Management - Psychological Contract Essay Example | Topics and Well Written Essays - 2000 words

Management - Psychological Contract - Essay Example Most employers try to retain employees is through making promises. However, most of the promises made may not be achievable. This process through which organizations makes promises is termed as psychological contract (O'neill, Krivokapic-Skoko & Dowell, 2010). The case provided is a clear example of the psychological contract. Failing to meet the promises lead to a phenomenon that is called psychological contract breach. Psychological contract breach is a significant problem mainly because it fosters a belief within employees that the organization does not support them. It is a main obstacle facing the employees in most of the organization today (Chen, Tsui & Zhong, 2008). Psychological contracts are those perceptions that employees have on employer related to the training, promotion, or any other promise not explicitly recognized in formal contract. These forms of psychological contract are normally used by most of the employers to entice the employees into accepting the job being o ffered by the employer. Principally, under normal situation, the employer-employee relationship is expected that the employer offer compensation to the employee for the performance of the job duties. Chen, Tsui & Zhong (2008) describes the psychological contracts as mental templates that sum up the perceived promises that employees believe that the organization has made to them in exchange for their efforts on behalf of the organization. As mentioned above, psychological contracts are beneficial and useful to both the employer and employee. For the employer, psychological contract constitute the best way in which an organization can advertise for the job vacancies. Psychological contracts are used to attract the attention of the applicant and make them loyal to the company. For the side of employee, psychological contract becomes beneficial only if they are fulfilled (Tyagi & Agrawal, 2010). Psychological contract breach is a term used to describe the inability of the employer to fu lfill the psychological contracts or the promises that he or she made during the recruitment period. The case study is a typical example of psychological contract breach. This is because the employer did not fulfill what he had promised the recruited. Just as the case depicts, psychological contract breach results in reduced performance, negative attitudes and more importantly, withdrawal behaviors. The problems associated with the psychological contract breach pose particular concern for organizations (Bordia, Restubog & Tang, 2008). Fundamentally, most organization tries their best to fulfill their psychological contracts but a number of factors limit them from meeting this objective. These factors include downsizing, outsourcing and rapid change. Consequently, avoiding psychological contract breach is a difficult task for the current organizations. The case presented in the case study implies that employees had higher expectation form the company. However, as they starts working in the company, they realized that they are not getting what they expected. They found out that the kind of jobs or duties they are given are below their standards. They end up becoming psychologically tortured. They also loss confidence in the organization. As they plan to leave their job, they feel that they may not get another job. This means that these employees need to be advised on what they should

Technical Skills Essential to the Role of Secretarial Administration Essay

Technical Skills Essential to the Role of Secretarial Administration - Essay Example The researcher will begin with the statement that his experience in administration began when he was appointed as personal secretary to the Director-General of the Department of Arts and Culture. The researcher’s duties included the giving of administrative support to the Director-General. His main focus was administrative leadership, security and control functions which facilitated internal and external communication of the Head of Department with Top Management, Board Members and Agencies receiving state funding for arts and culture. The author got familiar with the Department’s policy regarding its system of correspondence, which included the drafting of internal memoranda, letters, and submissions for approval of funding proposals according to the system of delegation. In the researcher’s 10 years of employment with the Department, he prepared agendas for board and in-house meetings, took notes and set-up minutes of the meetings. The author had to organize in ternal staff meetings and provide all related documentation to the program managers (heads of the department’s divisions) like the financial executive director. Of his functions were to build a complete and efficient filing system in the form of paper files for back-up as well as an electronic filing system which kept track of each matter under discussion. Each unresolved matter was given a deadline date and the computer programme gave a daily print-out of outstanding matters with regard to urgent bookmarks for immediate attention that day.

Principles of the early years framework Essay Example for Free

Principles of the early years framework Essay Essay about the purposes and principles of the early years framework. The legal regulations under section 39 of the childcare act 2006 gives the early years foundation stage (EYFS) , that came into force in Sept. 2008 and providers are required to use the EYFS to ensure a flexible approach to children’s learning and development so that children will achieve the five every child matters outcomes which are : * Staying safe* Being healthy * Enjoying and achieving * Making a positive contribution * Achieving economic well- being In 2012 the EYFS was revised and made simpler and came into force on 1st sept, it made a number of changes and one of these was to make a stronger emphasis on the 3 prime areas which are the most important to a child’s healthy development these areas are: * Communication and language development* Physical and personal development * Social and emotional development The statutory framework for the EYFS give clear legal requirements to relate to learning and development and also relating to safeguarding and promoting children’s welfare, suitable people i. e. keyworkers, suitable premises, environment and equipment and organisation and documentation. The learning and development requirements have legal force by EYFS order 2007 from section 39(1) (a) of the childcare act 2006. The welfare requirements are given legal force by section 39(1) (b) of childcare act 2006. Together they form the legal basis of the EYFS and have statutory virtue of section 44(1) of the childcare act 2006. Practice guidance for the early year’s foundation stage gives practitioners guidance on how to meet the necessary requirements to the EYFS framework. It provides advice and information on how to support children’s learning and development and welfare. Also you can get guidance for children’s development in a section called development matters and this gives help and information to help practitioners to understand and support children in development pathways which are: * Personal, social and emotional development * Communication, language and literacy * Problem-solving, reasoning and numeracy * Knowledge and understanding of the world * Physical development * Creative development * Every child is different they are all individual in their own right and all children varied needs. Meeting every child’s needs can be difficult even though they are grouped with other children their age. Many children will meet their development needs expected for their age but others will have needs which are characteristic of much younger or older children. We must recognise the child’s needs and meet children’s development needs to help them achieve. We must consider each child’s physical maturity, intellectual abilities, emotional development, social skills, past experiences and relationships. Respecting children and help them to develop in a positive, caring, nurturing and responsive childcare environment. Throughout history we have had people that stood up and fort for young children’s needs and these people have influenced the UK current early years provisions. * Fred Froebel (1782-1852) founded the first kindergarten and learned that it was important for children to get involved in real experiences which meant being physically active. He believed that everything was linked and called the principle of unity and also principle of opposition or ‘gifts’. * Maria Montessori (1870- 1952) worked with children with learning difficulties in Rome Italy. She spent hours observing children and found that children go through sensitive periods of development when they are particularly receptive to particular areas of learning. She saw children as active learners. * Rudolf Steiner (1861-1925) believed in three phases of childhood. The will, 0 to 7 years he said the spirit fuses the body at this stage. The heart, 7 to 14 years a rhythmic system of the beating heart and the chest that respiratory system meant that felling was important during this time. The head, 14 years and onwards was the time for thinking. * Margaret McMillan (1860-1931) believed I first-hand experience and active learning she said that relationships, feeling and ideas were all physical aspects of moving and learning, she believed children would become whole people through play which helped them apply knowledge and understanding. * Susan Isaacs (1885-1948) valued play she believed it gave children freedom to think, feel and relate to others. She said that children can’t in just classrooms sat at tables and write they need to move around and explore to learn too. * The Reggio Emilia approach had a number of key features that attracted worldwide attention these were: Community support and parental involvement. Administrative policies and organisational features. Teachers as learners. The role of the environment. Long-term projects as vehicles for learning. The hundred languages of children. * The highScope approach encourages children to make their own choice of activities. It encourages active and independent learning by involving children in the planning, doing and reviewing. They still have some adult- directed activities such as story- time and PE but they work around the plan – do – review cycle of planning its key features are Active learning Personal initiative Consistency Genuine relationships Building a strong partnership with parents Appropriate curriculum.

Gender Differences In Aspects Of English Language Use

Gender Differences In Aspects Of English Language Use Language is largely influenced by socialization, shaped by conditioning and constant reinforcement. When parents speak to children they address boys and girls in different ways. In general, girls are treated more gently and spoken to more softly. Boys are encouraged to play roughly, to make a noise and to be expressive, but not to cry. Girls are encouraged to be less rowdy and may cry but not shout. They are discouraged from expressing anger. For boys, behavioural expectations are reinforced with expressions like You throw like a girl, and Big boys dont cry. As children develop, these differences begin to show more clearly in language. They become part of the communication style that is there for life. According to Mayor, B (1996, page 64), as they mature girls and boys increasingly differentiate their language use to reflect their gender roles. Girls use more indirect language than boys, and are more likely to modify their speech styles in varying contexts. Studies of childrens play behaviour demonstrate that boys are competitive and confrontational, and concentrate on the physical world, whereas girls are indirect, collaborative and are interested in motives and feelings. (Maybin, 1996 page 19). Generally speaking, boys and men are assertive, independent and objective. Girls and women are submissive, dependent and subjective. Of course, there is a wide range of communication styles and practices within each gender group, with most men and women using various conversation styles depending on the purpose and context, and also whether they are in single sex groups. In mixed company women usually talk less than men, and are more polite. They are less competitive and try to bring others into the conversation. This could be because women are brought up to be deferential to men. They are more hesitant and indirect, use more tag questions (isnt it? dont you think?), more polite forms (could you possibly?) and generally weaker vocabulary (words like lovely and Oh dear). (Maybin, 1996 page 19). Men on the other hand, interrupt more and give less feedback and support. In situations that require formal conversation, such as at conferences, business meetings, or other mixed-gender gatherings, men tend to initiate more of the interaction. Those who talk most are perceived to be leaders. (Coates, 1998, p.469). Amongst themselves, women tend to talk more. They show more concern for the relational aspects of conversation. In exclusively male groups, men tend to focus more on activities than on conversation (Coates, 1998, p.216). Of course, these are generalised descriptions of behaviour, and both sexes are able to modify their styles depending on the context. Maybin (1996, page 19) quotes a study of courtroom language in which high-status, expert female witnesses used masculine speaking styles, whilst lower status male witnesses used female style features. Dr. John Gray (author of Men are from Mars, Women are from Venus) says that women communicate for different reasons than men do. When men talk about problems, they are looking for solutions, whereas when women discuss problems they are sharing their feelings, because they find this therapeutic. In this context what women would like from men is empathy, and not solutions. The table on the following page shows clear differences in communication styles between men and women. Men Women They try to solve problems and troubles They try to match troubles by relating similar negative experiences They have a more analytical approach to problems They have a more emotional approach to problems They are less likely to ask for help. They try to figure things out on their own They are more likely to ask for help and accept it They are more task-oriented (i.e., What is everyone going to do?) They are more maintenance-oriented (i.e., Is everyone all right?) They appear less intuitive and less aware of details They appear more intuitive and more aware of details They have more difficulty in expressing intimate feelings They have less difficulty in expressing intimate feelings They are more apt to yell, shout and swear to release anger They are more apt to cry to release anger They talk more about what they did, where they went and less about relationships with others They talk more about how they feel and more about relationships with others They tend to take verbal rejection less personally They tend to take verbal rejection more personally (Glass, L. (1995) page 49). English has a natural gender, unlike many other languages. (Of course, it was not always so; before 1154, Old English nouns still used the Anglo-Saxon derived genders. (Bryson, B, 1990, page 49)). This means that words like woman, cow, ewe, are feminine because of their biological sex. In the same way, bull, boy and tomcat are masculine. This natural gender refers only to animals and not to objects. Historically, certain professions acquired genders: doctors, lawyers, politicians, engineers, architects and ministers were invariably male. Nurses, nannies and typists tended to be female. Nowadays, all of these professions are correctly gender-free. There are also words with male endings such as chairman, postman and fireman, which now have alternatives: chairperson, postal worker and fire-fighter. Regarding creative writing, women authors have tended to be under represented in most selections of literary texts. Writers such as the Brontà « sisters and Mary Anne Evans had to adopt male noms de plume (respectively Currer, Ellis and Acton Bell, and George Elliot) even to get published. Apart from this gender based discrimination, there is also a strong feeling amongst many writers that the written, literary language itself was for so long a male preserve, that woman writers need their own idiom. In Thomas Hardys Far from the Madding Crowd, the heroine Bathsheba explains that It is difficult for a woman to define her feelings in language which is chiefly made by men to express theirs (Quoted in Menham, R. 1995, page 136). Menham also quotes from Virginia Wolf, who appeals for a new kind of writing that will take the natural shape of a womans thought without crushing or distorting it. In A room of Ones Own she says that the resources of the English language would be much put to t he stretch, and whole flights of words would need to wing their way illegitimately into existence in order for female sensibility to be adequately explored. She also associates maleness with a sterile rationalism and the aims of control and regulation, and femaleness with a fertile indiscipline, spontaneity, plenitude, a creative irrationalism. (Menham, R (1995) page 137). Referring to the work of French theorist Hà ©là ¨ne Cixous, Menham feels that her celebration of womans writing effects a great historical reversal of the traditional strengths and weaknesses of male and female language-use. It gives a positive value to precisely those qualities that men have always derogated in women: hysteria, lack of force, sensitivity. (Menham, R (1995) page 138.) In conclusion, there is no doubt that there are differences in English language use, both in speech and writing, based on gender. Most of these seem to be as a result of socialisation from an early age. The different, traditional gender roles and expectations coloured the way children were raised and educated, and in many respects these influences are still in place. Hopefully, as modern societies eliminate the largely artificial stereotypes of gender based roles and behaviours, we will all be able to experience, and articulate, the full panoply of human emotional and intellectual experience, regardless of gender.

technology :: essays research papers

Introduction Even now, customer relationship management (CRM) is in its growth stage. Until recently, diverse individuals defined this concept differently. As the name suggests, the primary focal point is placed on the customer. If a company develops better customer relationships, it also improves business processes as well as its profits. In general CRM, is a more efficient automated method used to connect and improve all areas of business to focus on creating more solid customer relationships (CRM Research Center, 2001). All forces are coupled together to save, improve, and acquire greater business to customer relationships. The most common areas of business that are positively affected include marketing, sales, and customer service strategies (Digital Consulting Institute, 2002; CRM Research Center, 2001). CRM helps create time efficiency and savings on both sides of the business spectrum. Through correct implementation and use of CRM solutions, companies gain a better understanding of their s trongest and weakest areas and how they can improve upon these. Therefore, customers gain better products and services from their businesses of choice. In order to achieve better insight on CRM, it is essential to consider all of its components. Analogous to other technologies, CRM has its goals, costs, implementation strategies, and success and failure stories. Goals   Ã‚  Ã‚  Ã‚  Ã‚  If successful, CRM can assist businesses with many customer-oriented processes. In general, companies will be able to offer better customer service. By keeping track of customer preferences, a company will have a better idea of what type of questions to expect (Bannan, 2001). Through well-organized call centers they can provide faster more intelligent solutions to customers' questions and complaints. Costs   Ã‚  Ã‚  Ã‚  Ã‚  CRM does not come without its costs, however, according to a recent survey conducted by The Data Warehousing Institute, nearly half of the people surveyed stated that their CRM project expenses were less than $500,000. This demonstrates that not all CRM implementation has to be costly. On the other hand, this survey also presented that quite a few participants had budgets of more than $10 million (CRM Research Center, 2001).

The Black Death Essay -- Diseases, Disorders

The Black Death was an extensive epidemic that spread across Europe from 1346 to 1353, killing over an estimated one-third of Europe’s entire population (Medieval World 56). Although historians are not entirely sure of its origin, the Black Death spread quickly across both Europe and Asia with a death toll that augmented rapidly. The plague also had unusual and deadly symptoms, causing â€Å"panic everywhere, with men and women knowing no way to stop death except to flee from it† (Kohn 28). The chaos created by the malevolent force of the Black Death impacted the society of Europe as a whole. Despite the extent of the Black Death, we know surprisingly little of it (Cartwright and Biddiss 38); however, historians have presented numerous theories of its origin and spread, uncovered records of deaths, symptoms and other characteristics, and have found political records, art, and other documents recalling the plague and its impact on Europe. During the early 1320s, the bacterium Yersinia pestis (Zahler 22-25) that causes bubonic plague erupted in the Gobi Desert along trade routes possibly because of the previous Ice Age uncovering the prehistoric bacteria (Nox). The plague then quickly traveled through merchants along the Silk Road and Black Sea, spreading to both China and possibly India (Zahler 31-32). In 1347 the plague reached parts of Sicily, Marseilles, Alexandria, and Constantinople through trade, starting the period of the Black Death in Europe (138-141); however, some records also have shown that the plague was spread from Russia to Genoa to Italy, France, and Germany in 1348 through warfare from the Tartars (Cartwright and Biddiss 36-37). The Black Death then continued to spread across Europe until 1352 when the period of the ... ... (53). Works Cited Byrne, Joseph P. The Black Death. Wesport, Connecticut: Greenwood Press, 2004. Cartwright, Frederick F. and Michael D. Biddis, George Child. Disease and History. New York: Thomas Y. Crowell Company, 1972. Corbishley, Mark. The Midieval World. New York: Peter Frederick Books, 1993. Kohn, George Child. Encyclopedia of Plague and Pestilence from Ancient Times to the Present. New York: Facts on File, 2001. Macdonald, Fiona. The Plague and Medicine in the Middle Ages. Milwaukee, Winsconsin: World Almanac Library, 2006. Midieval World. 1. Danbury, Connecticut: Brown Patworks Limited, 2001. Nox, E.L. Skip. "The Middle Ages: The Black Death." boisestate.edu. Boise State University, 1995. Web. 13 Feb 2012. . Zahler, Diane. The Black Death. Minneapolis: Twenty-First Century Books, 2009.

The Glorious Revolution in England

The Glorious Revolution of England happened in the seventeenth century, and the French Revolution, happened in the late eighteenth century to early nineteenth century this is during the age of enlightenment. The revolutions where started because of the new ideas and wants of the common people. They have a lot of similarities because they influenced each other but they also have many differences because they are different countries and people.Because the ideas from the revolutions are so new and smart they influenced many other countries and their governments. The Glorious Revolution of England came fist during the eightinth century was the idea to overthrow King James II and replace him with a ParliamentThe French Revolution began with members of the Third Estate pronouncing the Tennis Court Oath in June, the assault on the Bastille in July. The similarities are mostly in how the revolution was started.Both King Charles I and Louis XVI were in debt because of the lack of money left b ehind from past monarchs. Both kings gave the problem on the peasants which made them very angry. They didn’t want to pay off the debt of the monarchs who they already payed large taxes to. King Charles I and Louis XVI had to summon on Parliament and the Estates to fix their financial issue. Instead of fixing the money problem they came up with new ways of government and planned against the monarchy. The main differences between the revolutions came from the philosophers.The main philosopher that influenced the revolution in France was Jean-Jacques Rousseau and the main philosopher for England was John Locke. John Locke was known as the father of libertarionism and is reguarded as one of the most influencial elightenment thinkers. Jean-Jacques Rousseau’s political philosophy influenced the French Revolution and the advance of modern political and educational ideas The political and social ideas of both the English and the French revolutions influenced many governments in the world such as America, Canada, Germany.. tc. Because of the English revolution the political idea of a constitutional monarchy rose and allowed more freedom and input from the common people in England. The French revolution made way for new government systems, such as democracy and socialism. The glorious revolution in England and the French revolution both are key turning points during the age of enlightenment and have influenced many of today’s governments as well.