Labour education and extensive employee development Essay

Labour education and extensive employee development - Essay Example Employee learning explains the process of acquiring knowledge through curiosity to learn. It is a mind-set that has anxiety to get information. Employee learning and labor education will definitely increase the abilities and competency of the employee (Dixon, 1999). Employee development and labor education have become the burning questions for today’s human resource management. Increased downsizing brought by organizational change has amplified the needs of employee development because the labor is needed to be more flexible and responsive at all levels. In the recent years, employee development schemes have seen exponential growth because the learning atmosphere in organizations is boosting. Donaldson (1993) asserts that the organizations have realized the importance of workforce and the need for their education and development in work place (as cited in Lee, 2012). Developing employee abilities can make them more adaptable to internal and external working requirements and definitely add to their learning and confidence which bring in higher productivity to the organization. A research by Lound, Rowe and Parson (2001) confirms that EDS (Employee Development Schemes) have been employed at extensive levels both in public and private organizations. These schemes add loyalty, confidence, and commitment which boost learning in the work place. IRS (1993) puts it as: â€Å"Employee development schemes are proving to be one of the successes of human resource management. They can have real business advantages, creating some of the right conditions for organizations to transform themselves into what has been called the ‘learning organization’, but what might as appropriately be termed the ‘continuously changing organization’, given economic imperatives and a positive impact on individuals’ self-esteem and confidence (as cited in Maguire, 1997). Chris Argyris referred to this commitment as a â€Å"psychological contract†

The Role of the Teacher Essay Example for Free

The Role of the Teacher Essay Perhaps the most important factor in the learning environment is the teacher. This is because the most successful and accessible form of input for the learners in the learning environment is introduced by that of the teacher. The reason for this is somewhat obvious as the teacher is the primary focus and authority in the direction of any given topic. After all, they are there to teach. Essentially, when teachers talk in class they provide the learners with opportunities to develop and expand their comprehension in relation to the given subject. That is to say, that the teachers have the knowledge and it is their ultimate role to distribute this knowledge to the learners. However, this also extends to the significance of the zone of proximal development and the role of keeping the class focused. In relation to teaching English, the teacher can optimise this opportunity in choosing the relevant levels of vocabulary, structure, speed of delivery, degree of clarity, and range of register and style required in relation to the given topic. However, as we have concerned ourselves here, the delivery of teaching has come under scrutiny due to the aforementioned criticisms regarding testing in a formalised manner. This is particularly significant when the role of knowledge acquisition and group dynamics mentioned in the last section are taken into account. We will now return to some of the literature, theory and practise associated with the role of the teacher in the learning environment. The teacher is often perceived by children and learners as the leader of the learning environment. Essentially, they are perceived as the role model in relation to the learning process and therefore the group dynamic (Dornyei, 2003). There has been a great deal of research related to the nature of group dynamics in teaching that have indicated that without the understanding and/or application of the group dynamic, the teacher can unintentionally manipulate an environment that is not conducive to development and in many cases destructive with regards to learning outcomes. This is clearly a problem in relation to the criticisms associated with tests in the contemporary domain. The reason for this becomes apparent and can be seen in the theory and research related to group dynamics and the role of the teacher in the learning environment. For example, Hadfield indicates that the perception of the teacher as a leader and/or role model is in some way detached from the learning environment and the group dynamic. Further, to act upon this perception is given as a hugely significant disruptive factor in learning as it compromises the learner’s identity and inclination to disclose information by way of input. This is given by Hadfield explaining that: ‘From the point of view of emotional orientation, many teachers are not unlike the other members in their class groups. Great deals of the psychological processes that underlie group formation apply to teachers as well. For this reason, it may be particularly important for you at this stage to take part in the class room events as ordinary group members by joining as much as is feasible some of the ice breaking activities and, in a reciprocal fashion, sharing some personal information about yourself with the students. ’ (Hadfield, 1992, p. 17) In this key extract, a need for the teacher to acknowledge their position within, rather than above, the group dynamic is clearly outlined. Further, their role in providing group cohesion and productivity from within the group dynamic is given as essential to a cohesive group. From this perspective, we can assume that without knowledge of group dynamics and their own role within the group, the teacher would not realise their significance in the cohesion of the group and the need for extending and coordinating the focus of the class. This clearly has disruptive implications. Essentially, if the teacher were to perceive themselves as a leader and distributor of knowledge they may drag the group along leaving many of the group behind. The contrary positive effects of negating this form of teacher role are given by the findings of Broadfoot, who suggests that: Many pupils have found the opportunity of talking with their teachers on a one-to-one basis about achievements, experiences, needs and appropriate future targets a rewarding and helpful experience that has a positive effect on their motivation (Broadfoot et al, 1988). This shows that the role of teaching is significant in the nature of learning English. It indicates that the teacher is more than a distributor of predefined tests. It shows that although they are the leader of the learning environment, they should be immersed in it and be responsive to the inputs, goals and directions put forward by the children. This means that rather than maintaining a focus on testing the children, they should attempt to derive a focus and aim through following the feedback from the group. This means that continuous re-assessment rather than pre-defined testing is the primary tool to be used by the teacher. However, while we can perhaps reject the notion of a teacher role based upon top down input at this stage, we must still take into account the direction of learning. That is to say, that it would be unwise to allow the children and learners to simply guide the class outright and have the teacher allow the group to govern the class. For example, as well as losing focus and a sense of established knowledge, the children may form their own groups based upon friendships and other bonds that may disrupt the focus of learning and the acquiring new knowledge. We can perhaps view the teacher’s role as one looking to authentically allow for personal expression and social bonding. However, it must also be focused upon the input deriving from the class. If this is not observed then it is the suggestion at this point that it would be highly likely that there would be lower success in terms of acquired knowledge and a disruption to the process of input. It is with that we turn to the alternative forms of leading and assessing the focus of the group in the learning environment.

On the Function and Evolution of Sleep Essay -- Biology Essays Researc

On the Function and Evolution of Sleep If physiologists devoted the most research time to behaviors humans engaged in the most, we would probably have a full understanding of the biological purpose of sleep. After all, humans, with the exception of most college students, spend one third of their lives in a somnolent state. Despite its fundamental role in human and animal life, sleep is, even in an age when neuroscience has reduced many behaviors to neurological mechanisms, still quite mysterious. What processes are taking place during sleep that benefit the organism? Why spend so much time in an unresponsive and vulnerable state? That these questions haven't been definitively answered is really not a function of a lack of effort on the part of scientists, but rather of the difficulties inherent in studying sleep. It is easy to observe the harm that is done to a human or animal deprived of sleep. A rat prevented from sleeping will lose the ability to maintain body temperature and die in about three weeks, showing no eviden ce of physiological damage (1). In humans, sleep deprivation impairs thinking and suppresses the immune system. But why this deterioration take place is less clear, and the object of disagreeing theories. This essay will try to explain the function of sleep based on what is now known, and attempt to shed light on the reasons and mechanisms for its evolution. An investigation of the control, and perhaps the origin, of sleep might best begin with the hypothalamus, a flat, horizontal structure in the brain that is known to play an important role. Damage to the back portion of the hypothalamus causes somnolence, indicating that when intact, it sustains alertness (1). In contrast, damage to the front part indu... ...t suggests that some of the circuits employed in sensory reception and processing also function to establish and maintain memory, and that both functions cannot be achieved simultaneously. Sleep circumvents this limitation, and is thus a well adapted behavior. WWW Sources 1)Scientific American "In Focus" http://www.sciam.com/missing.cfm 2)Sleep and Memory: Evolutionary Perspectives http://bisleep.medsch.ucla.edu/SRS/publications.htm 3)REM Sleep = Dreaming: Only a Dream http://bisleep.medsch.ucla.edu/SRS/rosenlicht-feinberg.htm 4)Birds May Refine Their Songs While Sleeping" ,Science Magazine article http://www.sciencemag.org/cgi/content/full/282/5397/2163 Additional Resources Discussion on Sleep Evolution ,Scientific American article http://www.sciam.com/missing.cfm The Journal "Sleep" http://www.stanford.edu/dept/sleep/journal/

B&Q Case Study

Contents Executive Summary3 1. TASK ONE4 1. 1 Introduction4 1. 2 Possession and practice4 3. 3 B&Q case5 3. TASK TWO8 3. 1 Introduction8 3. 2 Time distance9 3. 3 Technological distance10 3. 4 Social distance10 3. 5 Cultural distance11 4. Bibliography13 Executive Summary In a modernized and globalized world, knowledge creation and synergization of knowledge in an organization is truly crucial.As data and information are readily available, and information communication technology (ICT) has highly advanced, organizations such as B&Q need to understand how knowledge creation can assist to improve internal and external processes and also encourage innovation. In task one, the aim is to differentiate between possession of knowledge and practice of knowledge and examine which epistemology B&Q uses throughout their supply chain. B&Q uses possession knowledge whereby it provides all their vendors with a code of conduct guidelines which they need to follow through.However, in the face of risk and uncertainty in an economic crisis, B&Q should adopt practice of knowledge and enabling people to do differently and better. In task two, the statement by Stoneman (2010) means that trust and power are the main factors that drive product, process and organizational innovation. For B&Q, due to their power as the distributor, they are able to develop and lay down the process and procedures that all their vendors need to adhere to. However, in an economic crisis, its regimental practice may ot work as uncertainty disrupts the flow of the procedures. 1. TASK ONE 1. 1 Introduction The studies on knowledge and its characteristics have long been explored and discussed in the business and supply chain world. With the emergent of technology and innovation, the possession and practice of knowledge has become more essential in this â€Å"knowledge society† (Nonaka, 1994; Bell, 1973; Drucker, 1968; Toffler, 1990). But what is knowledge and how does an organization activate and generat e knowledge?Knowledge is defined as â€Å"awareness, consciousness, or familiarity gained by experience or learning† (knowledge, n. d) which are the ways people in a social situations would understand and make sense of where they are and what they are doing. When knowledge is conducted and embraced in an organization, it will result to a group of people who develop shared beliefs, behaviours and routines that shape organization capabilities. Experts such as Polanyi (1966), Nonaka (1994) and Cook and Brown (1999) divide knowledge into two categories called tacit knowledge and explicit knowledge.Tacit knowledge is associated with the skills or know-how that people developed through their own experience in specific contexts. Whereas explicit knowledge is something that has been codified, written down or spelled out and is communicable across context. 1. 2 Possession and practice From the word possession itself, one can understand that it is about the knowledge that people have i n their mind (Cook and Brown, 1999). Blackler (1995), and Cook and Brown (1999) refer possesion of knowledge as â€Å"knowledge† and practice of knowledge as â€Å"knowing†.Knowledge is a mental or cognitive capacity which is hierarchical in nature and comprises of data, information etc. moreover, possession of knowledge is a personal property where people render meaning from subjective experiences, perceptions and previous understanding. As human minds are individually unique, hence different people may perceive and intepret the same information or data differently. Meanwhile, practice of knowledge sees knowledge as something that it developed through social interaction such as project work, group assignment or group discussion.When people practice knowledge, they convert tacit knowledge into explicit knowledge, thus transferring knowledge from one person to another. This is done through sharing stories, experiences or creating norms to a group of people hence enablin g the experience of an individual to be related to a wider community. 3. 3 B&Q case B&Q plc works with many vendors such as Kingfisher Asia (KAL) who supply products to B&Q. Hence to manage their vendors and ensure processes and procedures are followed, B&Q come up with code of conduct (B&Q Operational Standards for Supply Chains) for all their vendors.The code of conduct is based on the international labour and envirnmental standards set by the International Labour Organisation (ILO) Conventions which factories and worksites of all vendors throughout the world need to comply to. In summary, vendors need to let B&Q have full visibility of the enitre supply chain and fulfill and obey the code of conduct criteria at all facilities. Any failure to meet the nine Critical Failure Points (CFPs) will result in B&Q not buying or purchasing their products.Through this code of conduct, we can deduce that B&Q adopts a possession of knowledge rather than practice of knowledge. B&Q receives know ledge about labour and environmental guidelines from ILO conventions and uses the basic context to write down or capture in an information technology (IT) system which is then made available as an organizational resource – B&Q Operational Standards for Supply Chains. This is in contrast of having a group discussion with the vendors and seeking their opinions and views on how to create a better working environment for the workers (practice of knowledge).For example, Baer (1987) and Abbott (1988) explained that in order to defend their position, occupational groups such as doctors would write down or ‘black box’ their skills and knowledge which is then used by others as guidelines or instructions to follow. B&Q is following the same concept as they wish to guard their position as a responsible organization or employer where the rights of all workers throughout the world are respected and protected. Thus, this results to an encoded knowledge (Blackler, 1995) for the vendors as information is transmited through the code of conduct.Unlike an individual or specialist ‘black box’, the construction of the code of conduct requires the involvement of a group of people. This method of knowledge creation follows Nonaka’s SECI framework where it is a spiralling process of interaction between tacit and explicit knowledge (Nonaka,1994; Nonaka & Toyama, 2003). The SECI framework consists of four knowledge conversion processes; Socialization, Externalization, Combination and Internalization; which can be seen in Figure 1. The breakdown for B&Q case is as follow: 1.Socialization – The ILO standards which was made known to the B&Q management assist them to create their own knowledge or set of standards which vendors are to adhere. 2. Externalization – B&Q management then decides to have their on set of guidelines in accordance to ILO standards and form a group to write down the code of conduct. 3. Combination – We beli eved that during the process of writing down the code of conduct, B&Q managerial level will each provide inputs and opinions based on the organization’s mission and values on what and how to write down.Once drafted, the Head of Human Resource Department will read it through and request for any necessary adjustments. Once finalized, the Chairman or Head of B&Q will give the approval to codified and disseminate the code of conduct to all the vendors. 4. Internalization – Vendors will then read the instructions and ensure all CFPs are met. For any areas which fail to comply, site management of the vendors will then follow the guidelines to make changes and improvements. Figure 1: SECI model of knowledge creation Source: Nonaka & Toyama (2003)However, Nonaka SECI framework downplays the difference of interest, power and political dynamics which people and organizations face everyday. Thus, during an economic crisis, B&Q may approach innovation differently due to the uncert ainty and adversity faced in a crisis. According to Tsoukas (1996) and Schauer (1991), even though organizations can make assumptions and obtain knowledge from previous economic crisis where similar conditions are seen, the formulate strategy may not work perfectly according to what the organizations believed as there are still uncertainty.Meaning to say, a strategy used in a crisis five years ago may not generate the same result due to the difference in technology, people’s mindset and other relating conditions. B&Q need to adopt practice of knowledge during a crisis as information may not be readily available since people and other organizations are wary and may not disclose essential information in order to survive the crisis. With competition between rival organizations getting tougher, B&Q needs to learn, practice and embodied skills and knowledge which increases their chance of survival (Barnett & Burgelman, 1996).As mentioned by Hitt et al (2007), a multilevel research approach to encourage employees to have better understanding of the strategy implemented by B&Q management. Hence, B&Q through providing an enabling context, B&Q allow its employees to do things differently and better. For example, when selecting their vendors, B&Q can not just rely on which vendor is able to adhere to its code of conduct. B&Q also need to look into the pricing, capability and other characteristic of the particular vendor.B&Q vendor management team need to have further dicussion with sales, procurement and operations team to gain their opinions and views on which vendors to select. With the current vendors, B&Q need to adopt open communication and discuss with them on how the crisis is affecting their perfomance and compliance towards the code of conduct. Another example is due to the crisis, a vendor had to lay off several staff and workers due reducing their headcount. Hence in order to meet B&Q rders, the vendor’s workers may need to work extra hours whic h is over the local law. Through discussion, B&Q may allow the vendor to carry out the new process until the economy stablize and the vendor is able to employ more workers. 3. TASK TWO 3. 1 Introduction Stoneman (2010) mentioned that â€Å"product, process and organizational innovation are socially and politically mediated processes†. This means that through social relationship and even political standing in an organization; product, process and organizational innovation are being conceptualized.Jackson (2001) noted that the real-world issues and situations do not match up to traditional disciplinary boundaries due to the inequality in the capitalist world. Therefore, trust and power play an essential role in the development of knowledge and innovation. Internally at B&Q, their managers may see themselves as the authority towards process and organizational innovation. For example, a manager has the power to decide on how his department should be run in order to meet the depar tment and organization goals.And through his relationship and interaction with the staffs, he may perceive a staff as capable if able to follow the process and excel in it. Hence, to gain trust and acknowledgement, employees compete and motivate each other to do better at what they do and also provide suggestions to the manager on improving certain situations or issues. As highlighted by Hardy and Dougherty (1997), depending on the organization’s culture and its board of management, resource power and process power can either work against or aligned with innovation.However, without meaning and a direction to support the need for innovation, people will notbe motivated to innovate. For example, the warehousing staffs at B&Q may face difficulties in picking the correct product. Thus, with its power, the warehouse manager can arrange a group discussion with the warehousing team leaders and their IT department to create a new process whereby the product are bar-coded and connecte d to a system which will provide the product information when it is scanned.Externally, when working with their supply chain members such as customers and suppliers, B&Q managers can use either its power or trust to ensure compliance are met by the suppliers and customers continue to purchase from B&Q. For example, the board of management has the authority to continue or discontinue the services of a vendor depending on its compliance and performance. However, during an economic crisis where risk and uncertainty are faced, B&Q managers may react to similar situation or innovation differently.B&Q decisions on innovation, processes and products are affected by four types of distance – time, technological, social and cultural. 3. 2 Time distance Due to the changes in time, environment and conditions, certain processes or procedures that B&Q managers created may not be applicable in an economic crisis. Moreover, the decisions B&Q managers made in a previous crisis are also not ap plicable even though the conditions are similar because there is still uncertainty whether the outcome would be the same.The finance department will be more guarded on the expenses and budget thus setting a more thorough process of other departments to ensure waste are minimized and costs are low. In a study done by Hardy and Dougherty (1997), innovators or managers in an anti-innovation environment would solve their problems through methods and ways which hamper innovation whereas in a pro-innovation environment, innovators are able to incorporate the organization’s resources, processes and meaning to develop an more suitable and effective product.Thus, in relation to the crisis, B&Q managers may tackle a deparment issue by pushing away the problematic function and work its way around it. 3. 3 Technological distance As ICT becomes highly advanced, B&Q need to be selective of the information and tacit knowledge that is available widely. This is because not all tacit knowledge is applicable to B&Q’s strategy and that an overflow of information will result to overloading and poor decision making. Through market and technology knowledge, innovators are able to examine problems, communicate and collaboratively develop new products for the organization (Dougherty et al, 2000).However, in an economic crisis, technology knowledge that is necessary for innovation may not be readily available or cost effective to the organization. Faced with uncertainty, B&Q board of management may decide to take on a survival mode concept and develop process such as budget control to restrict unnecessary cost and waste. Thus, if an innovator in B&Q requires a certain technology to assist in its development of new product, he need to go through many levels of strict procedures in order to attain approval. 3. 4 Social distanceDuring an economic crisis, organizations face many problems and situations as they try their hardest to survive and go through the crisis without a m ajor disruption or impact. Due to the uncertainty and risk, managers need to respond quickly and effectively. Even in a crisis, Jackson (2006) noted that managers need to ensure their processes are efficient and effective, staffs are motivated and knowledge is created and enhanced. This is to ensure that the organization is constantly better than their rivals thus surviving the crisis.While ICT and innovation should still move on in a crisis; being a regimental organization; B&Q managers follow routine and have the power to make innovation unlawful through rewarding short-term results, punishing mistakes and even not rendering the support needed for innovation (Hardy & Dougherty, 1997). Not only does this kills innovation in B&Q, the staff would also be less motivate to innovate as they unable to relate a specific project with B&Q’s strategy (Van de Ven and Polley, 1992; Hardy and Dougherty, 1997; Dougherty & Heller, 1994).Hence, B&Q board of management need to re-evaluate it s organization strategy and procedures if it wishes to maintain in the industry. Jackson (2006) suggest organizations to adopt creative holism which is a set of guidelines that are multi-paradigm, multi-methodology and multi-method in nature. Through holism, organizatons look at the situation at a macro and organizational level, thus assuring that the departments are connected and performing together as a whole.Dougherty et al (2000) explained that since organizational knowledge and learning involves many different processes, a focal point or objevtive is essential to ensure one is taking the right path. Pelz and Andrews (1966) recognized that the efforts to combine and link market and technology knowledge across and throughout the organization is often met and filled with tensions. Thus, B&Q need to incorporate these two factor and be less rigid if it wishes to produce and gain new ideas, products and processes (Weick and Westley, 1996). 3. 5 Cultural distanceKingfisher plc, the pa rent company of B&Q, is a United Kingdom (UK) based retailer that offers do-it-yourself (DIY), home decorations and home improvement products to their 6 million customers (Kingfisher, 2012). To meet their international market and demand, Kingfisher plc has overseas sourcing offices in India and Poland that act as a supplier to B&Q. To ensure these strategies and structure is maintain in other country, Kingfisher plc has to train its overseas employees, make them understand and cultivate the Kingfisher plc working culture.However, this will be a tough challenge for example, in India due to the poor education and different socio-culture. Thus, Kingfisher plc needs to accommodate its Western working culture with India working culture, but without losing its main mission and strategy. To ensure this is executed properly, Kingfisher plc needs to obtain a specialist in the Indian market and culture. An economic crisis affects countries differently, depending on where the crisis originates .However, due to globalization, a crisis in the European Union (EU) nations will have a ripple effect, thus affecting neighbouring countries and countries that depend on the EU economy and market. Likewise, if an economic crisis hits India where one of B&Q suppliers is located at, B&Q need to gather information and data from news reports and the India supplier’s representative, and analyse the data before making a decision on how to overcome the crisis and what B&Q should do to ensure that the crisis in India do not disrupt the entire supply chain.To ensure accurate and timely information and knowledge is recevied, Swan and Scarbrough (2005) suggest organizations to adopt a networked innovation process where the innovation procedures is collaborated in the network arrangements within and between organizations (Alter & Hage, 1993; Owen-Smith & Powell, 2004; Powell et al, 1996). B&Q needs to view networks as a means of communication where knowledge and information are dissemina ted (Swan & Scarbrough, 2005) and thus, adopting a open sharing concept where individuals and groups are allow to interact and exchange knowledge and information. 4. Bibliography Abbott, A. 1988). The system of professions: An essay on the division of expert labour. Chicago: University of Chicago Press. Alter, C. , & Hage, J. (1993). Organizations working together. Newbury Park, CA: Sage. Baer, W. (1987). Expertise and professional standards. Work and Occupations, 13, 532-522. Barnett, W. P. , & Burgelman, R. A. (1996). Evolutionary Perspectives on Strategy. Strategic management journal, 17, 5-19. Bell, D. (1973). The Coming of Post-industrial Society: A Venture Social Forecasting. New York: Basic Books. Blackler, F. (1995). Knowledge, knowledge work and organizations: An overview and interpretation.Organization studies, 16(6), 1021-1046. Cook, S. D. , & Brown, J. S. (1999). Bridging Epistemologies: The Generative Dance Between Organizational Knowledge and Organizational Knowing. Or ganization Science, 10(4), 381-400. Dougherty, D. , & Heller, T. (1994). The illegitimacy of successful new products in large firms. Organization Science, 5, 200-218. Dougherty, D. , Borrelli, L. , Munir, K. , & O’Sullivan, A. (2000). Systems of organizational sensemaking for sustained product innovation. Journal of engineering and technology management, 17, 321-355. Drucker, P. (1968). The Age of Discontinuity: Guidelines to Our Changing Society.New York: Harper & Row. Hardy, C. , & Dougherty, D. (1997). Powering Product Innovation. European Management ]ournal, 15(1), 16-27. Hitt, M. A. , Beamish, P. W. , Jackson, S. E. , & Mathieu, J. E. (2007). Building Theoretical and Empirical Bridges Across Levels: Multilevel Research in Management. Academy of Management Journal, 50(6), 1385-1399. Jackson, M. C. (2001). Critical systems thinking and practice. European Journal of Operational Research, 128, 233-244. Jackson, M. C. (2006). Creative Holism: A Critical Systems Approach to Co mplex Problem Situations. Systems Research and Behavioral Science, 23, 647-657.Kingfisher. (2012). About us. Retrieved from Kingfisher plc web site: http://www. kingfisher. com/index. asp? pageid=176 knowledge. (n. d). Collins English Dictionary – Complete & Unabridged 10th Edition. Harper Collins Publishers. Retrieved November 25, 2012, from Dictionary. com: http://dictionary. reference. com/browse/knowledge Nonaka, I. (1994, February). A Dynamic Theory of Organizational Knowledge Creation. Organization Science, 5(1), 14-37. Nonaka, I. , & Toyama, R. (2003). The knowledge-creating theory revisited: knowledge creation as a synthesizing process. Knowledge Management Research & Practice, 1, 2-10.Owen-Smith, J. , & Powell, W. W. (2004). Knowledge networks as channels and conduits: The effects of spillovers in the Boston biotechnology community. Organization Science, 15(1), 5-22. Pelz, D. , & Andrews, F. (1966). Scientists in Organizations. New York: Wiley. plc, K. (2012). About us. Retrieved from Kingfisher plc web site: http://www. kingfisher. com/index. asp? pageid=176 Polanyi, M. (1966). The Tacit Dimension. London: Routledge & Kegan Paul. Powell, W. , Koput, K. , & Smith-Doerr, L. (1996). Interorganizational collaboration and the locus of innovation: Networks of learning in biotechnology.Administrative Science Quarterly, 41, 116-145. Schauer, F. (1991). Playing by the rules. Oxford: Clarendon Press. Swan, J. , & Scarbrough, H. (2005). The politics of networked innovation. Human Relations, 58(7), 913–943. Toffler, A. (1990). Powershift: Knowledge, Wealth and Violence at the Edge of 2lst Century. New York: Bantam Books. Tsoukas, H. (1996). The firm as a distributed knowledge system: A constructionist approach. Strategic management journal, 17, 11-25. Van de Ven, A. , & Polley, D. (1992). Learning while innovating. Organization Science, 3, 92-116. Weick, K. ,

Being a member of a social group Essay

People become a member of a social group because of their very nature, that is, not to feel lonely, to feel secure, and to satisfy some needs such as social and self-esteem needs. Being part of a group has both positive and negative outcomes for an individual. Positive outcomes can be listed as enjoying group work, gaining new perspectives and making friends, and being more creative. On the other hand, there are some negative outcomes such as disagreements between the members of the group and losing time. One of the positive outcomes is enjoying group work. In a group work people perform their tasks quicker and in a more effective way. In a group, each person seems to be more capable. Working together provides a perfect information flow. People share their knowledge and skills with one another. By that way, people can feel themselves like a team because they are acting as a single body and are having responsibilities. Such kind of a group work provides each member with new perspectives which is a result of the exchange of ideas between group members. Therefore, they start to look from a different and a more brooder window. Involving in a social group provide opportunities for making friends. This is another positive aspect of social groups. People feel themselves better when they have more friends and worse when they do not. On this issue, (1991, p110) Goleman stated that patients who suffer from cancer and have no friends need more medical care than those who have friends. That proves the importance of the social groups in people’s lives. Only through this way they can become social and enjoy lives more. Besides its positive outcomes, being part of a group has some negative outcomes as well. These are disagreements between members and wasting the valuable time. Disagreements usually exist when individuals have conflicts with the ideas of others. They want to be free-riders which means acting as a single person and do not participate in or not contribute to the common work. That creates disagreements between group members. The group work can bring inefficiency. For instance, it can continue longer and can waste the time present. The disagreements between the members of the group can also cause losing time. To sum up, all it’s negative and positive outcomes considered, groups play an important role in our lives even though it cause conflicts between group members and losing time. A group is a good shelter that satisfies some of the basic needs of the people involved such as social and self-esteem needs. Further more it helps people to gain new perspectives, to be more creative, and to find new friends. Overall, a group is a social institute which combines various kinds of people who are different in mind, appearance, age and gender.

Looking at Breast Cancer in a Different perspective Essay Example

Looking at Breast Cancer in a Different perspective Essay Example Looking at Breast Cancer in a Different perspective Paper Looking at Breast Cancer in a Different perspective Paper Breast cancer, as we all know is a disease that most women can acquire, and a few of men can have. The said disease has been included in the top ten causes of death of women in the United States. Breast cancer is triggered by aging, some genetics factors (if one in the family had the symptoms), and female hormonal changes and for some genetic changes. There had been a number of programs that caters to the awareness of the human being of their susceptibility to the said disease. In the programs that are implemented nowadays, it is very important that we set standards and evaluate if they are reaching the goals of their campaign. Aside from the non-controllable factors for breast cancer, there are also some activities that promote it. So, in this assessment, some circumstances will be cited in order to determine the changes and enhancements for the implemented program to make it more effective. Screening for breast cancer, by doctors and even for some, self-screening is implanted and encouraged for women to avoid the spread and growth of the cancer cells. In what I remember, someone could have only one breast because the other one is removed with its cancer cells, which make it hard to bear for women, off course. Since men also acquire breast cancer, I think we should design a scheme that will make them aware that they too could have it with their strenuous activities. There should be leaflets and booklets that will describe symptoms of the cancer. Moreover, awareness really should not be put last on the list of the health sector of the government, that they will give such time in order to promote activities and foods that can help avoid it. References Brooks-Harris, J. E. Shollenberger, K. G. (1998). Group facilitation skills for student learners, a work book. Retrieved August 10, 2008, from http://www2. hawaii. edu/~jharris/facilitation. html Interagency Gender Working Group, Men and Reproductive Health Task Force (2003). Implementation Guide. Retrieved August 10, 2008, from jhuccp. org/igwg/guide/intro. html

ESL Job Interview Lesson and Worksheet

ESL Job Interview Lesson and Worksheet Students in ESL classes (and some EFL classes) will eventually need to take job interviews as they go about finding new employment. The art of job interviewing can be a touchy subject for many students and the approach can vary widely from country to country. Some countries may expect a more aggressive, self-promoting style, while others may generally prefer a more modest approach. In any case, job interviews can make even the best students nervous. One of the best ways to deal with this is to explain job interviewing as an extremely important game. Make it clear that students should understand the rules of the game. Whether or not they feel any given job interviewing style is fair is an entirely different issue. By making immediately clear that youre not trying to teach the correct way to interview, but only trying to help them understand the rules of the game and what they should expect from it, youll help students focus on the task at hand, rather than getting caught up in cultural comparisons. Aim: Improve job interviewing skills Activity: Simulated job interviews Level:  Intermediate to advanced Teaching Outline Distribute the worksheet (from this lesson) to students in the class. Students should follow each of the instructions carefully.Make groups of three people and choose one person to interview for the positions, one to interview the job applicant, and one to take notes on the job interview.Review notes after each interview and have the interviewers tell the interviewees how they think they could improve their job interviewing skills.Have students switch roles and either interview another person or take notes. Make sure that all students have taken notes AND interviewed so that they can better understand the job interviewing process.While students are in their groups, have them note disagreements on a good job interviewing technique. At the end of the session, have students to ask other students their opinions on these disagreements.As a follow-up activity, have students go online and find a few jobs they would like to do. Have them write down their qualifications as practice in class. Job Interviewing Worksheet Visit a popular employment website to search for positions. Put in a few keywords for jobs that you would like. Alternately, find a newspaper with employment ads. If you dont have access to job listings, think of some jobs that you might find interesting. The positions you choose should be related to employment you have done in the past, or the jobs you would like to do in the future as they relate to your studies.  The positions dont necessarily need to be identical to your past jobs, nor do they need to exactly match the subject you are studying at school. Choose two jobs from the list of positions you have found. Make sure to choose jobs that match your skills in some way. To prepare yourself with appropriate vocabulary, you should explore vocabulary resources that list specific vocabulary for the work sector for which you are applying. Several resources can help with this: Use the Occupational Outlook Handbook, which lists positions by industry. This is a rich resource that provides general descriptions of the type of work and responsibilities you can expect.Search the industry glossary, for example, banking glossary. This will lead you to pages that provide definitions for key language in your chosen industry.Use a collocation dictionary with keywords from your industry. This will help you learn key phrases and words that usually go together. On a separate piece of paper, write down your qualifications for the job. Think about the skills you have and how they relate to the job you would like. These skills and qualifications can later be used on your resume. Here are some of the questions you should ask yourself when thinking about your qualifications: What tasks have I done at past jobs that are similar to the tasks required in this job advertisement?What are my strengths and weaknesses and how do they relate to the tasks required in this job advertisement?How do I relate to people? Do I have good people skills?If I dont have any related work experience, how does the experience I have and/or studies Ive done relate?Why do I want this job? With classmates, take turns interviewing each other. You can help fellow students by writing down a few questions that you feel will be asked. However, make sure that your partners also include general questions such as Whats your greatest strength?