Mindy’s Sections Essay Example for Free

Mindy’s Sections Essay Profitability BJB intends to apply a six sigma approach to improving profitability in the innovative CD changers. Using such tools provided through this approach will lead to major cost reduction and quality improvements that will result in an increase in profitability. The approach will involve measuring capability of processes to produce services and products that remain free of defect. Experts at BJB will analyze standard deviation, short term performance data, and critical to quality (CTQ) characteristics to predict long-term process capability. Such analysis will apply concepts to the product, such as opportunity for defect, defects per opportunity, and defects per million opportunities. Experts previously described will use a four step approach to deploy this strategy. These steps include measuring of CTQ characteristics; analysis through benchmarking and gap studies, improvement, and control. With a ratio of 1 expert per 100 employees, BJB will lead more projects per year as well as have a potential savings of $175,000 per project. Reference: Harry, Mikel J. (1998). Quality Progress. Six Sigma: A Breakthrough Strategy for Profitability. American Society for Quality. Retrieved from: http://asq.org/qic/display-item/index.html?item=13334 Customer Complaints Management BJB will apply a Six Sigma approach to manage and improve customer complaints’ management process. This methodology provides an organized structure for solving and analysis of problems. BJB will apply DMAIC (Define, Measure, Analyze, Improve, and Control) phases to solve and define problems within the organization. First, the problem is defined, variables influencing processes are measured, cause for process failure are analyzed, improvements are planned and made as well as variables are controlled until a defined six sigma level and a solid level of customer satisfaction is determined. Reference: Riesenberger, Carlos Sousa, Sergio Dinis (2010). Application of the Six Sigma Methodology in Customer Complaints Management: A Case Study in the Automotive Industry. Retrieved from: http://www.pomsmeetings.org/ConfPapers/015/015-0345.pdf Environmental Regulations Compliance BJB must consider environmental regulations compliance in regard to computer and electronic product manufacturing sector (NAICS 334). This sector covers manufacturers of electrical distribution equipment and electrical industrial apparatus as well as other electrical equipment and supplies. Laws and Regulations that BJB must abide by include: †¢ Greenhouse Gas Reporting Program †¢ National Emissions Standards for Hazardous Air Pollutants (NESHAP): air toxics regulations: o Degreasing Organic Cleaners (Halogenated Solvent Cleaners) o Magnetic Tape (surface coating) o Semiconductor Manufacturing †¢ Stratospheric Ozone Regulations: o The Phase-out of Ozone Depleting Substances o Significant New Alternatives Policy (SNAP) Program: EPAs program to evaluate and regulate substitutes for the ozone-depleting chemicals that are being phased out under the stratospheric ozone protection provisions of the Clean Air Act (CAA). Compliance to such laws and regulations will assist BJB meet environmental obligations. Enforcement of legal action against BJB is a result of noncompliance to such laws and regulations. Reference: United States Environmental Protection Agency (2012). Laws and Regulations. Retrieved from: http://www.epa.gov/lawsregs/compliance/

Relationship Between Leadership Style and Employee Engagment

Relationship Between Leadership Style and Employee Engagment Introduction Organizational effectiveness is essential in todays fast growing organizations where competitiveness is the main feature of the contemporary business. Leadership is the main determinant of organizational effectiveness and is the major identifier of an engaged workforce. The most common leadership style is the Traditional leadership style which is administered in almost all companies of the Petroleum Sector in Egypt with its public companies, joint companies and even part of the investment companies, a leadership style enforcing the concepts of power and authority. The traditional leadership style aims to keep things the same and doesnt promote the engagement of the employees that is not part of their job descriptions and emerges as a result of personal choices. The leadership style applied in the petroleum companies needs to evolve from the traditional approach. It needs to apply leadership styles where the leader is capable of transforming and developing his employees behaviors and benefiting from their efforts would achieve positive contribution to overall organizational effectiveness. This should be through adopting an attitude that supports and enhances motivation and performance of his followers allowing them to exceed their own expectations optimizing their performance to achieve such effectiveness. In some cases, transactional leadership is administered where the leader promotes compliance of his followers through both rewards and punishments and is not looking to change the future. This type of leadership focuses on getting the work done by their followers. Transactional leadership works within the organization culture through management by exception to maintain status quo and stress corrective actions to improve performance. Whereas, the transformational leadership changes the organization culture through its behaviors where the leader affects the followers sense of identity and motivation aiming to achieve performance beyond expectations and employee engagement hence contributing to the main objective which is the organizational effectiveness. Leadership style is a strategic tool that needs to be practiced on a large span to assure employee engagement in order to comply with the surrounding dynamic environment. Statement of Research Problem The leadership style administered in the Egyptian petroleum companies is a traditional one enforcing the concepts of power and authority. This traditional style doesnt promote the engagement attitudes of the employees that are not part of their job descriptions that emerge as a result of personal choices. The leadership behaviors need to evolve to support the behaviors of leaders who are capable of transforming and developing their employees behaviors and benefiting from their efforts would achieve positive contribution to overall organizational effectiveness. Thus, the problem of this study can be stated in the following statement: What is the relationship between the leadership style and employee engagement? Research Objectives The main research objective is to investigate the leadership behaviors that are able to develop employees engagement by: Analyzing the reality of petroleum companies (area of the study) regarding the leadership style used in these companies and whether it has a relationship with employee engagement or not. Using the appropriate behavioral methods to acquire and maintain employees engagement. Providing some recommendations to the responsible people in the petroleum companies regarding what should be done to enhance the relationship between the employees and their supervisors or leaders that would be guiding for future studies on the effect of leadership behaviors both transactional and transformational on employee engagement. Research Importance The academic importance: This research will be an addition to the academic research because there is scarcity in the research topic, transactional and transformational leadership, and dealing with these leadership styles in the petroleum companies. The empirical importance: The empirical importance of this research lies in providing the petroleum companies with the results and the recommendations of the research that can be implemented for maintaining employee engagement aiming to achieve organizational effectiveness. Conclusion Transactional and transformational leadership are considered contrasting leadership styles even though the leader may use both styles of leadership at different times and different situations. Transactional leadership is an exchange process where the leader exchanges rewards for efforts of the subordinates or followers and this in turn allows the leader to punish the subordinates or followers if the task is not accomplished. Whereas transformational leader encourages his followers to make decision, he empowers them and allows them to grow on the individual basis and also among teams by coaching and mentoring them. Transformational leadership and the reward approach of the transactional leadership have a positive influence on employee behaviors, emotions and performance. They have a positive impact on organizational teams, organizational commitment, effectiveness and employees satisfaction in addition citizenship behaviors. For organizations to survive in the rapid competing world, they have to maintain an engaged workforce. Employee engagement will result in high levels of performance and low levels of turnover in organizations. Employee engagement eliminates job stress and is strategic tool leading to job satisfaction, organizational commitment, less turnover and organizational citizenship behaviors. As the literature review shows that the study variables have been covered in many industries and countries around the world, yet it hasnt been given much consideration in the Arab world. This is why the researcher finds that it is a must to conduct this study in the petroleum sector where she works. Research Variables and Operationalization 1. Research Variables: Independent Variables Transformational Leadership Transactional Leadership Dependent Variables Employee Engagement 2. Variables Operationalization Independent Variables The leadership styles in this study: transformational and transactional leadership, are evident but dont replace each other as processes, and the same leader may use both types of leadership at different times in different situations. (Yukl 1998) The researcher chooses two of the leadership style for this study as follows: Transformational Leadership: attempts to create emotional links with its followers and inspires higher values (Bass, 1999). Transformational leadership meets the higher order needs of employees (Yusof and Shah, 2008). Also, transformational leadership refers to the leader motivating the follower beyond self-interests. It raises the followers level of maturity and ideals for achievement and the well-being of others, the organization and the society (Hakan 2008). Transactional Leadership: places an emphasis on exchanging rewards for accomplishment (Burton and Peachey, 2009) Transactional leadership focuses mainly on the physical and the security needs of followers. The relationship that evolves between the leader and the follower is based on exchange and reward systems (Bass and Avolio, 1993). Dependent Variable Employee Engagement is the benefiting of organizational members themselves to their work roles; in engagement, people employ and express themselves physically, perceptually and emotionally during role performances (Kahn, 1990) Employee engagement refers to the individuals involvement and satisfaction as well as enthusiasm for work (Harter et al., 2002). Proposed Research Model Independent Dependent Employee Engagement Transactional Leadership Transformational Leadership Research Hypotheses Based on the previous model, we can develop the following hypotheses that try to express the relationship between study variables: H1 There is a strong positive significant relationship between transactional leadership and employee engagement. H2 There is a strong positive significant relationship between transformational leadership and employee engagement. Source of Research Data (Sample) Primary data The researcher collected the primary data from the research sample of 236 employees working in Suez Oil Company by using 30 items questionnaire. Secondary data Secondary data is collected from organizational records from the HR department in the company. Research Variables Instruments In this study, the researcher conducted the questionnaire based on two main research instruments: Multifactor Leadership Questionnaire Transactional and transformational leadership was measured using 20 items from the Multifactor Leadership Questionnaire (MLQ 5X rater form) on a Likert 5 point scale. The components of leadership dimensions derived from the MLQ 5X rater form questionnaire Transactional Transformational Utrecht Work Engagement Scale Employee engagement was measured using 10 items from Utrecht Work Engagement Scale (UWES) on a Likert 5 point scale. Research Population and Sample Population The population of present study is 1200 employees of Suez Oil Company, a petroleum company in the Egyptian petroleum sector. Sample The present study sample is a stratified random sample of 300 employees from all departments and job levels in the company. Statistical Methods/Techniques used in Data Analysis Cronbachs Alpha Split-half T-Test ANOVA Scheffe Test Correlations Regression Stepwise Research Results and Findings Validity and Reliability Questionnaire Validity: It means the ability of the questionnaire to measure what it is set for. Reliability of internal consistency: Calculation of correlation coefficients between each axis component phrases and questionnaire axis total marks. Calculation of correlation coefficients between questionnaire axis total marks and questionnaire total mark. First Axis: Transformational Leadership: Validity was calculated by using internal consistency through calculating the correlation coefficient (Person Correlation Coefficient) between each phrase mark and the axis mark (transactional leadership). The same is shown in the following table below: It is evident from the table that all correlation coefficients are indicating significance at (0.05 0.01) that shows it is close to one which means that questionnaire phrases are valid and consistent. Second Axis: Transformational Leadership: Validity was calculated by using internal consistency through using correlation coefficient (Person Correlation Coefficient) between each phrase mark and the axis mark (Transformational Leadership). The same is shown in the following table below: It is evident from the table that correlation coefficients are significant at (0.05-0.01), thus indicating validity and consistency of the questionnaire phrases. Third Axis: Employee Engagement: Reliability was calculated by using the internal consistency through calculating the correlation coefficient (Person correlation coefficient) between each phrase mark and the axis mark (Employee Engagement). The following table shows the same below. It is evident from the table that correlation coefficients are all indicating significance at (0.05-0.01) which shows it is close to one, thus indicating validity and consistency of the questionnaire phrases. Validity by using internal consistency between axis total mark and questionnaire total mark Validity was calculated by using the internal consistency through calculating the correlation coefficient (Person Correlation Coefficient) between each axis total mark (transactional leadership-transformational leadership-employee engagement) and questionnaire total mark, the following table shows the same below: Employee Engagement It is evident from the table that correlation coefficients are all indicating significance at (0.01), thus indicating validity and consistency of the questionnaire phrases. Reliability: Reliability means accuracy of the test in measurement and observation, non-contradiction to oneself, its consistency and elaboration, thus providing us of information about the examined person behavior, and it is the ratio between the mark variance on the scale indicating the virtual performance of the examined person. Reliability was calculated through: Cronbachs Alpha Split-half Reliability of the whole questionnaire It is evident from the above table that all reliability coefficients values: Alpha and Split-half coefficients are indicating significance at (0.01) thus indicating the questionnaire reliability. Description of the Study A comprehensive description of the study sample is shown in the following tables (from 6 to 9) and charts (from 1to 4), as follows: 1 Gender: Table (6) and chart (1) show distribution of the research sample according to the gender. Distribution of the research sample according to the gender 133 research sample individuals are male at the percentage of 56.4%, whereas 103 research sample individuals are female at the percentage of 43.6%. 2 Education: Table (7) and chart (2) show distribution of the research sample according to the education. Distribution of the research sample according to the education 126 individuals of the research sample are university degrees holders at the percentage of 53.4% followed by 71 individuals of research sample are high school certificates or less holders at the percentage of 30.1%, and the last 39 individuals of the research sample are postgraduates at the percentage of 16.1%. 3 Age: Table (8) and chart (3) show distribution of the research sample according to age. Distribution of the research sample according to age 74 individuals of the research sample whose ages ranging between 30 and 39 years at 31.4%, followed by 68 individuals whose ages ranging between 40 and 49 years at 28.8%, followed by 52 individuals whose ages were below 30 years at 22% and coming last 42 individuals aged 50 years and above at 17.8%. 4 Years of experience: Table (9) and chart (4) show distribution of the research sample according to years of experience. Distribution of the research sample according to years of experience 78 individuals of the research sample whose number of years of experience ranging between 11 to 16 years at 33.1% , followed by 63 individuals whose number of years of experience was above 16 years at 26.6% ,followed by 54 individuals whose number of years of experience ranging between 5 and 10 years at 22.9% , and the last 41 individuals with less than 5 years of experience at 17.4%. Description of Questionnaire answers Below is a detailed discussion (in figures and percentages) of sample individuals answers of the phrases in the questionnaire: Transactional Leadership 1 Provides assistance in exchange for effort: It is evident from the table that 55 individuals of research sample strongly agreed at 23.3%, whereas 110 individuals of research sample agreed at 46.6%, and 43 individuals of research sample were neutral at 18.2%, however, 28 individuals of research sample disagreed at 11.9%. 2 Very clear on the reward if goals are achieved: It is evident from the table that 115 individuals of research sample strongly agreed at 48.7%, whereas 78 individuals of research sample agreed at 33.1%, and 32 individuals of research sample were neutral at 13.6%, however, 11 individuals of research sample disagreed at 4.7%. 3 Express satisfaction when expectations are met: It is evident from the table that 65 individuals of research sample strongly agreed at 27.5%, whereas 132 individuals of research sample agreed at 55.9% and 39 individuals of research sample were neutral at 16.5%. 4 Concentrate attention on dealing with mistakes, complaints and failures: It is evident from the table that 69 individuals of research sample strongly agreed at 29.2%, whereas 101 individuals of research sample agreed at 42.8%, and 31 individuals of research sample were neutral at 13.1%, however, 25 individuals of research sample disagreed at 10.6% and finally 10 individuals of research sample strongly disagreed at 4.2%. 5 Keep track of mistakes: It is evident from the table that 54 individuals of research sample strongly agreed at 22.9%, whereas 85 individuals of research sample agreed at 36% and 41 individuals of research sample were neutral at 17.4%, yet, 34 individuals of research sample disagreed at 14.4%, and finally 22 individuals of research sample strongly disagreed at 9.3%. 6 Takes corrective action on mistakes: It evident from the table that 105 individuals of research sample strongly agreed at 44.5% ,whereas 80 individuals of research sample individuals of research sample agreed at 33.9% and individuals of research sample were neutral at 16.1% ,however,13 individuals of research sample disagreed at 5.55%. 7 Fails to interfere when problems become serious: It is evident from the table that 12 individuals of research sample strongly agreed at 5.1%, whereas 43 individuals of research sample agreed at 18.2% and 37 individuals of research sample were neutral at 15.7%, yet, 63 individuals of research sample disagreed at 26.7%, and finally 81 individuals of research sample strongly disagreed at 34.3%. 8 If it isnt broken dont fix it: It is evident from the table that 34 individuals of research sample strongly agreed at 15.3%, whereas 87 individuals of research sample agreed at 36.9% and 44 individuals of research sample were neutral at 18.6%, yet, 60 individuals of research sample disagreed at 25.4%, and finally 9 individuals of research sample strongly disagreed at 3.8%. 9 Waits for things to go wrong before taking action: It is evident from the table that 16 individuals of research sample strongly agreed at 6.8%, whereas 65 individuals of research sample agreed at 27.5% and 34 individuals of research sample were neutral at 14.4%, yet, 72 individuals of research sample disagreed at 30.5%, and finally 49 individuals of research sample strongly disagreed at 20.8%. Transformational Leadership 10 Goes beyond self -interest for the good of others: It is evident from the table that 43 individuals of research sample strongly agreed at 18.2%, whereas 129 individuals of research sample agreed at 54.7% and 33 individuals of research sample were neutral at 13.9%, yet, 17 individuals of research sample disagreed at 7.2%, and finally 14 individuals of research sample strongly disagreed at 5.9%. 11 Admired, respected and trusted: It is evident from the table that 122 individuals of research sample strongly agreed at 51.7%, whereas 73 individuals of research sample agreed at 30.9% and 41 individuals of research sample were neutral at 17.4%. 12 Display sense of power and confidence, willing to take risk: It is evident from the table that 45 individuals of research sample strongly agreed at 19.1%, whereas 64 individuals of research sample agreed at 27.1% and 81 individuals of research sample were neutral at 34.3%, yet, 11 individuals of research sample disagreed at 4.7%, and finally 35 individuals of research sample strongly disagreed at 14.8%. 13 Talks about values and beliefs: It is evident from the table that 101 individuals of research sample strongly agreed at 42.8%, whereas 74 individuals of research sample agreed at 31.4% and 40 individuals of research sample were neutral at 16.9%, yet, 21 individuals of research sample disagreed at 8.9%. 14 Talks optimistically about the future: It is evident from the table that 100 individuals of research sample strongly agreed at 42.4%, whereas 81 individuals of research sample agreed at 34.4% and 55 individuals of research sample were neutral at 23.3%. 15 Motivate and inspire people around: It is evident from the table that 99 individuals of research sample strongly agreed at 41.9%, whereas 106 individuals of research sample agreed at 44.9% and 21 individuals of research sample were neutral at 18.9%, yet, 10 individuals of research sample disagreed at 4.2% 16 No public criticism: It is evident from the table that 52 individuals of research sample strongly agreed at 22%, whereas 71 individuals of research sample agreed at 30.1% and 44 individuals of research sample were neutral at 18.6%, yet, 39 individuals of research sample disagreed at 16.5%, and finally 30 individuals of research sample strongly disagreed at 12.7%. 17 Spends time coaching, mentoring and teaching: It is evident from the table that 98 individuals of research sample strongly agreed at 41.5%, whereas 46 individuals of research sample agreed at 19.5% and 42 individuals of research sample were neutral at 17.8%, yet, 31 individuals of research sample disagreed at 13.1%, and finally 19 individuals of research sample strongly disagreed at 8.1%. 18 Considers every employee as having different needs, aspiration and abilities: It is evident from the table that 84 individuals of research sample strongly agreed at 35.6%, whereas 64 individuals of research sample agreed at 27.1% and 52 individuals of research sample were neutral at 22%, yet, 23 individuals of research sample disagreed at 9.7%, and finally 13 individuals of research sample strongly disagreed at 5.5%. 19 Develops employees into Leaders: It is evident from the table that 83 individuals of research sample strongly agreed at 35.2%, whereas 99 individuals of research sample agreed at 41.9% and 38 individuals of research sample were neutral at 16.1%, yet, 16 individuals of research sample disagreed at 6.8% 20 Interaction with employees are personalized: It is evident from the table that 64 individuals of research sample strongly agreed at 27.1%, whereas 70 individuals of research sample agreed at 29.7% and 57 individuals of research sample were neutral at 24.2%, yet, 36 individuals of research sample disagreed at 15.3%, and finally 9 individuals of research sample strongly disagreed at 3.8%. Employee Engagement 1 At my work, I feel bursting with energy: It is evident from the table that 69 individuals of research sample strongly agreed at 29.2%, whereas 101 individuals of research sample agreed at 42.8% and 49 individuals of research sample were neutral at 20.8%, yet, 17 individuals of research sample disagreed at 7.2%. 2 I find the work that I do full of meaning and purpose: It is evident from the table that 71 individuals of research sample strongly agreed at 30.1%, whereas 82 individuals of research sample agreed at 34.7% and 46 individuals of research sample were neutral at 19.5%, yet, 29 individuals of research sample disagreed at 12.3%, and finally 8 individuals of research sample strongly disagreed at 3.4%. 3 Time flies when Im working: It is evident from the table that 88 individuals of research sample strongly agreed at 37.3%, whereas 73 individuals of research sample agreed at 30.9% and 22 individuals of research sample were neutral at 9.3%, yet, 39 individuals of research sample disagreed at 16.5%, and finally 14 individuals of research sample strongly disagreed at 5.9%. 4 When I am working, I forget everything else around me: It is evident from the table that 67 individuals of research sample strongly agreed at 28.4%, whereas 108 individuals of research sample agreed at 45.8% and 37 individuals of research sample were neutral at 15.7%, yet, 24 individuals of research sample disagreed at 10.2%. 5 My job inspires me: It is evident from the table that 58 individuals of research sample strongly agreed at 24.6%, whereas 93 individuals of research sample agreed at 39.4% and 39 individuals of research sample were neutral at 16.5%, yet, 30 individuals of research sample disagreed at 12.7%, and finally 16 individuals of research sample strongly disagreed at 6.8%. 6 When I get up in the morning, I feel like going to work: It is evident from the table that 81 individuals of research sample strongly agreed at 34.3%, whereas 84 individuals of research sample agreed at 35.6% and 41 individuals of research sample were neutral at 17.4%, yet, 21 individuals of research sample disagreed at 8.9%, and finally 9 individuals of research sample strongly disagreed at 3.8%. 7 I am proud of the work that I do: It is evident from the table that 82 individuals of research sample strongly agreed at 34.7%, whereas 94 individuals of research sample agreed at 39.8% and 60 individuals of research sample were neutral at 25.4%. 8 I can continue working for very long periods at a time: It is evident from the table that 64 individuals of research sample strongly agreed at 27.1%, whereas 86 individuals of research sample agreed at 36.4% and 43 individuals of research sample were neutral at 18.2%, yet, 25 individuals of research sample disagreed at 10.6%, and finally 18 individuals of research sample strongly disagreed at 7.6%. 9 To me, my job is challenging: It is evident from the table that 100 individuals of research sample strongly agreed at 42.4%, whereas 79 individuals of research sample agreed at 33.5% and 34 individuals of research sample were neutral at 14.4%, yet, 13 individuals of research sample disagreed at 5.5%, and finally 10 individuals of research sample strongly disagreed at 4.2%. 10 I get carried away when Im working: It is evident from the table that 83 individuals of research sample strongly agreed at 35.2%, whereas 103 individuals of research sample agreed at 43.6% and 50 individuals of research sample were neutral at 21.2%. Hypotheses Testing There is a correlation between transactional leadership and employee engagement and a correlation between transformational leadership and employee engagement To test the developed hypotheses, a Pearson correlation method is used for figuring out the relationship between the study variables. The obtained results can be shown in the following table: Table (10) correlation matrix among transactional leadership, transformational leadership and employee engagement Employee Engagement 0.831** Transactional Leadership 0.924** Transformational Leadership ** p = à ¢Ã¢â‚¬ °Ã‚ ¤ 0.01 Table (10) shows a positive correlation among transactional leadership, transformational leadership and employee engagement at significance of (0.01) function. In other words, the better the transactional leadership perception is the better the employee engagement which supports H1and the better the transformational leadership perception is the better the employee engagement which supports H2. Demographic Analysis Transactional Leadership and Demographics: There are differences of statistical indication between the sample individuals marks average in transactional leadership according to the study demographics. T-Test was applied and the sample individuals marks were calculated by ANOVA in the transactional leadership, the following tables show the same below: Chart (5) differences in the sample individuals marks average in transactional leadership according to the gender Table (11) and Chart (5) show that T value was (20.931 ),it is a value statistically indicating significance at (0.01 ) in favor of females, as females marks average was ( 39.019 ) , whereas males marks average was ( 21.451 ), that means that females consider transactional leadership better than males. Total Table (12) shows that F value was ( 31.402 ) which is a statistically indicating significance at ( 0.01 ), that means that there are differences among the sample individuals in transactional leadership according to education. To verify the direction of the indication, Scheffe Test was applied for multiple comparisons. The following table shows the same below: Table (13) and chart (6) show no differences in transactional leadership between post graduate studies holders and university degree holders, whereas there are differences between post graduate studies holders and high school certificate or less holders in favor of post graduate studies holders significant at ( 0.01 ). There are also differences between university degree holders and high school certificate or less holders in favor of university degree holders significant at ( 0.01 ), whereas the average of marks of post graduate studies holders and university degree holders was (35.205) and (34.515) respectively, followed by high school certificate or less holders sample individuals at the average of ( 16.197 ) , post graduate studies holders and university degree holders came first as they had better perception of transactional leadership , while high school certificate or less holders came second. It is evident from table (14) that the value of T was ( 39.670 ) , it is a value indicating statistically significant at ( 0.01 ), thus indicating the differences among sample individuals according to age. To define the function direction, Scheffe Test was applied for multiple comparisons .The following table shows the same below. Chart (7) differences of sample marks in transactional leadership according to age Table (15) and chart (7) show that there are differences in transactional leadership between sample individuals aged 50 years and above and sample individuals aged 40-49 years ,30-39 years and those below 30 years in favor of the sample individuals aged 50 years and above with significance at (0.01), whereas there are differences between sample individuals aged 40-49 and sample individuals aged 30-39 in favor of sample individuals aged 40-49 years with significance at (0.05), whereas there are differences between sample individuals aged 40-49 and sample individuals aged below 30 years in favor of the first with significance at (0.01), whereas there are differences between sample individuals aged 30-39 years and sample individuals aged below 30 years in favor of the first with significance at (0.01). The average marks of the sample individuals aged 50 years and above were (42.000), followed by the sample individuals aged 40-49 at the average of (32.441) ,followed by sample individuals aged 30-39 at the average of (29.540) ,and sample individuals aged below 30 years at the

Social interaction and the development of infants

Social interaction and the development of infants In the first two years of an infants life, they undergo many changes that allow them to develop into a fully functioning human being. These developments are controlled by internal and external factors. Social interaction is an exceedingly influential external factor, which can help to form many aspects of development. For example, infants in the first two years of their lives are learning to differentiate between social stimuli, for example recognising mothers face and voice. This is mastered by the infant in a relatively small time scale after birth (Mills Melhuish, 1974). The child can then use this new learned ability to interact with its caregivers, even without understanding the social meaning of their actions, for example when a child smiles, the child is not aware of what a smile means in our society, but when the caregiver sees this sign of emotion, they cannot help but to smile back, and positively reinforces that learned action to the child. To see how important social int eraction is for the development of a child in the first two years of its life, it is important to observe key areas of behaviour such as attachment to others, the childs temperament and their language acquisition. One of the most researched areas of development in children is attachment and how we form them. Attachment, as defined by Ainsworth and Bell 1970, is an affectional tie that once person forms between himself and another specific one. This is the first strong social connection that infants have to another human being/s. Research by Shaffer and Emerson, conducted in 1964, and suggested that there are three stages in the development of primary attachments; the asocial stage, the stage of indiscriminate attachment and the stage of specific attachment. The asocial stage, which spans from birth to six weeks, is when the infant uses signals to interact with its environment, for example crying, babbling, and smiling and so forth, which is not aimed specifically to anyone. The second stage of indiscriminate attachment, the infant has learnt that if it cries it will receive attention, but is still not aimed at a particular individual and the child can be comforted by anyone. This stage lasts u ntil around seven months after birth. The last stage, specific attachment, can be observed between seven and eleven months, and is suggests that the infant will start to form specific attachments to caregivers, a bond is then made, and will no longer accept comfort from others. Bowlby (1988) described that the need for social attachment between the infant and its caregiver is because the infant needs to actively seek to attain or maintain proximity to another individual that is more attuned to their surroundings and can provide for the infants needs (attachment behaviour). There have been three key theories to try and explain why we form attachments, and if it is important for children to form social bonds in the early stages of life. The psychoanalytical theory proposes that feeding and the production of food is the main reason why we form attachments. Based on Freuds psychosexual stages, this theory focuses on the oral stage (the first of the stages), and suggests that the child gets pleasure from attaining food through sucking behaviour (Miller, 1993). Erikson in his stage theory (1950, 1968) states that the first year of life is where the infant establishes trust between themselves and a caregiver, who in return provides nutrition and comfort. Without this trust, the child does not know whether they will be provided with the vital source of support that the child needs to survive. There are two main learning theories, the first being the early learning theory. The psychoanalytical theory is closely linked to this theory, as they both suggest that being provided with food is the main reason why we attach. This theory revolves around the secondary drive hypothesis by Dollard and Miller (1950), which explains that infants attach to the mother to gain access to important things that are needed for survival, things that they cannot provide for themselves for example food and warmth, all of which soothe the childs cries. This social interaction between the mother and the child then allows for the infant to associate this with the caregiver, and the bond is strengthened. However, this hypothesis disagrees with research conducted by Shaffer and Emerson (1964), which found that the infant can become attached to more than one caregiver, who is not necessarily the sole provider to the physiological needs of the child. The second learning theory for attachment is the social learning theory devised by Hay and Vespo, (1988). The theory states that the child does not automatically become attached to the mother, or caregivers, but that the caregivers has to interact with the child and show them affection, for the child to feel a connection with them, from which they can then form a relationship together. Another theory of attachment is Ethological theory, which states that there is an evolutionary role in the reasoning of why we as humans attach. The theory suggests that mothers before birth are already biologically predisposed to become attached to their offspring, and therefore ensures that they survive, and the species can continue. Research to support this theory was mainly collected by Bowlby (1969, 1980), who suggests that attachment is monotropic; focused on only one caregiver, namely the mother. However, research by Ainsworth (1979) disagrees with Bowlbys theory of monotropy, and suggests that infants form more than one attachment to many different caregivers. This is supported by Shaffer and Emersons study, which displayed attachments to other close family members for example grandparents and fathers. It has also been found that siblings can also be important in contributing to the social development of infants (Adler, 1964). These three theories suggest that attachment between the infant and its caregiver is formed relatively easily, but comparatively, if a child has little to no access to social interaction in the first two years of their life, it can be particularly harmful to the childs development. This can be explained by the social stimulation hypothesis which can be observed in research collected in the 1940s, which showed the children growing up in institutions had a low staff to child ratio and so rarely had any interaction with a caregiver. Children were also segregated from each other, and so were cut off from all forms of social stimulation. At first the infants acted no different from those brought up in normal family homes where the children are given lots of attention and interaction, but after six months there was a noticeable difference; the childrens behaviour changes and the children were completely avoidant of any social activities (negative working model of the self) and see that the y are not getting noticed by others (negative working model of others), (Goldfarb, 1943). This research implies that children need constant social interaction to develop properly. Bowlby (1953), after studying institutional care after the Second World War, saw that the care that the children were receiving was more physical, and not for their emotional needs. He developed the maternal deprivation hypothesis; suggested that infants should experience a warm, intimate and continuous relationship with his mother. Conversely, infants in institutions in which there are a much higher staff to infant ratio generally interact normally with their caregivers and develop well throughout life and suffer fewer effects (Tizard and Rees, 1975). Language is another element of develop in the first two years that is strongly influenced by social interaction. There are three main theories that discuss what influences our language acquisition. The learning/empiricist perspective explains that children learn their language by listening to their parents speech and imitating it (Bandura, 1971) and by positive reinforcement when the infant says something grammatically correct (Skinner 1957). Research by Weisman and Snow (2001) found that if caregivers expose their children to more advanced words earlier on in life, then the childs language will be more developed than other children of the same age group. However, it has been argued that children cannot learn syntax this way, as seen by Baron (1992), when children are just learning new sentences; they create statements that adults do not say and therefore could not have imitated. Chomsky (1959, 1968) disagrees with the learning perspective and suggests a more biological/nativist approach and not a social implication. He suggests that language is too complicated for it to just be learned from caregivers, instead that children born with an innate language acquisition device (LAD) in the brain which processes verbal input. Slobin (1985) thinks that we have an inborn language-making capacity (LMC) instead of an LAD. Both of these systems supposedly enable infants to combine vocabulary that has been collected in the brain, enables them to understand what it means, and then can use this knowledge to create sentences. Lenneberg (1967), combined the two theories of Chomsky and Slobin, and suggests the sensitive-period hypothesis, which states that the best time to learn a language is before adolescence; after this period has been reached language becomes very difficult to learn. For example, a case study of 14 year old Genie (Curtiss, 1977), who until this age was ke pt locked away with little to no social interaction, and was beaten by her father if she made any noise. When Genie was discovered, she had not had access to language and so could not speak. When she was taught language, she was able to conjure up sentences quite easily, however she was unable to acquire the rules of syntax, which young children learn early on in life without being taught to, supporting Baron (1992) theory. However, Moerk (1989) suggests that language development cannot be explained using LAD or LMC because the researchers themselves do not understand how they work, and how the information received in the brain is processed and understood. The interactionist perspective suggests that both empiricist (social) and nativists (biological) perspective both contribute to learning acquisition (Tomasello, 1995). A third factor for development that is influenced by social interaction in childhood is temperament. A definition of temperament as described by Hartup and Van Lieshout (1995) is a substrate for personality development, consisting of simple, basic styles that emerge early and that are tied closely to distinctive modes of emotional expression. Thomas and Chess (1977, 1989) reported three main type of temperamental styles; Easy infants; happy, easily comforted, Slow to warm up infants; fussy and are less adaptive, and Difficult infants; negative, extreme reactions for example long periods of continuous crying. Hartup and Van Lieshout (1995), suggests that temperament has social implications for the way in which an infant relates to other people for example difficult infants are more likely to develop behavioural problems as they get older. A way to try and combat this behaviour is for caregivers to provide more stimulating challenges for the child and try to promote the children to act in a more pro-active manner (Smith, Cowie and Blades, 1998). Thus suggesting that although temperament can continue throughout life, using social techniques can reduce aspects of temperamental behaviour as the child develops. In conclusion, attachment to caregivers, language acquisition and a childs temperament are all influenced by social interaction, and can be seen that the lack of it can lead to developmental abnormalities in children. For infants to develop healthily in the first two years of their life, it appears that they need high amounts of cognitive stimulation, feelings of security from those that care for them, and encouragement for behaviour, so that the child can positively attribute their actions and use these social cues, for example smiling and babbling, to develop all the key skills that they will need as they grow up.

Analysis of My Last Duchess and The Laboratory Essay -- Robert Brownin

â€Å"My Last Duchess† and â€Å"The Laboratory† are two very diverse yet similar poems written by Robert Browning within the period of three years. In this essay I am going to carefully consider the techniques, language and imagery that Browning uses in these two poems. I am also going to compare the two poems together and how Browning creates the voice and character of the persona in each poem. My Last Duchess was written by Robert Browning in 1842. The poem is a dramatic monologue. The poem flows as there are mid-line pauses (caesura) rather than the poem coming to a halt at the end of each line. I think this is deliberate from Browning to make the poem flow more easily. The poem begins by the Duke merely showing his collection of art and various works to his emissary. He then comes to a lifelike portrait of his own wife who is now dead. In my opinion the Duke remembers her as no less than a piece of art that has been created by his orders. This is a general pattern throughout the poem where the Duke considers himself to be the most prestigious man who has ever lived. He believes that men are the dominant race above women. He is a complete image of sexism in his time. Browning keeps some of the imagery vague in the poem I believe this is to leave the reader of the poem to think themselves about the attitude of the Duke. You could perhaps say that he has a flirtatious wife who treasures others gifts as she treats the Duke’s. You could suggest that she may have had affairs with these other men but Browning leaves this to our imagination. I believe the Duke is an unstable man whose jealousy drives him to the limit to eventually finish his wife off. He believes that total control was a natural thing for him. Moving on to the Laboratory. ... ... the reader thinking about the poem in whatever way they like. Similarly with â€Å"My last duchess† Robert browning deliberately leaves some text vague yet some vivid to pose questions to the reader. He uses plenty of metaphors in both poems. I think this is again for the same reason which has been mentioned earlier. He is definitely trying to give the reader a thought but he leaves the thought abruptly for us to imagine about it. In my opinion this pattern is very frequent throughout the two poems. To arrive at my conclusion all these techniques work together extremely well in both poems to give some of the greatest poems of his time. These two poems are especially recognised for the language, imagery and techniques that the poet uses to create a feeling of jealousy and disgust of the reactions of both the Duke in â€Å"My Last Duchess† and the Woman in â€Å"The Laboratory.†

The Chrysanthemums :: essays research papers

In Steinbeck's "The Chrysanthemums" Elisa, poster woman for the feminist movement is a victim of her environment by disconnected. Working attempts to change and coming to realization that she will remain oppressed. Elisa opens her door of acceptance to Tinkerman. She yearns for someone to understand her quest for adventure. Buried in the third world of individualism, behind her fenced flowers, she longs for escape. Despite her efforts, she looks forward to the recognition of her circumstance and imprisonment. Elisa Allen is a lonely woman who enjoys growing and nourishing her chrysanthemums. Since her husband is always working by the fence, he never gives Elisa due attention and affection. Knowing that she can never intervene her husband ¡Ã‚ ¦s work  ¡Ã‚ §Elisa watched them for a moment and then went back to her work. ¡Ã‚ ¨ Her husband says:  ¡Ã‚ §I wish you ¡Ã‚ ¦d work out in the orchard and raise some apples that big. ¡Ã‚ ¨ Letting alone his lack of interest for her chrysanthemums, he does not even care about her. Elisa is vex and anger by her husband ¡Ã‚ ¦s lack of care, and she decides to take care of her chrysanthemums-symbol of how beautiful she really is. Despite her effort, she realizes that she is gradually detached from the world outside the garden. Her gardening area is a  ¡Ã‚ §cage ¡Ã‚ ¨ that protects her from potential harms. Everything changes, however, when the tinkerman arrive. Seeing that the tinker shows interest in the Chrysanthemums, Elisa, altho ugh hesitant at first,  ¡Ã‚ §melted ¡Ã‚ ¨ the irritation from her face and begins to reach out towards the outside world. Knowing that the flowers and Elisa have interchangeable meanings, the tinkerman shows interest in her chrysanthemums, which reflects to Elisa directly, in order to persuade her to find something for him to fix. He says  ¡Ã‚ §oh beautiful, ¡Ã‚ ¨ with this, she now feels appreciate and attractive to this stranger. His compliment to her about her flowers leads her to feel obligate to allow him to enter her world. The tinkerman asks Elisa to help another lady, Elisa feels strong and  ¡Ã‚ §tight with eagerness. ¡Ã‚ ¨ After giving the instructions, Elisa feels proud and good. After hearing the tinkerman ¡Ã‚ ¦s description of his profession, Elisa wishes to explore more with him,  ¡Ã‚ §it must be very nice. I wish women could do such things." The disappointment for Elisa follows her wishes, the tinkerman says  ¡Ã‚ §it ain ¡Ã‚ ¦t the right kind of a life for a woman. ¡Ã‚ ¨ The time has come, Elisa must let the tinkerman go on to his own adventure, but in their exchange , Elisa gain confidence and realize how beautiful she can be.

Of Mice and Men: Critical Analysis Essay

It has been once said that, â€Å"all literature shows us the power of emotion. It is emotion, not reason, that motivates character in literature† this quote can be interpreted to mean that all books show us the power of feeling. It is feeling not reasoning that drives characters in it literatures. To fulfill whatever they want in the story. Feelings drive characters to succeed in every possible scenario. The validity of this interpretation can be seen as true by examining the literary elements conflict and characterization in Of Mice and Men by John Steinbeck and All Quiet on the Western Front by Erich Maria Remarque. See more: how to write a critical analysis outline Steinbeck, in Of Mice and Men, uses the literary element characterization to show the power of interpretation. George and Lenny as well as all the other farm hands dealing with the depression of the early 1900’s are forced to labor intensively for room, board and meager earnings. In order to survive during this difficult time. The reader recognizes George’s sacrifice of his own emotional state by enduring guilt and loneliness. In the story curley lashes out in feeling because he is small and he picks fights with everyone that’s why he hits lenny he has no specific reason.lenny also has emotion like back in weed when he wanted to feel the girls dress and his strong feeling got the best of him and ripped the girls dress in half. All of the characters in Of Mice and Men are different but they all portray strong emotions to fulfill their desires. Steinbeck uses other literary elements to demonstrate the interpretations validity. Steinbeck also uses conflict to validate the interpretation. Lenny accidently kills curlys wife out of his emotional desire to feel soft things that leads to their dream falling out of reach Man vs. Man conflict. George’s dreams of owning his own farm is to unrealistic with lenny and there job landscape Man vs society man vs man. George killing lenny is strictly out of emotion because he did what was best for lenny Man vs. Self. The characters internal and external conflicts are based off emotions and they put each other in different emotions. Remarque in All Quiet on the Western Front uses the same literary element validate the interpretation, Remarque uses characterization to explain the interpretation Corporal himmelstoss is noncommissioned training officer who was a power hungry man to fulfill his need to be in some type of authority. Paul trying to do his duty in the field the enemy soldier jumps in his ditch and Paul’s reaction was to stab him out of emotion. Kemmerich dyeing was a sign of his will to live because he was crying cause he wanted to live so badly. The characterization was really positive and showed their true colors. Remarque also uses the literary element conflict further analyze the interpretation The lost generation was fighting a war they think is wrong for world man vs. society. Fighting purely out of emotion and no reason because they dislike the war man vs. self. Paul telling kemmenrichs mom that kemmerich had a quick and painless death, which was not the case man vs. self. All the conflicts are to meet the goods to survive they need to get food and energy All book do show us the power of feelings not reasoning that drives characters in literatures. To fulfill whatever they want in the story. Feelings drive characters to succeed. Characterization and conflict show validity to the interpretation and provide reasoning for it. They to success are up to the individual.

Argumentative Essay Essay

Analysis of â€Å"We should cherish our children’s freedom to think† â€Å"We Should Cherish Our Children’s Freedom to Think† is written by Kie Ho and expresses his belief of the education in the US. Throughout the article he argues that the American school system â€Å"is not perfect, but it is a great deal better than any other† (Ho, 2007, p. 114). His arguments are reflected through his thoughts and experiences but are weakened by vague evidence. Ho (2007) states that since public school has provided children with opportunities and direction to fulfill their creativity, the US has developed into a country of innovation. He strongly supports this claim with his own experience and idea. On a (2007)â€Å"excursion to the Laguna Beach Museum of Art, where the work of schoolchildren was on exhibit† (p. 113) Ho got the idea that supports his argument. (2007) When public schools give students opportunities to participate in creative activities, the general public assumes that this freedom to choose is universal. This is not true according to Ho’s different personal sources. (2007) A Polish refugee, a German friend and a Lebanese believe that the American education system is far behind their home countries. Ho’s evidence for his first argument favors his reasoning, but is vague on documenting sources. This weakens his argument a lot and results in less persuasive evidence. He assumes that the idea of people who thinking freedom to choose is a norm without any supporting evidence and that the information from his friends is trustworthy knowledge. Furthermore, Ho (2007) makes a comparison between the imagination of his childhood in Indonesia and his son at school in the US. Ho explains that, (2007)â€Å"When I was 12 in Indonesia, where education followed the Dutch system, I had to memorize the names of all the world’s major cities† (p. 13). While (2007) his son at the same age grew up in California had not much knowledge about world’s major cities but had a better imagination because he took creative geography at the age of 6. Both these examples are good strong arguments and support his belief that the American school system has given children a better imagination by introducing creative thinking in class. But then again his personal sources are weak evidence towards making a conclusion that (2007) imagination helps children to learn because it can help them to visualize what they are learning. This idea is also drawn from his son’s life, but is not supported by any other evidence than what he believes. Additionally he feels like the education system took away an important factor in his learning; the ability to â€Å"experiment freely with ideas† (Ho, 2007, p. 113) and gain confidence. (2007) When looking at the quality of the school one does not include the factor of freedom but only how knowledgeable a student is. Consequently this takes him to the counter part of his story were his son was awarded for using his imagination in an essay at school. The evidence strengthens Ho’s argument of that the school system gives a student freedom to choose and gain more confidence when awarded for trying new ways. When looking at the quality of his sources the argumentative appeal weakens a lot. He draws a conclusion from his own experience and assumes that â€Å"disgruntled American parents forget†¦[that] their children are able to experiment freely with ideas† (Ho, 2007, p. 113). If he would have had a supporting source to this claim, rather than only his own experience the argument would stand much stronger. Ho’s next evidence is based on his statement where he admits (2007)â€Å"that American education does not meet high standards† (p. 113) but only because of how the system is now. If one would make American education meet high standards, students wouldn’t be able to function in the way they do now. This is the weakest point of Ho’s argumentative appeal. The argument in some sort misleading because he is later claiming that â€Å"Our public education certainly is not perfect, but it is a great deal better than any other† (Ho, 2007, p. 114). When combining these two ideas he’s saying that (2007) a school system that does not meet high standards in basic courses is basically still a great deal better than any other because of the creativity and confidence it gives students. Ho wants to keep the school system how it is now and not put any more stress on the students with providing them with a higher quality education. Here again Ho doesn’t cite any of his sources. How can he know that providing students with a higher quality education will make them not function the way they do now. It is no doubt that the American school system is bad, but there is no proof that making it better would â€Å"retard their impulses, [and] frustrate their opportunities for self-expression† (Ho, 2007, p. 113). Overall the argumentative appeal in this argument is weak because of the lack of sources and misleading evidence but leads you in some way towards his overall belief. Finally, Ho argues that (2007) critics of American education do not understand the real purpose of the education. In all studies that are done on education the only measurement that has been left out is freedom. He explains that it’s omitted because people have never had freedom in education and therefor never seen the positive effects. To clarify this he applies this to that the importance of freedom in education â€Å"extends even to children the license to freely speak, write and be creative† (Ho, 2007, p. 114). Here Ho relates the first amendment into to right to freely speak or write. This makes a lot stronger evidence for his argument. But on the other side he still doesn’t cite any of his sources and in particular the last sentence were he writes â€Å"Our public education certainly is not perfect, but is a great deal better than any other† (Ho, 2007, p. 114). These words are very strong and almost make it look like he exaggerates to make his cause clearer. Ho is right in some way of his saying but from the general public viewpoint he is wrong. If Ho look at school as an institution that is supposed to teach students to experiment with ideas and fulfill their creativity he is absolutely right. However this is not the real purpose of school. School is an institution made for students to gain knowledge and not mental skills. Ho has several good arguments for his cause but I think his arguments are not strong enough. The starting argument I would say connects to the topic well, but is not very strong. The reason the US is a country of innovation is not only because of the school system, there is other more important factors that made this happened. Later he draws a conclusion about that children need the American school system the way it is to function. This is a little less good of an argument, he doesn’t cite the evidence anywhere and here a chance he made this up by himself. Continuing on, he claims that increasing the quality of the school will retard student’s impulses. This claim is also vague. There is no evidence of this happening, and he doesn’t say that it has even been tried. At last he finishes of saying that American education is good enough the way it is now. I would say I disagree with him at this point. American education does provide a lot of freedom in education, but this generates a lot lower level of knowledge and therefor goes against what education really is about, to learn as much as possible and get a broader perspective of the world.