others to follow. * Cliques and cabals aâ‚ ¬Ã¢â‚¬Å" cliques have power, money and resources; cabals have ambition, drive and energy. Unless the cliques can co-opt the cabals, revolution is inevitable. * External events aâ‚ ¬Ã¢â‚¬Å" forces of society can impose change, e. . by new government regulation or through overseas competition. * Culture or paradigm shift aâ‚ ¬Ã¢â‚¬Å" changing the corporate culture is the most important avenues of change. Test your understanding 13 When organisational change requires a change in structure and/orculture would the organisation require a transformational ortransactiona l leader? 4. 4 Managing change (Kotter) Kotter  set out the following change approaches to deal with resistance: Test your understanding 14 Training in the use of a new information system is a means of overcoming resistance to change by: AFacilitation and support. BEducation and communication. CParticipation and involvement. DNegotiation and agreement. 4. 5 Leadership to mobilise (Heifetz) Heifetz  argues that the role of the leader is to help people face reality and to mobilise them to make change. Heifetzsuggests that the old approach to leadership was that leaders had theanswers, the vision and then needed to persuade people to sign up forthe change. Heifetz believes that leaders provide direction but do nothave to offer definite answers and should mobilise people to tackle thetough challenges for themselves. Leaders have two choices when resolving a situation: Technical change aâ‚ ¬Ã¢â‚¬Å" the application of current knowledge, skills and or tools to resolve a situation. * Adaptive change aâ‚ ¬Ã¢â‚¬Å" is required when the problem cannot be solved with existing skills and knowledge and requires people to make a shift in their values, expectations, attitudes or habits of behaviour. This is often required to ensure organisational survi val. Expandable text Heifetz  suggests four principles for bringing about adaptive change: * Recognition that the change requires an adaptive approach and understanding the values that need to be shifted and the issues that need to be resolved to make the shift possible. Adaptive change causes unhappiness in the people being led; adaptive change requires the right level of stress to be applied: too little stress and people do not appreciate the need for change: too much stress and there will be no ‘buy-in’. * Keep focused on the real issue of realising the change; do not spend too much time on stress-reducing distractions. * Ensure the people who need to make the change take responsibility and face the reality of doing the work of change for themselves. Leaders provide the direction, posing well-structured questions, rather than offering definite answers. Leadership styles 5. 1 Blake and Mouton Robert Blake and Jane Mouton  carried out research intomanagerial behavi our and observed two basic dimensions of leadership:concern for production (or task performance) and concern for people. Based on the results of staff questionnaires, managers can then be plotted on  Blake and Mouton’s grid. 1. 1 Management impoverished  aâ‚ ¬Ã¢â‚¬Å" this manager only makesminimum effort in either area and will make the smallest possible effortrequired to get the job done. 1. ‘Country Club’ management  aâ‚ ¬Ã¢â‚¬Å" this manager is thoughtfuland attentive to the needs of the people, which leads to a comfortablefriendly organisation atmosphere but very little work is actuallyachieved. 9. 1 Task management  aâ‚ ¬Ã¢â‚¬Å" this manager is only concerned with production and arranges work in such a way that people interference is minimised. 5. 5 ‘Middle of the road management’  aâ‚ ¬Ã¢â‚¬Å" this manager is able to balance the task in hand and motivate the people to achieve these tasks. 9. 9 Team management  aâ‚ ¬Ã¢ €Å" this manager integrates the two areas to foster working together and high production to produce true team leadership. Blake and Mouton’s  grid can be used to assess the currentbehavioural style of a manager and then plan appropriate training anddevelopment to enable them to move towards 9. 9. Test your understanding 15 Using the scores shown on the above grid, make suggestions as tohow this particular manager could improve his/her managerial style. 5. 2 Ashridge The research unit at  Ashridge Management  College distinguished four different management styles. Tells (autocratic)  aâ‚ ¬Ã¢â‚¬Å" the manager makes all the decisions and issues instructions which must be obeyed without question. Strengths: * Quick decisions can be made when required. The most efficient type of leadership for highly-programmed work. Weaknesses: * Communications are one-way, neglecting feedback and potential for upward communication or team member input. * Does not encourage initiative or commitment from subordinates, merely compliance. Sells (persuasive)  aâ‚ ¬Ã¢â‚¬Å" the manager still makes all thede cisions, but believes that team members must be motivated to acceptthem in order to carry them out properly. Strengths: * Team members understand the reason for decisions. * Team members may be more committed. * Team members may be able to function slightly better in the absence of instruction. Weaknesses: * Communications are still largely one-way. * Team members are not necessarily motivated to accept the decision. * It still doesn’t encourage initiative or commitment. Consults (participative)  aâ‚ ¬Ã¢â‚¬Å" the manager confers with the team and takes their views into account, although still retains the final say. Strengths: * Involves team members in decisions, encouraging motivation through greater interest and involvement. * Consensus may be reached, enhancing the acceptability of the decision to team members. * The quality of the decision may benefit from the input of those who do the work. * Encourages upward communication. Weaknesses: * May take longer to reach decisions (especially if consensus is sought). * Team member input may not enhance the quality of the decision. * Consultation can be a faA §ade for a basic ‘sells’ style. Joins (democratic)  aâ‚ ¬Ã¢â‚¬Å" the leader and the team members make the decision together on the basis of consensus. Strengths: * Can provide high motivation and commitment from team members. * Empowers a team member to take the initiative (e g. in responding flexibly to customer demands and problems). * Shares other advantages of the ‘consults’ style (especially where team members can add value). Weaknesses: May undermine the authority of the manager. * May further lengthen the decision-making process. * May reduce the quality of the decision because of the politics of decision making. Test your understanding 16 For each of the statements made by managers listed below, choose an Ashridge leadership style that best describes the statement. Ch apter summary Test your understanding answers Test your understanding 1 * Planning the work of the department. * Ensuring by adequate supervision that the work is completed as far as possible according to plan. * Maintaining discipline in the department. * Undertaking the task when required. Having knowledge and ability in all aspects of health, safety and employment legislation that applies to his or her subordinates. Test your understanding 2 C Test your understanding 3 A only Test your understanding 4 B Test your understanding 5 A Test your understanding 6 Yes Test your understanding 7 C Test your understanding 8 A, B and C Test your understanding 9 C Test your understanding 10 John has been given the responsibility for completing a task but without the authority. Test your understanding 11 Test your understanding 12 Psychologically distant manager. Test your understanding 13 Transformational. Test your understanding 14 A Test your understanding 15 The manager illustrated in the above grid is showing good concernfor production (although this can be strengthened further) but is weakin terms of concern for employees. Further investigation would then becarried out to determine why this is the case and in what ways such alack of concern is exhibited. Then rectifying action can be taken. For example: * Attend a training course on people skills and motivation. * Involve staff in more decisions. * Treat staff as valuable assets; adopt an open door policy. Test your understanding 16 How to cite Acca F1 Chapter 4, Papers