Michelangelo's Last Judgement Essay Example | Topics and Well Written Essays - 1000 words

Michelangelo's Last Judgement - Essay Example In this painting, judgment day is depicted and Christ is seen as a â€Å"stern judge of the world† (Kleiner, 2009, p.474). The literary sources from which this work of art drew its theme are supposed to be, the Bible, the Divine Comedy and also many folk and traditional stories about the judgment day (Barnes, 1998, p.1). It was Pope Paul III who invited Michelangelo from Florence to Rome and entrusted him with the creation of this painting, also deciding upon the topic of this painting (Paoletti and Radke, 2005, p.501). It was under the loving insistence of the Pope (who was busily reviving the strength of Catholicism in the backdrop of Protestant Reformation) that Michelangelo left his work in Florence and came to Rome. Hence it can be said that this painting embodied the Catholic idea of salvation (Dixon, n.d.). The painting shows all the just figures inside it as ascending to heaven and all the damned figures as being taken downward into the hell (Kleiner, 2009, p.474). The purpose of this painting as seen from the eyes of the Catholic Church of that era was to tackle the ideological spread of Protestantism (Williams, 2004, p.76). The Church was getting aware of the â€Å"power of art† and was trying to â€Å"exercise some kind of control over the production and consumption images† (Williams, 2004, p.76). In this painting, Michelangelo has â€Å"used some†¦intense colors† and had paid attention to undertake perfect detailing of all the human bodies that he has drawn (Paoletti and Radke, 2005, p.501). It is observed that â€Å"each hue is powerfully distinct, yet shot through with lights of other hues† (Dixon, n.d.). The ambience created by this painting is that of great tension and apprehension. This is in accordance with the theme of the painting, which is about the judgment day. The central figure if Jesus as is in all previous judgment day paintings. The raised right hand of Jesus in the painting is supposed to repr esent the canonical saying, â€Å"(He) wrathfully damns the guilty and banishes them from his presence into eternal fire† (cited by Dixon, n.d.). But some critics (Dixon, n.d.; Kleiner, 2009) have viewed the positioning of the hand as depicting uncertainty and ambiguity. The painting is reflective of Michelangelo’s concepts about the judgment, which has roots in Dante’s notions and also in the idea that â€Å"judgment is not a matter of God's action at all ... (and) judgment is a choice of the individual soul† (Dixon, n.d.). This might be the reason why many figures in the painting even as being drawn into hell, carry signs of some internal conflict on their faces rather than a fear of being punished. It is also argued that this is why Michelangelo has not given Christ a commanding posture and instead picturized him in an ambiguous body posture (Dixon, n.d.). Critics (Paoletti and Radke, 2005) have opined that the style in this painting is a developmental progression from his previous figural style and also is reflective of Hellenistic sculpting style (p.501). By visualizing Jesus in the appearance a Greek god, Michelangelo was breaking the convention on usual depictions of Christ. The skin held by St. Bartholomew (he was skinned alive) in the painting is supposed to have a face resembling Michelangelo himself, says some analysts (Kleiner, 2009, p.474). Another curious specialty of the painting has been its lack of â€Å"

Biology Research Paper Example | Topics and Well Written Essays - 750 words

Biology - Research Paper Example The stabilization of soil carbon results in enhanced soil properties like improved aeration, aggregation and water-holding capacity which leads to better crop production and soil conservation (Six, Frey and Thiet). Furthermore, fungal species are also able to extract important minerals and elements from rocks and other geologic matter in a process known as bioweathering (Gadd, Burford and Fomina). Fungi have properties that permit them to work under a wider range of pH conditions, resist the effects of toxic metals, UV radiation, and climatic extremes (reviewed in Gadd, Burford and Fomina). Fungi also have food uses, the most common is the use of yeast to ferment glucose and allow dough to rise and polymerize during bread-making. Other known food uses are production of cheeses and wines, as a substitute for protein foods, and as primary food products. Many are cultivated for food consumption like the common white button, Shiitake and Portobello mushrooms. These have been consumed and cultivated for hundreds of years: for example the consumption of Shiitake as food as been reported since 1313AD while the white button mushroom was first described in 1707 (Baar, Straatsma and Paradi). However, some expensive and rare edible fungi are not yet produced agronomically like truffles, matsutake, and chanterelles. Fungi colonize and penetrate food ingredients which result in the release of enzymes and metabolites that can result in food spoilage. However, the action of these filamentous colonizing fungi, also known as molds or moulds, could also result in fermentation and desira ble changes in foods. Foods like tempeh, tofu, soy sauce, Roquefort cheese, blue Stilton cheese, salami, brie, and rice wine have improved flavors and texture because of the action of different types of moulds (Nouts). A negative aspect of fungi is their ability to cause diseases known collectively as mycoses. According to the US National Center for Health Statistics,

Ethical Issues Involved in End-of-Life Decision-Making Essay Example for Free

Ethical Issues Involved in End-of-Life Decision-Making Essay End-of-life decision-making entails looking into ethical, cultural, as well as, legal concerns. All of the aforementioned has to be carefully considered if one has to decide to end his or her own life. This paper will look into the ethical, cultural, and legal issues that go along with end-of-life decision-making. It also intends to state what therapist can contribute in his or her participation in the discussion of end-of-life decision making together with his or her colleagues, as well as, patients their families. Ethical Issues Involved in End-of-Life Decision-Making There are ethical indispensable issues involved in end-of-life decision-making and some are the following: First of all is the issue on utilitarianism, since this is said to be the â€Å"foundation of morals† then it is linked to the end-of-life decision-making as well (Ebenstein Ebenstein 1991, p. 580). Here, it is said that â€Å"actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness† (Ebenstein Ebenstein 1991, p. 580). â€Å"Happiness† here is regarded as the â€Å"absence of pain† and â€Å"unhappiness† is the presence of the aforementioned (Germino 1972, p. 240). It is an issue because happiness is not all that matters in ending a life (Ebenstein Ebenstein 1991, p. 580). In addition to that, how can one be sure that the absence of pain, which is death in this case, will lead to happiness of the person chiefly involved in the end-of-life decision-making (Ebenstein Ebenstein 1991, p. 580)? The same is true with the family of main person involved, will they be experience happiness if the patient opts to end his or her life voluntarily instead of waiting for his or her ‘natural’ death to take place (Ebenstein Ebenstein 1991, p. 580)? Second is the issue related with the Kantian model or what is technically referred to as the â€Å"deontological theory† (Bennagen, 2000, p. 50). This states that a person has to fulfill a certain responsibility or duty as a part of his objective (Bennagen, 2000, p. 50). This statement now seems to be irrational since the concrete definition of a responsibility or duty is not provided (Bennagen, 2000, p. 50). For example, is it the person’s responsibility to subject himself or herself to death (Bennagen, 2000, p. 50). It may be his or her right to choose to live or die but if asked if it is his or her responsibility remains a big question (Bennagen, 2000, p. 50). Last but not least, there are some health care providers who are extremely conscious about â€Å"how much money is spent on patients and how effectively it is spent† (Hinman, 2000, p. 9). Some individuals feel that the amount of money spent on terminally ill patients is not really worth it (Hinman, 2000, p. 9). This is highly unethical; it is as if one is saying that money is far more important than actually trying to save a life (Hinman, 2000, p. 9). Cultural Issues Involved in End of Life Decision-Making Furthermore, there are several cultural issues involved in end-of-life decision-making as well and some are the following: First of all, there are some members of a cultural minority that prefers to be spoken to directly with regards to the disease that they are going through (Searight et. al. , 2005, p. 516). Although, there are also some who do not (Searight et. al. , 2005, p. 516. ). In fact some immediate family members request that they be the ones to be spoken to only since they believe that informing the patient will only make the patient feel worse and will eventually negatively affect him or her (Searight et. al. , 2005, p. 516. ). The same is true when it comes to making decisions with regards to the medications/treatment that the patient will undergo; some family members prefer that they be the ones to be in charge about this instead of the doctor and/or the patient (Searight et. al. , 2005, p. 516. ). Second, patients who belong to a cultural group sometimes opt â€Å"not to be directly informed† about the disease he or she is going through especially if it’s a life-threatening one (Searight et. al. , 2005, p. 516. ). Third, some patients also would prefer to carry out certain religious activities and spiritual traditions so as to assist in their medical treatment, and eventually, their healing as well (Searight et. al. , 2005, p. 516. ). Last but not least, some patients take into consideration their beliefs and outlook when it comes to the â€Å"medical experts, suffering, as well as, the afterlife† (Searight et. al. , 2005, p. 516. ). Legal Issues Involved in End-of-Life Decision-Making There are also certain legal concerns when it comes to end-of-life decision-making: Most of the States disallows physician-assisted suicide; for example in New York, it is unlawful â€Å"under the general homicide laws† (Legal Status of Assisted/Euthanasia in the United States, n. d. , n. p. ). The same is true in Virginia wherein â€Å"there is no law that actually covers physician-assisted suicide but there is a statute which imposes civil sanctions on persons assisting in a suicide† (Legal Status of Assisted/Euthanasia in the United States, n. d. , n. p. ). My Participation as a Therapist in the Discussion of End-of-Life Decision-Making along with Colleagues There are several things that I may contribute as a therapist to my colleagues. I can share with them my knowledge with regards to how to communicate with patients of diverse culture (Searight et. al. , 2005, p. 521. ). I can request them to â€Å"demonstrate an interest to the patient’s cultural heritage† for them to be able to give the patient â€Å"culturally-sensitive care† (Searight et. al. , 2005, p. 521. ). In addition to that, I will also let them know that it is important to give the patient â€Å"autonomy† especially when it comes to â€Å"non-disclosure of medical information and family-centered decision-making† because through the aforementioned, the patient will eventually feel that their â€Å"cultural norms are being respected† (Searight et. al. , 2005, p. 521. ). My Participation as a Therapist in the Discussion of End-of-Life Decision-Making along Patients and their Families Finally, I may also be of great assistance to patients and their families with regards to their discussion of end-of-life decision-making through the following: 1) I will respect it if the â€Å"patient prefers that his or her family members be the recipients of diagnostic and treatment information†; 2) I will make sure first who is the member of the family who’s appointed to make treatment decisions before speaking to him or her or giving them an advice with regards to the medical procedures or treatment; and 3) I will help them find another therapist/physician in case they are uncomfortable with the current one and especially if their therapist/physician â€Å"belong to the different ethnic background† (Searight et. al. , 2005, p. 521. ). As a therapist, I will try to advise them the best I can while considering their cultural background, incorporating my ethical/moral standards, and making sure that I will abide by the laws as well. References Bennagen, P. (2000). Social Economic and Political Thought. Q. C. : UP Press. Ebenstein, W. and Ebenstein, A. 1991, Great Political Thinkers: Plato to the President.Harcourt Brace, Forth Worth. Germino, D. 1972, Machiavelli to Marx: Modern Western Political Thought. University of Chicago Press, Chicago. Hinman, L. M. (2000). Ethical Issues in End of Life Decisions: A Guide to Understanding Differences. Retrieved April 28, 2008 from http://ethics. sandiego. edu/presentations/sharp/index_files/v3_document. htm Legal Status of Assisted/Euthanasia in the United States. (n. d. ). Retrieved April 28, 2008 from http://www. nightingalealliance. org/pdf/state_grid. pdf Searight, H. R. Gafford, J. (2005). Cultural Diversity at the End of Life: Issues and Guidelines for Family Physicians. American Family Physician, 71(3), 515 – 522.

Independent Cafe Leadership Strategies

Independent Cafe Leadership Strategies Coffee express started as a very small cafe; shop with only 6 tables however in the past 4 years it has made a huge progress. Coffee express started on the 1st of February 2013. It is located at Sylvia Park, Mount Wellington, and Auckland. We started with only 4staffs. Our main focus on was takeaway coffees and fresh and toasted sandwiches only. Our signature sandwiches such as classic clubhouse sandwich, choice of fish, chicken, vegetarian, grilled chicken sandwich, and grilled fish fillet sandwich.Our authentic sandwiches became very popular and famous among the kiwis. Its freshness and crunchiness were enjoyed by all. Due to our sandwichs, customers started to spend more on coffees. From takeaway coffees, it soon started with have it in coffees. Coffee express became more hectic and demanding and was a challenge to keep up with only 6tables in the shop. After a year of huge progress, I decided to invest in the shop, extending the whole area and adding 10 tables which meant more st aff as well. The whole expansion became a huge challenge for me. For the new success we considered ourselves a learning business that is growing which responds to changing customers, employees, and system. New rules, procedures, mission, and vision statement of the cafe was initiated. As a sole trader it is totally my duty and responsibility to run my own coffee express. These duties involve acting as an owner, stock controller, floor manager, and food service manager as well. Maintaining and controlling a constructive work environment by planning, direct, coordinate and check all accounts of the cafà ©. The vision statement   of the cafe; is to spread the spirit of rock n roll by creating genuine experiences and delivering kiss ass service that rock your world. The value statement of the cafà © is to commit on ensuring a long term success by ensuring a family fun and nurturing work environment.   Moreover, in order for my team to understand visions and values, they need to have a genuine interest in serving customers. For them to have these certain interest they must acquire hospitality qualification and trade. For a long term success of the cafà ©, my team must obtain that authentic rock and roll experience that customers would be attracted to come back f or. Furthermore, I know that my team have understood the visions and value for the cafe; because I have now managed to expand the entire cafà © to 10 serving tables now.   The success of the cafà © speaks for itself and i am assured that the authentic genuine are given to customers as they come again for the same vibe. The cafà © is generally a busy place from morning till lunch time. As a sole trader 2 behavioral expectation observed were autocratic and laissez fair. When coffee express was setup I opted on practicing autocratic leadership which had worked out quite well enough for me in the past 4years of my business. Having to hold the ultimate power as the owner and taking no account for others opinion has molded me and my business thriving. Being able to have individual control over all decisions has helped me achieve all my goals and objectives in these years. My own ideas and judgments have been accepted by my followers and have resulted in a huge success. My goal was always to expand my business and through autocratic leadership I have managed to accomplish it. For example, when it came to making of sandwiches or coffee, first in first out strategy was imposed and was being followed by my staff. I.e. whoever orders and pays first shall be served first. All customers were given equal priority. For the existing accomplishments, this strategy seemed glowing. Customer satisfaction developed and clients expectation boomed. Having to perform so many responsibilities, I happened to acquire laissez fair qualities as well. Usually I delegate my responsibilities to staff. I.e. asking them for their corporation in getting work finished or sometimes even to update register files and all. It was not possible to do all work by myself with such a hectic environment. For example, at the end of each month I used to assign two staff for stock take. They would count and record the stocks available in the shop and report back to me. I would then record i t in a computer data system and order stocks that are needed as soon as possible. Without my two staff I would not have been able to complete this task. As a leader being able to show laissez fair qualities makes a team stronger and brings in unity. Moving on, as a sole trader it is totally my duty and responsibility to run my own coffee express. These duties involve acting as an owner, stock controller, floor manager, and food service manager as well. Maintaining and controlling a constructive work environment by planning, direct, coordinate and check all accounts of the cafe. Influencing and keeping staff motivated at all times when it comes to interacting customers. At the cafà © we always try our best to meet the customer expectation and ensure that we commit on ensuring a long term success. This can only be achieved when we put our customers first regardless of whatever issues that need attention. I look after customer complaints or dissatisfaction if there are any. I always explain and apologize to my customers. On behalf of my staffs if they have made a mistake or even when I know that customers are wrong at times but we dont argue with them. At the back of my mind I know that my customers are always right. To amend this feedbacks are always taken from them to improve in our service and also we also give few items

George Orwells Nineteen Eighty-Four 1984 Essay -- essays research pa

It has always been man’s dream to see and understand the future in an attempt to prepare himself for events which will eventually unfold. This hope is the premise for futuristic novels like George Orwell’s 1984, which, step by step, moves through the life of a rebellious citizen trapped in a world of deceit and propaganda. Very few people have been exposed to such a treacherous environment as Oceania, where Winston, the main character, resides. Therefore, it was necessary for the author to interject certain literary devices to allow for the ability to better relate to a character in Winston’s situation. To accomplish this, Orwell utilizes the theme of individuality versus tyranny, foreshadowing, and irony, in order to fully extract all possible motives behind Winston’s actions.Many countries, such as the United States, are founded on principles of individuality reigning over tyranny, more specifically, the freedom of choice. However, in the futuristic Oceania, run by â€Å"Big Brother†, such freedom and individuality is, for the most part, completely suspended. To act impulsively, or choose to oppose Big Brother, is a â€Å"thoughtcrime† of dire consequence. This is the basis behind the Inner Party’s control of Oceania. Winston however, from the commencement of the novel, showed that he was not willing to conform to such a tyrannical society. From his writing â€Å"DOWN WITH BIG BROTHER† in his diary as the novel opened, to his relationship with Julia, which was considered sexcrime in Oceania, Winston proved his thoughts were antiparallel to those of the Inner Party. The fact that Winston was so ready to rebel was quite courageous in that he knew people who opposed The Party, or were to educated, like Syme, were vaporized. The members of the Inner Party recognized the abilities of an educated man to see through the propaganda of Oceania, and would therefore tolerate nothing but ignorance. Winston, however, continued to oppose the state, and commited, in many ways, both thoughtcrime and sexcrime. He joined the Brotherhood, run by Oceania’s first public enemy, Goldstein, and even reads a book published by the man. This action follows Winston’s open attempt to befriend O’Brien in a society which would not condone such outward behavior. The reasoning behind the condemnation of friendship was that it was believed that friendship could lead to alliances that would threate... ...at such a situation could actually become a reality where that mere thought of a situation could bear vaporization. Though the United States has remained a society based around choice, the antithesis of the fictional Oceania, it cannot be denied, that as technology gains more and more influence over common lives, the destruction of choice by misused technology becomes more and more realistic. Orwell uses literary devices like foreshadowing, themes, and irony to constitute a world he invented in 1948. Though the overall mechanics of Oceania are false, many of the inventions and beliefs put forth by the novel, have come to exist. Between computers, mind-control experiments, and the overproduction of technological propaganda, the purpose of Orwell’s novel, a forewarning of possibilities facilitating in society’s inability to control the monsters it creates, is well served. Society must continually advance, for the health and survival of civilization. But, as evidenced by a common hope that no situation similar to that of Oceania occurs, this continuous advance must be made with continuos knowledge and restraint, in order to preserve a way of life society to often takes for granted.

O.B Case Studies

|VALUES, ATTITUDES, AND JOB SATISFACTION | LEARNING OBJECTIVES After studying this chapter, students should be able to: 1. Contrast terminal and instrumental values 2. List the dominant values in today’s workforce 3. Identify the five value dimensions of national culture 4. Contrast the three components of an attitude 5. Summarize the relationship between attitudes and behavior 6. Identify the role that consistency plays in attitudes 7. State the relationship between job satisfaction and behavior 8.Identify four employee responses to dissatisfaction CHAPTER OVERVIEW Why is it important to know an individual’s values? Although they do not have a direct impact on behavior, values strongly influence a person’s attitudes. Knowledge of an individual’s value system can provide insight into his/her attitudes. Given that people’s values differ, managers can use the Rokeach Value Survey to assess potential employees and determine if their values align with the dominant values of the organization. An employee’s performance and satisfaction are likely to be higher if his/her values fit well with the organization.For instance, the person who places high importance on imagination, independence, and freedom is likely to be poorly matched with an organization that seeks conformity from its employees. Managers are more likely to appreciate, evaluate positively, and allocate rewards to employees who â€Å"fit in,† and employees are more likely to be satisfied if they perceive that they do fit. This argues for management to strive during the selection of new employees to find job candidates who not only have the ability, experience, and motivation to perform, but also a value system that is ompatible with the organization’s. Managers should be interested in their employees’ attitudes because attitudes give warnings of potential problems and because they influence behavior. Satisfied and committed employees, for inst ance, have lower rates of turnover and absenteeism. Given that managers want to keep resignations and absences down—especially among their more productive employees—they will want to do those things that will generate positive job attitudes.Managers should also be aware that employees will try to reduce cognitive dissonance. More importantly, dissonance can be managed. If employees are required to engage in activities that appear inconsistent to them or are at odds with their attitudes, the pressures to reduce the resulting dissonance are lessened when the employee perceives that the dissonance is externally imposed and is beyond his/her control or if the rewards are significant enough to offset the dissonance. WEB EXERCISESAt the end of each chapter of this instructor’s manual, you will find suggested exercises and ideas for researching the WWW on OB topics. The exercises â€Å"Exploring OB Topics on the Web† are set up so that you can simply photocopy t he pages, distribute them to your class, make assignments accordingly. You may want to assign the exercises as an out-of-class activity or as lab activities with your class. Within the lecture notes the graphic will note that there is a WWW activity to support this material.The chapter opens introducing Marge Savage, a Microsoft marketing analyst who is gathering information about the â€Å"Nexters† generation—people born after 1977. They are the first group of people to never know a world without computers and the Internet. She found that this group values integrity, teamwork, moral support, responsibility, and freedom to pursue their dreams. They want to work for a company that supports their needs, and where they can have significant influence in shaping society.They see technology and the Internet as a major force for changing the world—good news for Microsoft. CHAPTER OUTLINE |Values |Notes: | |Values represent basic convictions that â€Å"a specific mode of conduct or end-state of existence is personally or | | |socially preferable to an opposite or converse mode of conduct or end-state of existence. | | | | | |There is a judgmental element of what is right, good, or desirable. | | | | | |Values have both content and intensity attributes. | | | | |The content attribute says that a mode of conduct or end-state of existence is important. | | |The intensity attribute specifies how important it is. | | |Ranking an individual’s values in terms of their intensity equals that person’s value system. | | | | |Values are not generally fluid and flexible. They tend to be relatively stable and enduring. | | | | | |A significant portion of the values we hold is established in our early years—from parents, teachers, friends, | | |and others. | |The process of questioning our values, of course, may result in a change, but more often, our questioning acts | | |to reinforce the values we hold. | | |A. Importance of Values | | |1.Values lay the foundation for the understanding of attitudes and motivation because they influence our | | |perceptions. | | | | | |2. Individuals enter organizations with notions of what is right and wrong with which they interpret behaviors| | |or outcomes—at times this can cloud objectivity and rationality. | | | | |3. Values generally influence attitudes and behavior. | | |B. Types of Values | | |1.Rokeach Value Survey (Exhibit 3-1) | | | | | |It consists of two sets of values, with each set containing 18 individual value items. | | |One set—terminal values—refers to desirable end-states of existence, the goals that a person would like to | | |achieve during his/her lifetime. | |The other—instrumental values—refers to preferable modes of behavior, or means of achieving the terminal values. | | | | | | | | |2. Several studies confirm that the RVS values vary among groups. | | | | |People in the same occupations or categories t end to hold similar values. | | |Contemporary Work Cohorts | | |1.The unique value of different cohorts is that the U. S. workforce can be segmented by the era they entered | | |the workforce. (Exhibit 3-3) | | |Contemporary Work Cohorts (cont. ) |Notes: | |2.Veterans—Workers who entered the workforce from the early 1940s through the early 1960s | | |Influenced by the Great Depression and World War II | | |Believe in hard work | | |Tend to be loyal to their employer | | |Terminal values: Comfortable life and family security | | | | | |3. Boomers—Employees who entered the workforce during the 1960s through the mid-1980s | | | | | |Influenced heavily by John F.Kennedy, the civil rights and feminist movements, the Beatles, the Vietnam War, | | |and baby-boom competition | | |Distrust authority, but have a high emphasis on achievement and material success | | |Organizations who employ them are vehicles for their careers | | |Terminal values: sense of accomplishment and social recognition | | | | | |4.Xers—began to enter the workforce from the mid-1980s | | | | | |Shaped by globalization, two-career parents, MTV, AIDS, and computers | | |Value flexibility, life options, and achievement of job satisfaction | | |Family and relationships are important and enjoy team-oriented work | | |Money is important, but will trade off for increased leisure time | | |Less willing to make personal sacrifices for employers than previous generations | | |Terminal values: true friendship, happiness, and pleasure | | | | | |5. Nexters—most recent entrants into the workforce. | | | | |Grew up in prosperous times, have high expectation, believe in themselves, and confident in their ability to | | |succeed | | |Never-ending search for ideal job; see nothing wrong with job-hopping | | |Seek financial success | | |Enjoy team work, but are highly self-reliant | | |Terminal values: freedom and comfortable life | | | | | |Individuals’ values dif fer, but tend to reflect the societal values of the period in which they grew up. This | | |can be a valuable aid in explaining and predicting behavior. Employees in their 60s, for instance, are more | | |likely to accept authority than coworkers 15 years younger. | | | | | |7. Workers under 35 are more likely than the other groups to balk at having to work overtime or weekends, | | |and are more prone to leave a job in mid-career to pursue another that provides more leisure time. | | | | OB IN THE NEWS – American Workers Rethink Priorities Values are relatively permanent, but dramatic shocks can realign them. For example, the terrorists’ attacks on September 11 may have significantly reprioritized many Americans’ values. The initial response to the terrorist attacks for many people was a reevaluation of choices related to jobs, family, and career success. In some cases, this led to a rethinking of career paths, cutting back on grueling schedules, and deciding to pursue work that might pay less but seem more meaningful.For instance, in California, young workers who once talked of dot-com millions are now asking: â€Å"Is it worth it? † Some employees appear less concerned about putting in face time, making deadlines, and getting on the fast track. They seem more concerned about family and worry less about time at the office. CEOs say some of their employees are talking more earnestly about work/life balance, mortality, and other questions once considered taboo in the office. Said one consultant, â€Å"The event de-emphasized what most people value—the money and the luxuries. People are questioning what’s really important; they’re questioning work. It’s happening across the board. † It has now been more than a year since the terrorist attacks on New York and Washington D. C.That provides a more meaningful perspective on whether this event has had long-term implications on workplace values, or whet her any reprioritizing was merely a knee-jerk reaction to a traumatic event, followed by a return to â€Å"business as usual. † Do you think a significant portion of Americans have permanently reprioritized their values as a result of 9-11? Class Exercise: 1. Have students break into small groups to discuss the question: â€Å"Do you think a significant portion of Americans have permanently reprioritized their values as a result of 9-11? † Ask them to list examples of why or why not they think the way they do. 2. As a class, share what was discussed in the small groups. 3. Ask if they think America’s values have changed, or were they just reawakened? 4.Ask if they think organizations’ values have changed or reprioritized as a result of the events. 5. Ask them to relate this question to themselves. Have they reprioritized their lives as a result of the 9-11 events? (They may not want to share this information with the entire class—its purpose is jus t to get them thinking. ) |A. Values, Loyalty, and Ethical Behavior |Notes: | |Many people think there has been a decline in business ethics since the late 1970s. The four-stage model of | | |work cohort values might explain this perception. Exhibit 3-2) | | | | | |Managers consistently report the action of bosses as the most important factor influencing ethical and unethical| | |behavior in the organization. | | | | | |Through the mid-1970s, the managerial ranks were dominated by Veterans whose loyalty was to their employer; | | |their decisions were made in terms of what was best for the employer. | | | | |Boomers entered the workforce at this time and by the 1990’s had risen into the majority of management | | |positions. Loyalty was to their careers. Self-centered values would be consistent with a decline in ethical | | |values. Did this really happen? | | | | | |Recent entrants to the workforce—Xers—are now moving into middle management. Loyalty is to relationships, | | |therefore they may be more likely to consider the ethical implications of their actions on others around them. | |Instructor Note: At this point in the lecture you may want to introduce the Ethical Dilemma: Is it a Bribe or a Gift? Exercise found in the text. The purpose of the exercise is to provide the opportunity for students to understand that ethical situations are not always black or white and must be given consideration as business decisions are made. |B. Values Across Cultures |Notes: | |Values differ across cultures, therefore, understanding these differences helps to explain and to predict | | |behavior of employees from different countries.One of the most widely referenced approaches for analyzing | | |variations among cultures has been done by Geert Hofstede. | | | | | |Hofstede’s A framework for assessing cultures; five value dimensions of national culture (Exhibit 3-4): | | | | | |a.Power distance: | | | | | |The degree to which people i n a country accept that power in institutions and organizations is distributed | | |unequally. | | | | | |Individualism versus collectivism: | | | | |Individualism is the degree to which people in a country prefer to act as individuals rather than as members of | | |groups. | | |Collectivism equals low individualism. | | | | | |Quantity of life versus quality of life: | | | | | |Quantity of life is the degree to which values such as assertiveness, the acquisition of money and material | | |goods, and competition prevail. | |Quality of life is the degree to which people value relationships and show sensitivity and concern for the | | |welfare of others. | | | | | |Uncertainty avoidance: | | | | | |The degree to which people in a country prefer structured over unstructured situations. | | | | |Long-term versus short-term orientation: | | | | | |Long-term orientations look to the future and value thrift and persistence. | | |Short-term orientation values the past and present and emphasizes respect for tradition and fulfilling social | | |obligations. | | | | |Conclusions: | | | | | |Asian countries were more collectivist than individualistic. US ranked highest on individualism. German and | | |Hong Kong ranked highest on quality of life; Russia and The Netherlands were low. China and Hong Kong had a | | |long-term orientation; France and US were low. | | | | |3. Hofstede’s work is the basic framework for assessing cultures. However, it is nearly 30 years old. In | | |1993, the Global Leadership and Organizational Behavior Effectiveness (GLOBE) has begun updating this research | | |with date from 825 organizations and 62 countries. | | | | | |a.GLOBE Framework for Assessing Cultures: | | | | | |Assertiveness: The extent to which a society encourages people to be tough, confrontational, assertive, and | | |competitive versus modest and tender | | | | |Future Orientation: The extent to which a society encourages and rewards future-oriented b ehaviors such as | | |planning, investing in the future and delaying gratification | | | | | |Gender differentiation: The extent to which a society maximized gender role differences | | |Values Across Cultures (cont. |Notes: | | | | |Uncertainly avoidance: Society’s reliance on social norms and procedures to alleviate the unpredictability of | | |future events | | | | | |Power distance: The degree to which members of a society expect power to be unequally shared | | | | | |Individualism/Collectivism: The degree to which individuals are encouraged by societal institutions to be | | |integrated into groups within organizations and society | | | | | |In-group collectivism: The extent to which society’s members take pride in membership in small groups such as | | |their families and circles of close friends, and the organizations where they are employed | | | | | Performance orientation: The degree to which society encourages and rewards group members for performance | | |improvement and excellence | | | | | |Humane orientation: The degree to which a society encourages and rewards individuals for being fair, | | |altruistic, generous, caring, and kind to others | | | | | |b. Conclusion: The GLOBE study had extended Hofstede’s work rather than replaced it. It confirms Hofstede’s | | |five dimensions are still valid and provides updated measures of where countries are on each dimension. For | | |example, the U. S. in the 70s led the world in individualism—today, it is in the mid-ranks of countries. | |Instructor Note: At this point in the lecture you may want to introduce the Team Exercise: Challenges in Negotiating with Chinese Executives found in the text. The purpose of this exercise is to give the students an opportunity to develop awareness of how to effectively work with another culture when doing business. |C. Implications for OB | | |Americans have developed organizational behavior within domestic contexts—mor e than 80 percent of the articles | | |published in journals were by Americans. | | | | |Follow-up studies continue to confirm the lack of cross-cultural considerations in management and OB research. | | |From a cultural perspective this means: | | | | | |Not all OB theories and concepts are universally applicable. | |You should take into consideration cultural values when trying to understand the behavior of people in different| | |countries. | | |Attitudes | | |Attitudes are evaluative statements that are either favorable or unfavorable concerning objects, people, or | | |events. | | | | | |Attitudes are not the same as values, but the two are interrelated. | | | | |Three components of an attitude: | | | | | |Cognition | | |Affect | | |Behavior | | | | |The belief that â€Å"discrimination is wrong† is a value statement and an example of the cognitive component of an | | |attitude. | | |Attitudes (cont. ) |Notes: | |Value statements set the stage for the more critical part of an attitude—its affective component. Affect is the | | |emotional or feeling segment of an attitude. Example: â€Å"I don’t like Jon because he discriminates again | | |minorities. | | | | | |The behavioral component of an attitude refers to an intention to behave in a certain way toward someone or | | |something. Example: â€Å"I chose to avoid Jon because he discriminates. † | | | | | |Viewing attitudes as made up of three components helps with understanding of the potential relationship between | | |attitudes and behavior, however, when we refer to attitude essentially we mean the affect part of the three | | |components. | | | | |In contrast to values, your attitudes are less stable. Advertisements are directed at changing your attitudes | | |and are often successful. | | | | | |In organizations, attitudes are important because they affect job behavior. | | |A. Types of Attitudes | | |OB focuses our attention on a very limited number o f job-related attitudes.Most of the research in OB has been |Notes: | |concerned with three attitudes: job satisfaction, job involvement, and organizational commitment. | | | | | |Job satisfaction | | | | | |Definition: It is an individual’s general attitude toward his/her job. | | | | |A high level of job satisfaction equals positive attitudes toward the job and vice versa. | | | | | |Employee attitudes and job satisfaction are frequently used interchangeably. | | | | | |Often when people speak of â€Å"employee attitudes† they mean â€Å"employee job satisfaction. | | | | | |Job involvement | | | | | |A workable definition: the measure of the degree to which a person identifies psychologically with his/her job | | |and considers his/her perceived performance level important to self-worth. | | | | | |High levels of job involvement is thought to result in fewer absences and lower resignation rates. | | | | | |Job involvement more consistently predicts turnover than absenteeism. | | | | |Organizational commitment | | | | | |Definition: A state in which an employee identifies with a particular organization and its goals, and wishes to| | |maintain membership in the organization. | | | | |Research evidence demonstrates negative relationships between organizational commitment and both absenteeism and| | |turnover. | | | | | |An individual’s level of organizational commitment is a better indicator of turnover than the far more | | |frequently used job satisfaction predictor because it is a more global and enduring response to the organization| | |as a whole than is job satisfaction. | | | | |This evidence, most of which is more than two decades old, needs to be qualified to reflect the changing | | |employee-employer relationship. | | |A. Types of Attitudes (cont. ) |Notes: | |Organizational commitment is probably less important as a job-related attitude than it once was because the | | |unwritten â€Å"loyalty† contract i n place when this research was conducted is no longer in place. | | | | |In its place, we might expect â€Å"occupational commitment† to become a more relevant variable because it better | | |reflects today’s fluid workforce. | | Instructor Note: At this point in the lecture you may want to introduce the exercise Point-Counter Point: Mangers Can Create Satisfied Employees exercise found in the text. The purpose of the exercise is to replace popularly held notions with research-based conclusions. |B. Attitudes and Consistency |Notes: | |People sometimes change what they say so it does not contradict what they do. | | | | |Research has generally concluded that people seek consistency among their attitudes and between their attitudes | | |and their behavior. | | | | | |Individuals seek to reconcile divergent attitudes and align their attitudes and behavior so they appear rational| | |and consistent. | | | | |When there is an inconsistency, forces are initiated to return the individual to an equilibrium state where | | |attitudes and behavior are again consistent, by altering either the attitudes or the behavior, or by developing | | |a rationalization for the discrepancy. | | |C. Cognitive Dissonance Theory | | |Leon Festinger, in the late 1950s, proposed the theory of cognitive dissonance, seeking to explain the linkage | | |between attitudes and behavior. He argued that any form of inconsistency is uncomfortable and that individuals | | |will attempt to reduce the dissonance. | | | | |Dissonance means â€Å"an inconsistency. † | | | | | |Cognitive dissonance refers to â€Å"any incompatibility that an individual might perceive between two or more of | | |his/her attitudes, or between his/her behavior and attitudes. | | | | | |No individual can completely avoid dissonance. | | | | | |The desire to reduce dissonance would be determined by: | | | | | |The importance of the elements creating the dissonance. | | |The degree of infl uence the individual believes he/she has over the elements. | | |The rewards that may be involved in dissonance. | | | | |Importance: If the elements creating the dissonance are relatively unimportant, the pressure to correct this | | |imbalance will be low. | | | | | |Influence: If the dissonance is perceived as an uncontrollable result, they are less likely to be receptive to | | |attitude change. While dissonance exists, it can be rationalized and justified. | | | | |Rewards: The inherent tension in high dissonance tends to be reduced with high rewards. | | | | | |Moderating factors suggest that individuals will not necessarily move to reduce dissonance—or consistency. | | |C. Cognitive Dissonance Theory (cont. ) |Notes: | |Organizational implications | | | | |Greater predictability of the propensity to engage in attitude and behavioral change | | |The greater the dissonance—after it has been moderated by importance, choice, and rewards factors—the gr eater | | |the pressures to reduce it. | | |D. Measuring the A-B Relationship | | |Early research on attitudes and common sense assumed a causal relationship to behavior. In the late 1960s, this| | |assumed relationship between attitudes and behavior (A-B) was challenged. Recent research has demonstrated that| | |attitudes significantly predict future behavior. | | | | |The most powerful moderators: | | | | | |Importance | | |Specificity | | |Accessibility | | |Social pressures | | |Direct experience | | | | | |Importance: Reflects fundamental values, self-interest, or identification with individuals or groups that a | | |person values. | | | | | |Specificity: The more specific the attitude and the more specific the behavior, the stronger the link between | | |the two. | | | | |Accessibility: Attitudes that are easily remembered are more likely to predict behavior than attitudes that are | | |not accessible in memory. | | | | | |Social pressures: Discrepancies between att itudes and behavior are more likely to occur where social pressures | | |to behave in certain ways hold exceptional power. | | | | |Direct experience: The attitude-behavior relationship is likely to be much stronger if an attitude refers to an | | |individual’s direct personal experience. | | |E. Self-perception theory | | |Researchers have achieved still higher correlations by pursuing whether or not behavior influences attitudes. | | | | |Self-perception theory argues that attitudes are used to make sense out of an action that has already occurred | | |rather than devices that precede and guide action. Example: I’ve had this job for 10 years, no one has forced | | |me to stay, so I must like it! | | | | | |Contrary to cognitive dissonance theory, attitudes are just casual verbal statements; they tend to create | | |plausible answers for what has already occurred. | | | | |While the traditional attitude-behavior relationship is generally positive, the behavior- attitude relationship | | |is stronger particularly when attitudes are vague and ambiguous or little thought has been given to it | | |previously. | | |An Application: Attitude Surveys | | |The most popular method for getting information about employee attitudes is through attitude surveys. See | | |Exhibit 3-5) | | | | | |Using attitude surveys on a regular basis provides managers with valuable feedback on how employees perceive | | |their working conditions. Managers present the employee with set statements or questions to obtain specific | | |information. | | | | |Policies and practices that management views as objective and fair may be seen as inequitable by employees in | | |general or by certain groups of employees and can lead to negative attitudes about the job and the organization. | | | | | |Employee behaviors are often based on perceptions, not reality. Often employees do not have objective data from | | |which to base their perceptions. | | | | |The use of regular attitude surveys can alert management to potential problems and employees’ intentions early | | |so that action can be taken to prevent repercussions. | | |G. Attitudes and Workforce Diversity | | |A survey of U. S. organizations with 100 or more employees found that 47 percent or so of them sponsored some | | |sort of diversity training. | | | | |These diversity programs include a self-evaluation phase where people are pressed to examine themselves and to | | |confront ethnic and cultural stereotypes they might hold. This is followed by discussion with people from | | |diverse groups. | | | | | |Additional activities designed to change attitudes nclude arranging for people to do volunteer work in | | |community or social service centers in order to meet face to face with individuals and groups from diverse | | |backgrounds, and using exercises that let participants feel what it is like to be different. | | |Job Satisfaction | | |Measuring Job Satisfaction | | |Job satisfa ction is â€Å"an individual’s general attitude toward his/her job. | | | | | |Jobs require interaction with co-workers and bosses, following organizational rules and policies, meeting | | |performance standards, living with working conditions that are often less than ideal, and the like. This means | | |that an employee’s assessment of how satisfied or dissatisfied he or she is with his/her job is a complex | | |summation of a number of discrete job elements. | | | | |The two most widely used approaches are a single global rating and a summation score made up of a number of job | | |facets. | | | | | |a. The single global rating method is nothing more than asking individuals to respond to one question, such as| | |â€Å"All things considered, how satisfied are you with your job? | | |Measuring Job Satisfaction (cont. ) |Notes: | | A summation of job facets is more sophisticated: | | | | | |It identifies key elements in a job and asks for the employee’s feelings about each one ranked on a standardized| | |scale. | | | | |Typical factors that would be included are the nature of the work, supervision, present pay, promotion | | |opportunities, and relations with co-workers. | | | | | |Comparing these approaches, simplicity seems to work as well as complexity. Comparisons of one-question global | | |ratings with the summation-of-job-factors method indicate both are valid. | |How Satisfied Are People in Their Jobs? | | |Most people are satisfied with their jobs in the developed countries surveyed. | | | | | |However, there has been a decline in job satisfaction since the early 1990s. In the US nearly an eight percent | | |drop in the 90s. Surprisingly those last years were one’s of growth and economic expansion. | | | | |What factors might explain the decline despite growth: | | | | | |Increased productivity through heavier employee workloads and tighter deadlines | | |Employees feeling they have less control over thei r work | | | | | |While some segments of the market are more satisfied than others, they tend to be higher paid, higher skilled | | |jobs which gives workers more control and challenges. | | Instructor Note: At this point in the lecture you may want to introduce the exercise found in the MYTH OR SCIENCE: How Satisfied Are People in Their Jobs? box found in the text.The purpose of the exercise is to replace popularly held notions with research-based conclusions. MYTH OR SCIENCE? – â€Å"Happy Workers Are Productive Workers† This statement is generally false. The myth that â€Å"happy workers are productive workers† developed in the 1930s and 1940s, due to the Hawthorne studies at Western Electric. A careful review of the research indicates that, if there is a positive relationship between happiness (i. e. , satisfaction) and productivity, the correlations are low; no more than two percent of the variance in output can be accounted for by employee satisfaction. The evidence, however, is for the reverse—productive workers are likely to be happy workers.That is, productivity leads to satisfaction rather than the other way around. If the organization rewards productivity, these rewards, in turn, increase your level of satisfaction with the job. Class Exercise 1. Brainstorm with students about situations where they knew workers/employees were unhappy with the company or their jobs, but still did a reasonably good job. Perhaps have them share insights into their own feelings about their school, or a particular class they disliked but still tried very hard. 2. Discuss why someone who is unhappy with his/her job might work hard at it and do good work. 3. Why would someone who is happy with his/her job not perform at a higher level than the disgruntled worker? 4.Students should come to realize that most effort comes from internal drive, not external motivation. As a result, a highly internally motivated individual might perform well in any circumstance whereas his/her organizational environment would not positively affect a non-internally motivated individual. |C. The Effect of Job Satisfaction on Employee Performance |Notes: | |Managers’ interest in job satisfaction tends to center on its effect on employee performance. Much research has| | |been done on the impact of job satisfaction on employee productivity, absenteeism, and turnover. | | | | |Satisfaction and productivity:

Hungergames

Katniss Everdeen volunteering in Prim’s place as tribute and deciding to fight against the injustice of the Games Katniss enters slowly, stunned, and then as the realisation of the words set in, she races towards the front of the stage to face the panel. And the girl tribute for District 12 is †¦ Primrose Everdeen! Not Prim! Not my little duck! There must be some mistake! This can’t be happening! Stop! I volunteer! I volunteer as tribute in her place! I am Katniss and I wish to be Tribute for District 12. Don’t take Primrose!Katniss takes a minute to compose herself before continuing. I promise I will do whatever I can to bring victory to this District and that I will be a true and brave Tribute if you allow me to stand in for Primrose. Moving towards the fence line where her friend Gale is standing. Gale– come and get her and take her away from here. Please – watch over my Mother and my sister – make sure they are safe and fed. I have t o go! Turning on her heel, Katniss moves back to centre stage where she sees the crowd standing silently, with their three middle fingers on their left hand held to their lips.Is this really true? I see you and I understand the message you are sending me with your fingers touching your lips and then held out to me. This is our District sign – this is the sign that mearns thanks and admiration. I will try my hardest to be true to our District and to undermine this cruel and humiliating festival that is the Hunger Games. Katniss’ movements start to waver as the seriousness of what she has done starts to really sink in. She is moved to a room in the court house behind the stage.This room is where I finally await my fate and the reality of it is hitting me hard. The injustice of this reaping makes me physically ill. I want to throw up so bad! This room once seemed so big but now its walls are crushing me and closing in on me. I fear for my safety but I know I have made the right decision to stand in for Primrose. I feel so sad. Sad for my sister – tiny, sweet, delicate Prim – my â€Å"little duck†. I could never let her have to confront the degradation or torment of weeks of competition – she would not last a second.The other tributes would see her as a frightened deer – easy prey – and crush her like a bug. Pacing up and down and stopping every now and again to face the audience and look at them with conviction. Me on the other hand? At least I can hunt and I am pretty good with a bow. I am a sthronger person much more capable of looking after myself and using my wits to protect me than Prim will ever be. She is a baby! It astounds me how the Capitol can continue to hold these barbaric games.They have already taken our livelihoods and our freedom – what good could possibly come of the senseless slaughter of innocent children apart from the punishment for an uprising that happened so long ago, it is no t in my memory. Why must the children be put to death? Moves to centre stage and sits The anguish I am feeling is rising up in my chest, threatening to flood over me and cause more misery and hopelessness than I am already experiencing. But I am sthronger than that! Stands again and moves stage leftI will overcome this sense of utter desolation and take on the challenge of sticking to the Capitol in any way I can. Being led into this room reminds me of what prison must be like for those who betray the Capitol and it hardens my resolve. I am determined more than ever to fight for my freedom and the freedom of all children of Panem. We are not lambs bred to be slaughtered to teach the rest of Panem a lesson about subservience and submission. We are human beings! But am I really that brave? I am sthronger in spirit than many my age and that has got me in to all sorts of trouble so far.Maybe it will be to my advantage now. Katniss pauses and sits down pondering†¦ Maybe this was mea nt to happen. Maybe it is my task to do what I can to rebel against the insane faulty logic that governs the hearts and minds of the Capitol. I was once so close to accepting Gale’s offer to run off into the woods, to hide away from the rest of the world and live in relative safety out of the prying eyes of the all controlling, all pervasive Capitol. Now I know why that was not my fate. Katniss moves side stage and holds her It could be done!If I play cool and keep my head, I could turn this situation to my advantage. I could try to send a message to all in the Districts that Katniss Everdeen mearns business. She is not going to take this lying down. She is not going to give in to the brutality of the power-hungry Capitol, she is not a pawn to be played with like a rag doll. I must have some skills that I can use to survive this ordeal. The predators may have me in a corner and God knows, I am terrified, but a cornered animal is also a dangerous one. One wrong move, and it wi ll destroy – it has the most to lose.Katniss becomes immobilised by an overwhelming sense of inadequacy What am I talking about? I can’t possibly win. This competition is way beyond my abilities. I am reminded of Gale’s final words to me: â€Å"Katniss – it is just hunting! You’re the best hunter I know. You know how to kill – swiftly and painlessly. † But I don’t want to kill children! It’s just too awful! Katniss runs to centre stage, resolute in her conviction again. But sometimes you have to do what you have to do to begin the long journey towards justice. I will do what I must to begin this war against the Hunger Games. Starting right now.