Management Theory of Mary Parker Follett

Management Theory of Mary Parker Follett Wh?t i? th? m??ning ?f m?n?g?m?nt t?d???Ev?r??n? m?n?g?? ??m?thing, ?v?n if it just th?m??lv??, their ??r??n?l fin?n??? ?r their time.Th? ????n?? ?f m?n?g?m?nt i? t? ??hi?v? a g??l ?? ?ffi?i?ntl? as ????ibl?.You could m?n?g? ??ur h?lid?? by carefully planning h?w t? spend every day ?r you could just g? and d? wh?t?v?r appeals to ??u moment by moment. B? m?n?ging your holiday, you m?k? better u?? ?f your tim? ?nd get m?r? ?ut of your holiday.F?r this r????n, management i? v?r? mu?h lik? inv??tm?nt.Managers h?v? r???ur??? to inv??t â€" their ?wn time and talent as w?ll ?? human and fin?n?i?l resources.The goal ?r fun?ti?n of m?n?g?m?nt i? t? g?t th? b??t return ?n th??? r???ur??? b? g?tting things d?n? efficiently. Thi? doesn’t entail b?ing m??h?ni??l.The manager’s style i? a situational issue. With highl? ?kill?d ?nd ??lf-m?tiv?t?d knowledge workers, th? m?n?g?r mu?t be very empowering.Wh?r? the workforce is less ?kill?d ?r m?tiv?t?d, the m?n?g?r m?? n??d t? m?nit?r output m?r? cl osely.M?N?G?M?NT TH??R?M?n?g?m?nt theories ?r? im?l?m?nt?d t? h?l? in?r???? ?rg?niz?ti?n?l ?r?du?tivit? and service quality.N?t m?n? managers use a ?ingul?r th??r? ?r concept when im?l?m?nting ?tr?t?gi?? in the w?rk?l???: They commonly use a combination ?f a number ?f th??ri??, d???nding ?n th? w?rk?l???, ?ur???? and w?rkf?r??.Contingency theory, ?h??? th??r? ?nd ???t?m? th??r? ?r? ???ul?r m?n?g?m?nt theories. Theory X and Y, whi?h addresses m?n?g?m?nt ?tr?t?gi?? f?r w?rkf?r?? m?tiv?ti?n, is also implemented t? help in?r???? worker ?r?du?tivit?.In thi? article, we ?r? g?ing t? b? t?lking about m?n?g?m?nt th??r? as w?? d?v?l???d b? M?r? P?rk?r Follett.MARY P?RK?R FOLLETT’S M?N?G?M?NT THEORY Among th? m?n? contributors t? administrative thought, M?r? Parker F?ll?tt occupies a ?r?min?nt place, in what w?? th?n l?rg?l? a m?n’? world.Sh? turn?d h?r ?tt?nti?n fr?m th? traditional ?ubj??t? of ?tud? â€" th? ?t?t? ?r th? ??mmunit? â€" to ??n??ntr?t? on th? ?tud? ?f indu?tr?.In thi? ??nt? xt, ?h? n?t only ?v?lv?d ?rin?i?l?? of human association ?nd ?rg?niz?ti?n ????ifi??ll? in t?rm? ?f indu?tr?, but ?l?? ??nvin??d l?rg? numb?r? ?f businessmen ?f th? practicability ?f th??? principles in d??ling with current ?r?bl?m?.F?ll?tt blended theory, fact ?nd id??l ?dmir?bl?.She d?m?n?tr?t?d her b?li?f? by dr?wing illu?tr?ti?n? almost from ?v?r? walk ?f lif? â€" fr?m th? affairs ?f government, industry and bu?in???, h?m?, war and ?????, int?rn?ti?n?l in?tituti?n? and wh?r?v?r men and w?m?n liv?d and w?rk?d together.Sh? w?? a gifted writ?r with a r?r? capacity f?r ?r???nting original id??? with gr??t ?im?li?it? and lu?idit?.H?r writing? ?r? replete with practical wisdom, deep flashes of intuiti?n, und???rtm?nt?liz?d thinking ?nd ?n ?ll-??rv?ding ??irit of democratic dynamism.M?n? ?f those associated with the ‘?l???i??l’ or scientific m?n?g?m?nt m?v?m?nt lik? Ordw?? T??d, H?nri Fayol, Oliv?r Sh?ld?n ?nd Lyndall Urwick w?r? influ?n??d b? the philosophy of F?ll?tt. T? read m?r? ?b?ut Follett’s w?rk.F?ll?tt’? major ideas could b? di??u???d und?r th? following subtopics:C?n?tru?tiv? C?nfli?t,C??rdin?ti?n,P?w?r, Auth?rit? ?nd C?ntr?l andL??d?r?hi?.1. Constructive ConflictF?ll?t ?rgu?? th?t conflict, ?? a n?tur?l ?nd in?vit?bl? ??rt ?f lif?, does not n??????ril? h?v? t? l??d t? deleterious outcomes.R?th?r, if ???r???h?d with th? right ?n?l?ti??l ?nd im?gin?tiv? t??l? a ??nfli?t ??n ?r???nt ?n opportunity f?r ???itiv? ?r constructive d?v?l??m?nt.Follet’s d?finiti?n ?f ??nfli?t as diff?r?n?? i? a bit un??nv?nti?n?l.Sh? ?rgu?? that diff?r?n??? or conflict ?f interest in it??lf, d??? not m?k? a ??nfli?t.A???rding to Follet, th?r? ?r? thr?? ways to respond t? conflict:D?min?n??: D?min?n?? m??n? victory ?f ?n? side ?v?r th? ?th?r. Thi? w?rk? in the ?h?rt t?rm, but i? unproductive in th? l?ng run (to m?k? h?r ??int F?ll?t ?r???i?ntl? refers t? th? results ?f “Th? W?r” â€" WWI).C?m?r?mi??: C?m?r?mi?? means ???h party h?ving to give u? ??m?thing f?r the ??k? ?f a m??ningful r?du?ti?n ?f fri?ti?n. F?r be it fr?m id??l, ??m?r?mi?? ?ft?n leaves parties un??ti?fi?d â€" h?ving giv?n u? ??m?thing of v?lu?.Int?gr?ti?n: int?gr?ti?n, th? ??ti?n ?h?m?i?n?d by F?ll?t, means ?r??tiv?l? incorporating the parties’ fund?m?nt?l d??ir??/int?r??t? int? th? ??luti?n. Wh?n tw? d??ir?? ?r? int?gr?t?d, th?t means th?t a solution h?? b??n found in whi?h b?th d??ir?? h?v? f?und a place that neither ?id? h?? had t? ???rifi?? ?n?thing.Let us take ?n? ?f h?r illu?tr?ti?n. “In th? Harvard Library one d??, in one ?f th? ?m?ll?r r??m?, someone wanted the wind?w ???n. I w?nt?d it ?hut. We ???n?d th? window in the n?xt r??m, wh?r? n? one was ?itting. Thi? was not a compromise b???u?? th?r? was n? ?urt?iling ?f desire; we b?th g?t wh?t w? r??ll? wanted. For I did not w?nt a ?l???d room, I ?im?l? did n?t w?nt th? north wind t? blow directly ?n m?; lik?wi?? the ?th?r ???u??nt did n?t want th?t ??rti?ul?r wind?w ???n, he m?r?l? w?nt?d more air in th? r??m….”  â€¦ ..On? ?dv?nt?g? of int?gr?ti?n ?v?r ??m?r?mi?? I h?v? n?t yet mentioned. If we get ?nl? compromise, the ??nfli?t will come u? again ?nd ?g?in in some ?th?r form, f?r in ??m?r?mi?? w? giv? u? ??rt ?f our desire, ?nd b???u?? w? ?h?ll not b? ??nt?nt to r??t th?r?, sometime w? shall tr? to g?t the wh?l? ?f our desire. W?t?h indu?tri?l ??ntr?v?r??, w?t?h international controversy, and ??? h?w ?ft?n thi? ???ur?. Onl? int?gr?ti?n really stabilizes. But th? ?t?biliz?ti?n I d? n?t m??n ?n?thing ?t?ti?n?r?. N?thing ?v?r stays ?ut. I m??n ?nl? th?t th?t ??rti?ul?r ??nfli?t i? settled ?nd th? n?xt ???ur? on a high?r l?v?l.  F?ll?t is cognizant th?t int?gr?tiv? bargaining i? not ?lw??? a vi?bl? option (?h? ?r?vid?? the ?x?m?l? of tw? men v?ing f?r one w?m?n), and that there ?r? a lot ?f ?b?t??l?? that g?t in th? way of cooperative n?g?ti?ti?n.Th??? include, ?n th? ?n? h?nd, a natural distaste f?r ?u?rr?lling, ?nd on th? ?th?r, a fighting zero-sum m?nt?lit?.Th? m?th?d to int?gr?tiv? bargaining ?? ??rding t? F?ll?t i? t? bring th? r??l diff?r?n??? out int? th? ???n. Taking h?r cues fr?m psychology, ?h? writ??:Th? ????hi?tri?t t?ll? hi? patient that he cannot h?l? him unless he is h?n??t in wanting hi? ??nfli?t t? ?nd. Th? “un??v?ring” which ?v?r? b??k on ????h?l?g? has rubb?d into us fr?m ??m? ???r? n?w ?? a ?r????? of th? utmost importance f?r solving th? ??nfli?t?, whi?h the individu?l h?? within him??lf, i? equally important f?r the r?l?ti?n? b?tw??n gr?u??, classes, r????, ?nd n?ti?n?. In bu?in???, the employer, in d??ling either with his associates ?r his ?m?l?????, has to g?t und?rn??th ?ll th? camouflage, has t? find the r??l d?m?nd as against th? d?m?nd put f?rw?rd, di?tingui?h d??l?r?d m?tiv? from real m?tiv?, ?ll?g?d cause fr?m real cause, ?nd to r?m?mb?r th?t ??m?tim?? th? underlying motive i? deliberately ??n???l?d ?nd th?t sometimes it ?xi?t? un??n??i?u?l?. Th? fir?t rul?, then, f?r ?bt?ining integration is t? ?ut ??ur ??rd? on the t?bl?, f??? the real i??u?, un??v?r th? conflict, bring th? wh?l? thing int? th? ???n….  Thi? t??? ?f “uncovering”, in th? context ?f conflict and productive n?g?ti?ti?n?, ?x?l?in?d F?ll?t, often l??d? t? a “r?v?lu?ti?n” of one’s d??ir?? ?nd int?r??t?.An?th?r w?? ?f ???ing this is that un??v?ring leads ????l? t? m?v? from position t? int?r??t-b???d thinking ?nd negotiation.Bases of IntegrationIf, th?n, w? d? n?t think th?t differing n??????ril? means fighting, ?v?n wh?n tw? d??ir?? b?th ?l?im right of way, if w? think that int?gr?ti?n is m?r? profitable than ??nqu?ring ?r ??m?r?mi?ing, th? first ?t?? t?w?rd? this ??n?umm?ti?n is to bring differences into the ???n.W? cannot h??? t? integrate ?ur differences unless we know wh?t they ?r?.Th? fir?t rule th?n, for ?bt?ining int?gr?ti?n i? t? ?ut ??ur ??rd? on th? t?bl?, f??? th? r??l i??u?, uncover th? ??nfli?t, bring th? whole thing out int? the open.One ?f the m??t im??rt?nt r????n? f?r bringing th? d??ir?? of ???h ?id? t? a ?l??? where they ??n b? c learly examined is th?t evaluation ?ft?n l??d? t? revaluation.W? ?r?gr??? b? a r?v?lu?ti?n ?f desire, but u?u?ll? we d? n?t stop t? examine d??ir? until ?n?th?r i? disputing right of w?? with it.This ??n???ti?n ?f th? r?v?lu?ti?n ?f desire is n??????r? to keep in th? foreground ?f our thinking in d??ling with ??nfli?t, f?r n?ith?r side ?v?r ‘gives in’ really, it i? h???l??? t? ?x???t it, but there often comes a moment when there is a ?imult?n??u? r?v?lu?ti?n ?f int?r??t? on b?th sides and unit? precipitates it??lf.F?ll?t ?tr????? th? importance ?f int?rr?l?ti?n in d??ling with ??nfli?t.Sh? speaks ?f circular r????n??: A ??t?, B r???t?, A r???t? t? B’s r???ti?n, etc. “Th? ??n???ti?n of ?ir?ul?r response thr?w? mu?h light on ??nfli?t”, F?ll?t ????, “for n?w I r??liz? that I ??n n?v?r fight you, I ?m ?lw??? fighting ??u plus m?. I h?v? put thi? w??: Th? r????n?? i? ?lw??? t? a r?l?ti?n. I r????nd, n?t only t? ??u, but th? r?l?ti?n? between ??u ?nd m?.”Obstacles to Integra tionAn?th?r obstacle t? integration i? th?t ?ur w?? of lif? has h?bitu?t?d many ?f us t? enjoy domination. Integration ???m? t? m?n? a tamer affair; it l??v?? n? ‘thrill?’ ?f conquest.An?th?r obstacle to int?gr?ti?n is that th? m?tt?r in di??ut? i? often th??ri??d ?v?r in?t??d of being t?k?n up ?? a ?r?????d ??tivit?. I think thi? i? im??rt?nt in bu?in??? ?dmini?tr?ti?n.Intellectual ?gr??m?nt ?l?n? does n?t bring full int?gr?ti?n. A ??ri?u? ?b?t??l? t? int?gr?ti?n which ?v?r? business man ?h?uld ??n?id?r i? th? l?ngu?g? u??d.I have l?ft unt?u?h?d one ?f th? ?hi?f ?b?t??l?? t? int?gr?ti?n â€" namely, th? undu? influ?n?? ?f l??d?r? â€" th? manipulation of the un??ru?ul?u? ?n th? ?n? h?nd ?nd th? ?ugg??tibilit? ?f the ?r?wd on th? ?th?r.Moreover, ?v?n wh?n the power ?f ?ugg??ti?n i? n?t u??d deliberately, it ?xi?t? in all m??ting? between ????l?; the wh?l? ?m?ti?n?l field of hum?n intercourse h?? t? b? t?k?n full? int? ????unt in dealing with m?th?d? of r???n?ili?ti?n.2. Coordinati onIn ?n ?rg?ni??ti?n, there are m?n? individu?l?, gr?u?? ?nd d???rtm?nt?. Th?? ??rf?rm m?n? diff?r?nt activities. Co-ordination m??n? to int?gr?t? (i.?. bring together) th??? ??tiviti?? for ??hi?ving th? objectives of th? ?rg?ni??ti?n.C??rdin?ti?n is done t? achieve th? objectives of th? organization. It i? a ?r????? whi?h is n?t fix?d. It applies t? group activities, n?t an individu?l ??tiviti??.C??rdin?ti?n ?n??ur?g?? team ??irit. It giv?? ?r???r dir??ti?n t? the ?rg?ni??ti?n. It m?tiv?t?? the ?m?l?????. It makes ?r???r use of the r???ur???. C??rdin?ti?n affects ?ll th? fun?ti?n? of management.Th?r?f?r?, it is ?l?? ??ll?d th? E???n?? ?f M?n?g?m?nt.Follett’s Four Principles of CoordinationM?r? Parker Follett gave f?ur m?in Principles ?f C??rdin?ti?n.These f?ur ?rin?i?l?? ?f ??-?rdin?ti?n ?r? ??ll?d ?r? Folletts Prin?i?l?? ?f Coordination. Th??? f?ur ?rin?i?l?? mu?t b? f?ll?w?d to make ??-?rdin?ti?n ?ff??tiv?.a. Principle of Early StageA???rding to thi? ?rin?i?l?, ???rdin?ti?n mu? t start ?t ?n ??rl? stage in the m?n?g?m?nt ?r?????. It must start during th? planning stage.Thi? will r??ult in making the b??t plans and im?l?m?nting th??? plans with ?u?????.If ???rdin?ti?n is ?t?rt?d ??rl? only th?n ?ll the management functions will b? ??rf?rm?d successfully.Thu? b? initi?ting proper coordination th? ?rg?ni??ti?n will achieve all it? objectives easily ?nd quickly.b. Principle of ContinuityAccording t? this principle, ???rdin?ti?n mu?t be a continuous process.It mu?t n?t be a ?n?-tim? ??tivit?.Th? ?r????? of ???rdin?ti?n must b?gin wh?n the organization ?t?rt?, and it mu?t continue until th? organization ?xi?t?.C??rdin?ti?n mu?t b? d?n? ??ntinu?u?l? during th? m?n?g?m?nt ?r?????. It mu?t be d?n? during ?l?nning, ?rg?ni?ing, directing and ??ntr?lling.c. Principle of Direct ContactA???rding t? thi? ?rin?i?l?, all m?n?g?r? mu?t have a Dir??t Contact with th?ir ?ub?rdin?t??. Thi? will r??ult in g??d r?l?ti?n? b?tw??n the m?n?g?r ?nd their subordinates.This is b???u?? dir??t ??nt??t helps t? ?v?id mi?und?r?t?nding?, misinterpretations and disputes between m?n?g?r? and subordinates.It ?n?bl?? the managers to ???rdin?t? ?ll th? different ??tiviti?? of th?ir subordinates effectively ?nd ?ffi?i?ntl?.d. Principle of Reciprocal RelationsThe d??i?i?n? and ??ti?n? ?f ?ll th? ????l? (i.?. of ?ll m?n?g?r? ?nd ?m?l?????) ?nd d???rtm?nt? ?f th? ?rg?ni??ti?n ?r? int?r-r?l?t?d.S?, the decisions and actions ?f ?n? ??r??n ?r d???rtm?nt will ?ff??t ?ll other persons ?nd d???rtm?nt? in the ?rg?ni??ti?n.Th?r?f?r?, before taking any d??i?i?n ?r ??ti?n all m?n?g?r? mu?t first find ?ut th? ?ff??t ?f th?t d??i?i?n ?r ??ti?n on ?th?r ??r??n? ?nd d???rtm?nt? in the ?rg?ni??ti?n.Thi? i? called th? Prin?i?l? ?f R??i?r???l Relations. C?-?rdin?ti?n will be successful only if thi? ?rin?i?l? is f?ll?w?d properly.3. Power, Authority and ControlF?ll?tt gives special attention to the ?r?bl?m? of P?w?r, Auth?rit? and Control.Sh? r?v??l? profound, ??n?tr?ting ?nd ?trikingl? ?rigin ?l in?ight? in h?r ?n?l??i? ?f ??w?r.PowerShe defines P?w?r ?? “th? ability t? m?k? thing? happen, to be a ??u??l ?g?nt, to initiate ?h?ng?”.Power i? th? capacity t? produce intended ?ff??t?. It is ?n in?tin?tiv? urge inherent in ?ll hum?n b?ing?. Sh? m?k?? a distinction b?tw??n ‘Power-Over’ ?nd ‘P?w?r-With’.Th? f?rm?r m?? tend t? be ‘coercive-power’ whil? th? latter i? a jointly developed ‘coactive-power’. Power-With is ?u??ri?r to Power-Over, as it is a ??lf-d?v?l??ing ?ntit? whi?h ?r?m?t?? better understanding, reduces fri?ti?n and ??nfli?t ?nd 8 ?n??ur?g?? ?????r?tiv? endeavour.However, F?ll?tt does n?t think it possible t? get rid of ??w?r-?v?r, but thinks that one ?h?uld tr? to r?du?? it.Thi? ??n b? ????m?li?h?d by int?gr?ting th? d??ir??, ?b??ing th? law ?f situation ?nd thr?ugh fun?ti?n?l unit?.In a fun?ti?n?l unity, ???h h?? his/her fun?ti?n? ?nd he or she should h?v? the authority and responsibility whi?h g? with that fun?ti?n.Follett also b?li?v?? that power can n?v?r b? delegated ?r h?nd?d ?ut ?r wrenched fr?m someone ?? it i? th? r??ult ?f kn?wl?dg? and ?bilit?.But, she feels, we ??n ?r??t? ??nditi?n? f?r th? d?v?l??m?nt ?f ??w?r.AuthorityF?ll?tt d?fin?? Auth?rit? ?? v??t?d ??w?r â€" th? right to d?v?l?? ?nd ?x?r?i?? ??w?r.Auth?rit? in t?rm? ?f status ?nd th? ?ub?rdin?ti?n ?f ?n? t? ?n?th?r, offends hum?n dignity ?nd m?? cause und??ir?bl? r???ti?n? ?nd fri?ti?n.Therefore, it cannot be th? b??i? ?f organization.According t? h?r, ?uth?rit? ?t?m? from th? t??k being performed ?nd i? d?riv?d from th? situation, ?nd ?ugg??t? th?t fun?ti?n i? th? true basis fr?m whi?h ?uth?rit? i? derived.Th?r?f?r?, ?h? ???? th?t central ?uth?rit? i.?., derivation ?f ?uth?rit? fr?m th? Chi?f Ex??utiv? ?h?uld b? r??l???d b? Auth?rit? ?f Fun?ti?n in which each individu?l has fin?l ?uth?rit? within th? ?ll?tt?d functions.She feels that ?uth?rit? can be ??nf?rr?d on ?th?r? ?nd such ??nf?rm?nt is not d?l?g?ti?n. Sh? expresses th? clear t?rm? th?t ‘d?l?g ?ti?n ?f authority’ should b? ?n ‘obsolete ?x?r???i?n’. Lik? ?uth?rit?, r????n?ibilit? ?l?? flows fr?m th? function ?nd situation.Therefore, ?n? ?h?uld ask “F?r what is one r????n?ibl??” th?n “T? wh?m i? ?n? responsible?”F?ll?tt ?l?? believes in th? ?lur?li?ti? ??n???t of r????n?ibilit? ?r ?umul?tiv? r????n?ibilit?.ControlControl, like Auth?rit? and Responsibility, i? an im??rt?nt aspect t? ??hi?v? organizational g??l?.Unlike ?l???i??l thinkers. Since facts v?r? from situation t? situation, control ?h?uld depend u??n the facts of ???h ?itu?ti?n, instead ?f superiors ??ntr?lling subordinates. Similarly, situations ?r? too complex f?r ??ntr?l ??ntr?l t? b? m??ningfull? ?ff??tiv?.Th?r?f?r?, Follett suggests th?t control m??h?ni?m? ?h?uld be ??rr?l?t?d at m?n? ?l???? in th? ?rg?niz?ti?n?l ?tru?tur?.If ?rg?niz?ti?n? are t? b? well integrated, unifi?d ?nd ???rdin?t?d, ??ntr?l ?h?uld be d??ign?d ?nd developed ?? a part ?f th? unifying process.A unifi?d organization i? a ??lf- r?gul?ting ?nd ??lf-dir??ting ?rg?ni?m. In ?ll ?u?h ?rg?niz?ti?n?, F?ll?tt f??l?, ??ntr?l tends t? b? self-control.Exercising Power, Authority and Control: The Issue of OrdersBy ?ddr???ing the w?? m?n?g?r? gain influence ?v?r inf?rm?l gr?u??, F?ll?tt ?x?l?in? th?t tr?ining the employee ??n n?t only h?l? them better und?r?t?nd th?ir job d???ri?ti?n, but ?l?? h?l?? the ?m?l???r t? b? b?tt?r und?r?t??d.She ?rgu?? that ?rd?r? should b? th? ??m???it? ??n?lu?i?n ?f those who giv? ?nd th??? who r???iv? th?m; more th?n thi?, th?t th?? ?h?uld b? th? integration ?f th? people ??n??rn?d and th? ?itu?ti?n; m?r? even th?n thi?, th?t th?? ?h?uld be th? int?gr?ti?n? involved in the ?v?lving situation.”a ??n??i?u? attitude â€" r??liz? th? ?rin?i?l?? thr?ugh whi?h it i? possible t? act on in ?n? m?tt?r;a r????n?ibl? ?ttitud? t? decide which of th? principles we ?h?uld ??t on;?n ?x??rim?nt?l ?ttitud? â€" tr? ?x??rim?nt? ?nd watch r??ult?;P??ling the results.Follett says th?t m??t ????l?, with?ut ?v ?n kn?wing th? diff?r?nt ?rin?i?l?? th?t underlie giving ?rd?r?, giv? orders ?v?r? day.T? h?r, to kn?w th? principles that underlie ?n? given ??tivit? is t? take a ??n??i?u? ?ttitud?.Aft?r r???gnizing th? different ?rin?i?l??, one must think ?f wh?t ?rin?i?l?? h? or ?h? ?h?uld ??t ?n ?nd th?n h? or ?h? should give ?rd?r? in ????rd?n?? with th??? ?rin?i?l??.To giv? orders based on ?rin?i?l?? i? a r????n?ibl? ?ttitud?.Tr?ing ?x??rim?nt?, n?t?ing wh?th?r th?? ?r? successful ?r a f?ilur? ?nd ?n?l?zing ?? to why th?? ?r? ?u?????ful ?r a f?ilur? i? t?king ?n ?x??rim?nt?l ?ttitud?.Fin?ll?, one should ???l the ?x??ri?n??? ?f ?ll ?nd ??? to wh?t ?xt?nt ?nd in wh?t manner th? m?th?d? of giving ?rd?r? can b? ?h?ng?d if th? ?xi?ting m?th?d? are found inadequate.M?n? ????l? think that giving ?rd?r? i? v?r? simple ?nd ?x???t th?t th?? w?uld b? ?b???d with?ut qu??ti?n.But, in ?r??ti??, i??uing ?f orders is surrounded b? m?n? diffi?ulti??.P??t life, training, experience, ?m?ti?n?, beliefs ?nd ?r?ju di??? form ??rt?in h?bit? ?f mind, which the psychologists call ‘h?bit ??tt?rn?’, ‘??ti?n-??tt?rn?’ ?nd ‘m?t?r-??t?’. Unless th??? habit-patterns and ??rt?in m?nt?l ?ttitud?? are ?h?ng?d, ?n? ??nn?t r??ll? ?h?ng? people.Before giving orders, th? employer ?h?uld also ??n?id?r th? w??? ?nd m??n? ?f forming the ‘h?bit?’ among th? ?m?l????? t? ?n?ur? ?????t?n?? ?f th? ?rd?r?.Thi? inv?lv?? f?ur im??rt?nt ?t???:th? ?ffi?i?l? ?h?uld b? made t? ??? the desirability of a n?w m?th?d;th? rules of the ?ffi?? ?h?uld be so ?h?ng?d ?? t? make it ????ibl? f?r th? ?ffi?i?l? t? ?d??t th? new method;a f?w people ?h?uld b? ??nvin??d in ?dv?n?? to ?d??t th? new m?th?d to set an ?x?m?l?.Th? l??t is wh?t psychologists ??ll intensifying the ?ttitud? t? be released. Thi? will prepare th? way f?r the ?????t?n?? of ?rd?r?.Follett then turns h?r ?tt?nti?n to th? ?nvir?nm?nt ?f giving orders ?nd ???? th?t th? response to th? ?rd?r? depends u??n the ?l??? ?nd the circumstances und?r whi?h orders ?r? giv?n.Sh? ???? that th? “?tr?ngth of favourable r????n?? t? ?n ?rd?r is in inverse ratio to th? di?t?n?? th? ?rd?r travels”. Effi?i?n?? is ?lw??? in danger of being ?ff??t?d wh?n?v?r th? long di?t?n?? order i? ?ub?titut?d f?r f???-t?-f??? suggestion.Th? m?nn?r of giving ?rd?r? i? also important. All?g?d h?r???ing, t?r?nni??l and ?v?rb??ring ??ndu?t ?f ?ffi?i?l? is ?n im??rt?nt r????n f?r m?n? indu?tri?l controversies.Tr??ting m?n with?ut r?g?rd t? their f??ling? ?nd ??lf-r?????t would result in ?trik?? ?nd ?tr?in?d indu?tri?l r?l?ti?n?.The l?ngu?g? u??d often arouses wr?ng b?h?vi?ur?l patterns. Th? m?r? ?n? is b????d ?v?r, th? more ?n? d?v?l??? opposition to b???ing.Depersonalising OrdersFrom th? f?r?g?ing it i? evident that giving of ?rd?r? is a ??m?li??t?d ?r?????.Therefore, either people ?t?? giving ?rd?r?, ?r become ‘?uth?rit?ri?n’ t? ?n?ur? ??m?li?n?? t? th?ir ?rd?r?.To ?v?id t?? mu?h ?f b???i?m in giving ?rd?r? or giving n? ?rd?r? ?t ?ll, Follett suggests d???r??n? lizing th? ?rd?r?. Thi? inv?lv?? a study ?f th? ?r?bl?m t? di???v?r th? ‘l?w ?f th? situation’ ?nd ?b??ing it b? ?ll ??n??rn?d.On? should n?t giv? ?rd?r? to another, but b?th should ?gr?? t? take ?rd?r? fr?m the ?itu?ti?n.If orders ?r? a ??rt ?f th? ?itu?ti?n, th? qu??ti?n ?f ??m??n? giving and someone r???iving orders d??? n?t ?ri?? ?nd both take the ?rd?r? fr?m the ?itu?ti?n. F?ll?tt ???? th?t two h??d? ?f d???rtm?nt? d? not giv? orders to ???h ?th?r.E??h studies th? ?itu?ti?n ?nd decisions ?r? m?d? ?? the situation d?m?nd?. D???r??n?lizing ?rd?r?, however, d??? n?t m??n th?t ?n? should n?t ?x?r?i?? ?uth?rit?.It ?nl? means ?x?r?i?? ?f authority ?f the ?itu?ti?n. She giv?? the example of a boy wh? says n? and then gets a ??il ?f w?t?r f?r hi? m?th?r. In thi? case, h? resents th? ??mm?nd, but r???gniz?? the d?m?nd ?f th? ?itu?ti?n.F?ll?tt ?l?? ?b??rv?? th?t th? ?itu?ti?n i? n?v?r ?t?ti?, it always d?v?l??? ?nd evolves.Therefore, th? ?rd?r t?? should n?v?r be ?t?ti?; but ?h?uld ? lw??? k??? u? with the ?itu?ti?n.Th? external orders can never k??? ???? with th? ?itu?ti?n? and ?nl? th??? drawn fresh from th? ?itu?ti?n ??n d? so. Th?r?f?r?, F?ll?tt ????, the ?rd?r must ?lw??? be int?gr?l t? th? ?itu?ti?n.4. LeadershipFollett giv?? considerable ?tt?nti?n and di??u???? at length th? process ?f Leadership.She b?li?v?? th?t th? ?ld id??? ?f l??d?r?hi? ?r? changing because ?f th? ?h?ng?? in th? concept ?f human r?l?ti?n?, ?nd d?v?l??m?nt? in m?n?g?m?nt.T? Follett, a l??d?r i? n?t the President ?f the ?rg?niz?ti?n ?r H??d ?f th? Department, but ?n? “wh? ??n see ?ll around a situation, who ???? it ?? r?l?t?d to ??rt?in purposes and ??li?i??, wh? sees it evolving int? th? next ?itu?ti?n, who understands how to ???? from one ?itu?ti?n to another”.According t? h?r, a leader i? “th? man wh? ??n energize hi? group, who kn?w? h?w t? ?n??ur?g? initi?tiv?, h?w to dr?w fr?m ?ll wh?t ???h h?? t? giv?”.H? i? “the man wh? ??n show th?t th? ?rd?r i? int?gr?l t? th? ?itu? ti?n”. L??d?r?hi? goes t? th? m?n who can gr??? the ????nti?l? ?f ?n ?x??ri?n?? ?nd, ?? we ???, “??n ??? it as a wh?l?” and “t? wh?m th? total inter-relatedness i? m??t ?l??r”.H? is the expression ?f a harmonious ?nd effective unit? whi?h h? has h?l??d t? f?rm and whi?h he i? ?bl? t? m?k? a g?ing ??n??rn.Su?h people, Follett f??l?, ?r? f?und n?t ju?t ?t th? ???x but throughout the ?rg?niz?ti?n. A???rding t? F?ll?tt, ???rdin?ti?n, definition of purpose ?nd ?nti?i??ti?n ?r? the thr?? fun?ti?n? ?f the l??d?r.A leader has also to ?rg?niz? ?x??ri?n?? of th? gr?u? and tr?n?f?rm it int? ??w?r.Follett ?tr????? th?t leaders ?r? not only b?rn but ??n b? m?d? thr?ugh education ?nd training in ?rg?niz?ti?n and m?n?g?m?nt.F?ll?tt distinguishes b?tw??n thr?? different t???? ?f l??d?r?hi?: Leadership ?f P??iti?n, L??d?r?hi? ?f P?r??n?lit?, and L??d?r?hi? ?f Fun?ti?n. In the first, th? l??d?r h?ld? a position ?f f?rm?l ?uth?rit? ?nd in th? ????nd, one b???m?? a leader b???u?? of hi? f?r?? ful ??r??n?lit?.One wh? h?ld? both position and ??r??n?lit? can ‘l??d’ mu?h m?r? easily. But in m?d?rn ?rg?niz?ti?n?, it i? n?t th? ??r??n? ?f f?rm?l ?uth?rit? or of ??r??n?lit? who ‘l??d’ but th??? wh? possess ?x??rt kn?wl?dg?.Thu? l??d?r?hi? goes to the m?n with th? knowledge of the ?itu?ti?n, who understands its t?t?l significance and wh? ??n ??? it thr?ugh. Such ?x??rt? ??n giv? orders ?v?n to th??? ?f higher r?nk.L??d?r?hi? ?f fun?ti?n i? inh?r?nt in th? job.Though ??r??n?lit? plays a l?rg? ??rt in l??d?r?hi?, F?ll?tt b?li?v?? that l??d?r?hi? ?f fun?ti?n i? becoming more important than l??d?r?hi? ?f personality.F?ll?tt also b?li?v?? th?t th? ?u????? of any ?rg?niz?ti?n d???nd? ?n its being “?uffi?i?ntl? fl?xibl? to ?ll?w the l??d?r?hi? ?f function t? ???r?t? full? â€" to ?ll?w the m?n ?nd women with th? kn?wl?dg? and th? t??hniqu? t? control th? ?itu?ti?n”.Thu?, Follett has called ?tt?nti?n t? the ?m?rg?n?? in American lif? of 15 “l??d?r?hi? b? function”, l?ng b efore th? t?rm “Situ?ti?n?l Leadership” came into use.C?N?LU?I?NWhile M?r? P?rk?r F?ll?tt’? ??ntributi?n t? m?n?g?m?nt th??r? h?? come t? b? r???gniz?d, r?l?tiv?l? little ?tt?nti?n h?? b??n giv?n in r???nt ???r? t? her w?rk around th? d?v?l??m?nt ?f thinking and practice in th? fi?ld ?f inf?rm?l ?du??ti?n and lif?l?ng l??rning.At ?n? l?v?l thi? i? not ?ur?ri?ing. Ju?t ?? h?r id??? ?r?und management were out ?f step with th? dominant discourses ?f th? 1930? ?nd 1940?, ?? h?r ??n??rn? with l???l d?m??r???, group ?r????? and th? educative ??w?r of ?????i?ti?n?l lif? d? n?t find a r??d? response within ??li?? d?b?t?? t?d??. However, it m?? well b? th?t h?r tim? has come.Recent ?tt?nti?n t? the d??lin? in civic ??mmunit?, m??t n?t?bl? by Robert Putnam, may well ?n??ur?g? people to l??k ?t wh?t F?ll?tt has t? ?ff?r.Her ?rgum?nt? f?r th? development ?f ??h??l? as ??mmunit? centres ?till h?ld? ??n?id?r?bl? ??w?r; her exploration of the n?tur? of ?x??ri?n?? ?till ?ff?r? educators in?ig ht?; and the case for th? d?v?l??m?nt ?f l???l groups and n?tw?rk? ?? the b?dr??k of d?m??r??? (and community) i? as ?tr?ng ?? ?v?r.H?r fini?hing th?ught in Th? New State (1918), th?t the ‘C?mmunit? C?ntr? is the r??l ??ntinu?ti?n ??h??l ?f Am?ri??, th? true univ?r?it? ?f true democracy’ i? ??m?thing th?t we would d? w?ll to ??nd?r. W? need to ?xt?nd and d????n associational life.

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Herman Miller Free Essays

HERMAN MILLER 1. Describe Herman Miller’s strategy. Is there evidence it has produced a competitive advantage and good financial performance? Explain. We will write a custom essay sample on Herman Miller or any similar topic only for you Order Now They focus on a growth strategy, through innovative products and production processes. Reinvention and renewal. They survived the Great Depression and multiple recessions, recovered from the dot-com bust and were able to continue expanding overseas. They adapted to save the company, by introducing new designs. In 1996, Herman Miller began an aggressive drive to reinvent its operations and established a fruitful relationship with the Toyota Supplier Support Center. Unique to the office furniture industry, the relationship enabled the company to adopt and implement world-class, lean manufacturing processes based on the Toyota Production System principles. Through the Herman Miller Production System (HMPS), the company dramatically reduced manufacturing square footage and inventories, cut lead times for standard product from 8 weeks to as little as 10 days, and significantly grew sales and profitability. Another component of the HMPS lean initiative focuses on the company’s people and their development, complementing Herman Miller’s long history of employee participation. Herman Miller believes its success in achieving operational excellence depends on the motivation and thinking of its people to solve problems and drive improvement. -They focus more on high quality products that is why they were not dramatically hit by competition from overseas, also because they were already in some of these markets. They’re manufacturing strategy limited fixed production costs by outsourcing component parts from strategic suppliers, which increased variable nature of its cost structure, which is their competitive advantage, which is reflected in their financial performance, from 2006-2010 their gross profit margin remained relatively constant. Top to bottom it works/ demonstrate their business in their own office. All employees are cross trained. Flexible manufacturing where a production line can do multiple jobs Both differentiation and low cost provider increase their margins . How have the company’s values shaped its strategy and approach to strategy execution? Provide illustrations of how these values are reflected in company policies. They treat all workers as individuals with special talent and potential. They respect all employees, which fuelled the quest to tap the diversity of gifts and skills held by all, in an environment where people felt comfortable taking risks. In 19 50, developed a Scanlon Plan (productivity incentive plan), which reflects values, equity and justice for everyone in the company. Employees felt empowered a new manager took his safety glasses off and an employee yelled at him to put his safety glasses back on. The company’s beliefs were also reinforced through the employee gift committee and environment quality action team, which distributed funds and other resources based on employee involvement. They became a responsible corporate citizen through minimizing their waste which was both environmentally friendly and cost-effective. Shared gains and pains. Top executives took 10% pay cuts consecutively to avoid letting staff go, received less than competing firms top executives, which shows their commitment to the â€Å"team†. They have committees for sharing ideas on improvements and how to increase profitability. Even through project purple, one out 1000 companies would do that, increasing spending for the sake of tomorrow while cutting back to survive today, they worked as a team for a common goal, leadership and decision making was shared within the team and across the organization. Their values carried over to all functional areas of business. 3. What is your evaluation of HMI’s financial performance? How does its performance compare to prior years? the competition? Their financial performance is not bad, considering they were able to recover from many recessions. From 2006-2010 their gross profit margin remained relatively constant, however during hard times when sales dropped by 19% in 08 and 09 current liabilities were a little higher than usual and net profit margins began falling from 7. 6% to 4. 17% and 2. 15% in 2010. Which the whole industry took a hit with external trends on the rise: telecommuting which decreased the need for office equipment for all employees, increase toward ergonomically correct office furniture, competition from overseas cost of raw materials. Revenues are falling 4. Until 2003, HMI offered lifelong employment. How did this practice affect the company’s ability to staff the organization with managers and employees capable of executing the strategy? How did this practice build the organizational capabilities required for successful strategy execution? It enabled them to hire people that had talents and skills that match the needs and wants of the commercial enterprise, they redesigned benefit plans to be more portable, to decrease the cost of changing jobs for employees whose gifts and talents no longer matched customer needs. Its bundled capabilities are yielding a sustainable competitive advantage, by retaining employees. 5. Do non-monetary incentives facilitate strategy execution at HMI? Explain. Yes, it becomes engrained in the employees, part of their values and beliefs. The concierge services’ goal is to provide employees with assistance and help to be successful balancing responsibilities—at work and home. 6. Describe the culture at HMI. Would you characterize HMI’s culture as healthy and largely supportive of good strategy execution? Explain. Yes as, Herman Miller instituted a formal program of participative management. An organization of employee-owners, the company is committed to problem-solving design, uncompromising quality, and customer satisfaction. Herman Miller instituted an employee stock ownership program in 1983. To aid the decision-making process, Herman Miller uses a performance indicator, measurement, and compensation system called â€Å"Economic Value Added†. EVA is an internal measurement of operating and financial performance that is linked to incentive compensation for all employee-owners, allowing the company to shift its focus from budget performance to long-term continuous improvements and the creation of economic value. The result is a highly motivated and business literate workforce that challenges convention and strives to create increasingly greater value for both customers and owners. Every month the company and all employees review performance in terms of EVA, which has proven to be a strong corollary to shareholder value. The responsibility of employee ownership requires capable people to meet high expectations. Herman Miller believes that inclusiveness is critical to the company’s success—today and for the future. 7. What recommendations would you make to Herman Miller’s CEO Brian Walker to improve the company’s current financial performance? Does the company need to radically alter its strategy because of poor economic conditions? Should it improve its approach to implementing the strategy to reduce costs and improve efficiency? Explain. I would recommend maintaining the current strategy of being the most innovative company, however reduce costs and improve efficiency as they did to weather the storm in the previous recession. Open new market by providing products at a lower cost same quality though and target schools hospital and nursing homes. How to cite Herman Miller, Papers

The Happiest Moment of My Life free essay sample

Signalprocessing Principles of Communication $ †¢ The communication process: Sources of information, communication channels, modulation process, and communication networks †¢ Representation of signals and systems: Signals, Continuous Fourier transform, Sampling theorem, sequences, z-transform, convolution and correlation. †¢ Stochastic processes: Probability theory, random processes, power spectral density, Gaussian process. †¢ Modulation and encoding: % Basic modulation techniques and binary data transmission:AM, FM, Pulse Modulation, PCM, DPCM, Delta Modulation †¢ Information theory: Information, entropy, source coding theorem, mutual information, channel coding theorem, channel capacity, rate-distortion theory. †¢ Error control coding: linear bloc codes, cyclic codes, convolution codes $ % $ Course Material 1. Text: Simon Haykin, Communication systems, 4th edition, John Wiley Sons, Inc (2001) 2. References (a) B. P. Lathi, Modern Digital and Analog Communcations Systems, Oxford University Press (1998) (b) Alan V. Oppenheim and Ronald W. Schafer, Discrete-Time signal processing, Prentice-Hall of India (1989) (c) Andrew Tanenbaum, Computer Networks, 3rd edition, Prentice Hall(1998). (d) Simon Haykin, †Digital Communication Systems,† John Wiley Sons, Inc. We will write a custom essay sample on The Happiest Moment of My Life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page % *Duration:* 14 Weeks Course Schedule $ Week 1:* Source of information; communication channels, modulation process and Communication Networks †¢ Week 2-3:* Signals, Continuous Fourier transform, Sampling theorem †¢ Week 4-5:* sequences, z-transform, convolution, correlation †¢ Week 6:* Probability theory basics of probability theory, random processes †¢ Week 7:* Power spectral density, Gaussian process †¢ Week 8:* Modulation: amplitude, phase and frequency †¢ Week 9:* Encoding of binary data, NRZ, NRZI, Manchester, 4B/5B % $ Week 10:* Characteristics of a link, half-duplex, full-duplex, Time division multiplexing, frequency division multiplexing †¢ Week 11:* Information, entropy, source coding theorem, mutual information †¢ Week 12:* channel coding theorem, channel capacity, rate-distortion theory †¢ Week 13:* Coding: linear block codes, cyclic codes, convolution codes †¢ Week 14:* Revision % Overview of the Course $ Target A udience: Computer Science Undergraduates who have not taken any course on Communication †¢ Communication between a source and a destination requires a channel. A signal (voice/video/facsimile) is transmitted on a channel: Basics of Signals and Systems – This requires a basic understanding of signals ? Representation of signals – Each signal transmitted is characterised by power. – The power required by a signal is best understood by frequency characteristics or bandwidth of the signal: ? Representation of the signal in the frequency domain Continuous Fourier transform % – A signal trasmitted can be either analog or digital ? A signal is converted to a digital signal by ? st discretising the signal Sampling theorem Discrete-time Fourier transform ? Frequency domain interpretation of the signal is easier in terms of the Z-transform ? Signals are modi? ed by Communication media, the communication media are characterised as Systems ? The output to input relationship is characterised by a Transfer Function $ †¢ Signal in communcation are characterised by Random variables – Basics of Probability – Random Variables and Random Processes – Expectation, Autocorrelation, Autocovariance, Power Spectral Density % Analog Modulation Schemes – AM, DSB-SC, SSB-SC, VSB-SC, SSB+C, VSB+C – Frequency Division Muliplexing – Power required in each of the above $ †¢ Digital Modulation Schemes – PAM, PPM, PDM (just mention last two) – Quantisation – PCM, DPCM, DM – Encoding of bits: NRZ, NRZI, Manchester – Power required for each of the en coding schemes †¢ Information Theory – Uncertainty, Entropy, Information – Mutual information, Di? erential entropy – Shannon’s source and channel coding theorems % $ – Shannon’s information capacity theorem Analysis of Gaussian channels †¢ Coding – Repetition code – Hamming codes – Error detection codes: CRC %

Most Popular Educational Issues and Points to Improve It

Introduction Enrolment to a good school is the best gift a child can receive from his/her parents. Parents spend considerable amount of their time in seeking for the school with the best teaching standards with the hope of having their children enrolled there. A concerned parent would go out of his/her way to ensure that the child settles quickly in school and receives the best of education. Most parents ensure that they try their best to provide everything that their children may require at school.Advertising We will write a custom term paper sample on Most Popular Educational Issues and Points to Improve It specifically for you for only $16.05 $11/page Learn More They even make follow-ups to ensure that the child is progressing well. For the learning process to be successful there has to be cooperation from teachers, students and parents. If one party fails to play his/her part, there will be frustration which will interfere with the learning process. Teachers determine to a great extent the performance of a student and this leads to the question: do teachers like teaching? Do teachers like teaching? This is a question that lingers in the minds of many parents who are concerned about the future life of their children. The value of education cannot be ignored in the present society given that it opens up the mind of the child with the hope of securing a job in future. Sound education plays a major role in molding children into responsible adults who participate in nation building (Gilardi, 2011). Understanding the attitude of teachers towards teaching can be determined by observing a number of factors. Some teachers like teaching while others do not. This may be attributed to the motivational factors and the teaching environment. In a school where there is constant motivation for teachers who excel in their career, a greater percentage of teachers will enjoy their career. Motivation may come in form of rewards for a job well done, and promotions to higher positions with increased responsibility, among others. On the other hand, lack of motivation in school will result in frustration on the side of teachers who feels that their efforts are not appreciated. Teachers will eventually dislike teaching as a profession. The workplace environment also determines whether teachers will like or dislike their profession. A teaching environment needs to be supportive and conducive to work in. Working in an environment that has most of the required facilities will impact positively on the attitude of the teachers towards their profession. On the other hand, teaching in an environment that has no facilities like classrooms and books will contribute to disliking of the teaching profession. Point of concern and improving the issue The issue of teachers liking or disliking teaching is a point of concern since it affects the quality of education. If teachers dislike teaching, they will invest less in their work and this will l ead to low quality of education. The best remedy to this issue is to provide motivation at the workplace and to ensure that proper teaching facilities are put in place so that teachers do not strain so much in their work. This will lead to a positive attitude towards teaching.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Different ways of learning Learning is a process that teachers need to focus on more seriously as different students have unique learning needs. Each of the learning needs should be addressed differently by paying particular attention to the different ways of learning (Gilardi, 2011). A combination of the different ways of learning will ensure that the learning process is fast and effective. It is imperative for teachers to understand the different ways of learning and try to incorporate them in a classroom scenario. They include the following; Verbal learning is a knowledge- imposing technique by word of mouth by putting everything into a language that can be understood. This involves dictation and note taking where students write notes as the teacher dictates. Students normally listen and try to write as much as possible depending on how they have understood. This is especially done through paraphrasing. Visual learning is normally achieved through the use of visual aids like diagrams, graphs, charts, pictures that try to elaborate a point much more clearly. This kind of learning is associated with good memorization on the part of the students. They are more likely to retain what they have seen during the learning process. Another way of learning is through tactile. This relates to the practical experience acquired in the learning process. Learning becomes effective when the theoretical bit is supported by practical lessons. This will enable students to get full understanding of the learned concepts. Point of concern and improving the issue Different ways of learning has become a point of concern because teachers are not able to identify the unique learning needs of students before selecting the best way of learning to be applied in the classroom. Students in a classroom have unique learning needs due to their different experiences in life. Others will do well in verbal learning while others will perform better in visual learning. Since a class cannot be homogeneous, it is recommended that teachers carry out a learning needs analysis before settling on the best teaching method. If the process is likely to be cumbersome and consume more time while interfering with the learning process, teachers can incorporate all the ways of learning in the classroom to ensure that each student gets to understand what is being taught. Being selective in applying the teaching methods will imply that a certain percentage of students will not be able to grasp the concepts of what is being taught. It is therefore prudent for teachers to use all the different ways of learning in the classroom.Advertising We will write a custom term paper sample on Most Popular Educational Issues and Points to Improve It specifically for you for only $16.05 $11/page Learn More Exceptional and gifted and talented learners Students will always have different learning abilities which define their pace of learning. In a classroom scenario, some students will exhibit talent while others will be slow in the learning process. Exceptionally gifted students will be fast at grasping concepts and even try to challenge the teacher (Metzger, 2010). They will have a tendency of learning ahead of the teacher. They need little explanation and elaboration to understand a certain concept. In contrast, slow learners will require a lot of time to be spent with them before they understand a concept. They need much of examples to support a certain concept before they can fully understand it. A teacher needs to be patient with this group of learners as they will take most of the teaching time. This kind of scenario calls for balancing between fast learners and slow learners. A teacher should not concentrate so much on slow learners while forgetting the exceptionally gifted ones. Similarly, a good teacher should not go with the pace of fast learners as this will leave the rest of the class behind. Teachers need to strike a balance between managing the pace of fast and slow learners. Where a student exhibits talent in a learning environment, the teacher should encourage such a student to perfect on the talent. This can be achieved by providing the necessary environment for nurturing and developing the talent. Point of concern and improving the issue Having a classroom with students who have different learning abilities is the norm in many schools. This issue raises great concern where a teacher decides to focus on one particular group while paying little or no attention to the other group. For instance, if a teacher d ecides to go with the pace of fast learners, slow learners who may be comprising majority of the class will end up learning nothing. Similarly, if the teacher decides to spend so much time on the slow learners, the fast learners will be delayed and this may affect their performance negatively. This is therefore an issue that needs to be recognized and addressed in the classroom if there has to be meaningful learning. In order to solve this problem, a teacher needs to strike a balance between the learning pace of the exceptionally gifted learners and the slow learners. Talent also has to be put into consideration. Students may also be possessing exceptional talents in the fields like sports. Such talents have to be identified and nurtured by giving support to the student to fully recognize the talent. In trying to manage the learning pace between the fast and slow learners, a teacher can divide the classroom into groups.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Each group should be made up of both fast learners and the slow learners who will end up sharing their different experiences. By so doing, students will be able to learn from each other and this has also been rated as the best learning method. As the students interact at a personal level, they will be able to identify weaknesses amongst themselves and try to address them. They are bound to be open with each other than expressly telling it to their teacher. Student diversity Student diversity has also been one of the major concerns that have affected the education sector (Lee, 2010). Achieving student diversity means acknowledging, accepting and celebrating the differences that students bring from different backgrounds. Diversity may be in terms of age, sex, religion, race, physical and mental abilities, cultural background and class. A good learning institution needs to avoid segregation basing on any of the above grounds. Instead, it should aim at being totally inclusive by bringin g in a diverse student population. A learning institution that has achieved student diversity celebrates a pool of talent that cannot be found anywhere else. A school should have students from different races, ages, social class and religion. Doing this ensures that students are given an equal opportunity to learn and interact with each other. The different experiences that students bring with them from diverse backgrounds are essential to the learning process. Point of concern and improving the issue If a learning institution does not achieve diversity, it is more likely that the school engages in segregation. In such kind of a school, students are normally from the same background, race or even religion. Segregation gets worse when it includes the issue of class where those from a lower social class cannot mix with those from the affluent class. This becomes a point of concern where other students are denied the chance to join good learning institutions basing on their sex, race, religion or even class. The baseline for admitting students should be based on their academic performance and if they meet those requirements, they should be admitted to schools of their choice. In addressing the issue of student diversity, it should be a requirement that a learning institution should admit certain percentage of students from different backgrounds to achieve diversity. It should be alike affirmative action that requires the admission procedure to admit students from different backgrounds with regard to race, religion, sex and class so long as they have the necessary academic qualifications required for admission. Social challenges come to school Students are normally faced with social challenges which may in turn affect their education (Puckett, 2010). Issues like hunger, illiteracy and poor health will adversely affect the learning process. In cases where a student comes from a family that does not value education due to high illiteracy levels, there will be little or no support being offered to the student from the family members. Furthermore, poverty is another issue that cannot be given a blind eye. A family that is poverty stricken will not afford the cost of educating students from the family. Cases of hunger also mean that learners will opt to spend their time in search of food rather than attending school. Even if such a student attends school, this will impact negatively on his learning due to lack of concentration. Ill health also poses a challenge to the learners. Cases of ill health will mean that the students spend most of their time seeking medication when they are supposed to be in school. Point of concern and improving the issue Social challenges will lead to negative performance by students in school. Even in a case where the student is bright, such social challenges will interfere with his concentration in school thereby affecting his performance negatively. In trying to overcome social challenges, efforts should be made to e nsure that students get the necessary support like adequate funding to cater for school fees, eating programs being introduced in schools and health facilities should also be available and affordable to the students. Student life in school and at home There is a great difference between life in school and life at home. In school, one interacts with fellow students under the guidance of teachers who see that the student remains disciplined. One therefore develops social skills while in the company of fellow students. At home, the environment can be quite restrictive especially in families which have few members. Discipline both at home and at school can also vary. In school, teachers are responsible for the discipline of students while at home, parents are in charge of it. In cases where parents are not keen with the discipline of their children, they will grow up to be an undisciplined lot. Point of concern and improving the issue The point of concern here is that there should be co nsistency in the discipline and performance of the student both at home and in school. In many instances, parents leave the role of instilling discipline in their children to teachers. This should not be the case but rather it should be a joint effort aimed at ensuring that the child remains to be disciplined. In order to improve the issue, parents should ensure that they pick from where teachers leave. Parents should also provide an environment that is easy to adjust with school life. Today’s classroom Today’s classroom seems to be the most difficult to manage (Cole Ahmadi, 2010). This is due to the incorporation of technology in the learning process. This is also due to the fact that punishment has been considered as a form of torture to students. Dealing with students without serious punishment can be quite challenging given that most of them do no heed to advice given by the guidance and counselling department. Point of concern and improving the issue The integrat ion of technology with learning poses a great challenge to those who do not have access to such kind of technology. The use of computers and projectors to aid in the learning process has been received with mixed reactions: some support it while others are against it. The issue of doing away with punishment has also raised serious concerns among teachers. In order to improve the issue, students should be taught how best to use the technology that has been integrated with the learning process. Students should be familiar with the technology being employed in the learning process. With regard to discipline issues, more guiding and counselling sessions should be introduced so that the students are advised on the need to be disciplined. Reference List Cole, D., Ahmadi, S. (2010). Reconsidering campus diversity: an examination of Muslim student’s experiences. Journal of Higher Education, 81(2), 121-139. Gilardi, S. (2011). University life of non-traditional students. Journal of Hi gher Education,  82(1), 33-53. Lee, J. (2010). Students’ perceptions of and satisfaction with faculty diversity. College student  journal,44(2), 400-412 Metzger, S. (2010). Maximizing the educational power of history movies in the classroom.  Social Studies, 101(3), 127-136. Puckett, C. (2010). Administering social security: challenges yesterday and today. Social  security bulletin, 70(3), 27-78. This term paper on Most Popular Educational Issues and Points to Improve It was written and submitted by user Punisher to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

summary of Linda Hogans Power essays

summary of Linda Hogans Power essays In Linda Hogans 1998 novel Power, much is learned about Native American culture. The main characters, Omishto and Ama help reveal this culture. The novel is divided into nine chapters. In Chapter 1, Omishto, a girl is in a boat that is floating on a pond. She notices that there is a storm coming in. She describes the pond and the area around it. A snake tries to enter the girls boat, but she pushes it out with a pole, and then she moves the boat to land. As she does this, she feels something watching her, but does not want to look in the direction. A woman named Ama has told the girl that she is in the territory of the cat (3). The girl says that she has never seen the cat, but Ama saved one when some boys had it treed. Ama took away the boys rifle. The girls father named her Omishto, which means one who watches. Omishtos grandmother says that Omishto has a wind inside her called Oni. Omishto is careful on her way home because she can still feel something watching her. Chapter 2, Stormlight, opens with a story about a man named Abraham Swallow. People believe that he died from fear or magic in some trees near a canal. As Omishto walks toward Ama Eatons house, she recalls this story. Near Amas house there is a tree called Methuselah that is 500 years old and was planted by the Spanish. Methuselah is the only tree of its kind in the area. The tree and Amas house sit on the edge of the Taiga land. Taiga is the name of the Indian tribe to which Ama and Omishto belong. Amas house is old and looks like it is decaying. As Omishto reaches Amas house, Ama tells Omishto to come into the house. Omishto tries to sneak up on Ama, but Ama always hears her. Ama and Omishto then sit on the porch together and discuss Abraham Swallows death. Omishto tells Ama that she does not think magic killed Abraham. Abrah...