Functional Area Plan Human Resources - 1435 Words

Functional area Plan: Human Resources Member of Managing Mugs Human Resources Manager Composition The roles of Human Resources (HR) professionals are changing. HR managers were previously viewed as the patrolling unit of executive management. Yaduvanshi (n.d.) says that â€Å"their role was associated with personnel and administration functions that organization viewed as paperwork. In this role, the HR professional served executive agendas well, but was frequently viewed as a road-block by the rest of the organization. While some need for this role occasionally remains, much of the HR role is transforming itself.† The HR manager’s role should match the changing needs of the organization. â€Å"Successful organizations are becoming†¦show more content†¦The HR Director must have the ability to develop HR policies and programs based on new business requirements; have the ability develop technical papers, policy papers and to present technical information to senior management people; and have strong project management, time management, and leadership skills (samplejobdescriptions.org, n.d.). The HR Director’s job is to create and implement HR programs and policies, manage all areas of employee development and relations, and assist with organizational and space planning. The HR Director will work with other members of the HR department to manage recruiting and staffing, performance management, benefits and compensation administration, organizational development, employee counseling services, and training (samplejobdescriptions.org, n.d.). The HR Director will report to the CEO and will serve as a member of the executive management team. Human Resources Generalist The Human Resources Generalist must have a Masters or Bachelor s degree in Human Resources or Business from an accredited institution. The HR Generalist must also have three to five years leadership experience in Human Resources positions. The HR Generalist should have a general knowledge of labor and employment laws and practices, experience in the administration of compensation and benefits, excellent computer skills, as well as excellent written and oral communication skills. 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Ethical Leadership and Decision Making Leadership Essentials

Question: Discuss about theEthical Leadership and Decision Makingfor Leadership Essentials. Answer: Introduction Leading a team or a community is a very tough task and by establishing a clear vision in such a manner that the other individuals will follow willingly and also co-ordinating and balancing the interest of the team members and also of all other employees within a business corporation (Arnold and Boggs, 2015). There are four main factors for running a business land, labour, capital and entrepreneurship and the final character belies the vital importance of leadership in business. And hence leadership is considered as channel which makes all the elements work together for an organization. It also tunes all the necessary factors and solves the issues. A leadership is a skill or an ability in which an individual also works as a guide for his team and also for the other employees within the business corporation. A leaderless team is like an army without general. The leaders also provides guidance and directions and as well as providing motivation on a correct time is also necessary (Myatt, 2013). The below carried analysis has been focused on the essentials of leadership. Moreover the concepts of ethical leadership and decision making will be explained. Further how ethical leadership supports the decision making has been described. An activity which is concerned with the concept of leading the individuals or a group of people in an organization and guiding and providing them in a right direction so as to make them attain their personal and organizational goals (Zimmerman and Yahya-Zadeh, 2011). Leadership keeps an individual in position of authority with a number of responsibilities. Leader provides solutions to the issues and the conflicts if any in the team or group mates. Also providing relevant information, knowledge and updated methodologies for carrying out all the procedures and operations within an organization. There are various types of leadership styles which can be adopted by the business corporations. It is the duty of the leader to convey or communicate the plan, policies and the strategies which will be implemented for the working in the organization (Robbins and Judge, 2012). A leader is the person who motivates the employees or the team mates so as they will perform their tasks with more intere st and dedication. Confidence is another significant factor which is very much essential for performing any task and building the same is the duty of the leader. The concept or term ethical leadership is concerned with the form of leadership in which all the activities are carried out on the basis of ethical beliefs and values and also caring for rights and dignity of the team mates (Butts and Rich, 2012). Hence ethical leadership is all about honesty, trust and fairness. Ethics is basically the morals and the values which an individual should posses and are required while working in an organization. Ethical leadership if adapted by the leader will allow him to work as per the norms and the regulations which has been imposed by the internal authorities and also the external that are the governing bodies of the economy and this will bring enhancements in the quality of the products and the services provided by the organization (Chisholm-Burns, Vaillancourt and Shepherd, 2012). Setting of ethical standards for the organization will benefit the working culture of Business Corporation for example there should be a sense of fair and equal treatmen t for each and every individual. Decision making is one of the important aspect and main feature of the leader. Ethical decision making provides basic ideas about the ethics applied within an organizational structure such as equality to rights, justice, virtue and common good (Romiszowski, 2016). The process of decision making is totally dependent on the leader of the team and he must be bias in all his decisions as he is the authoritative personality (Solomon, 2014). Ethics is concerned with the kind of people we are and also the things we do or we fail to do. Ethics is about doing right things and hence ethical decision making is taking right decisions for the benefit of the employees and the organization (Shapiro and Stefkovich, 2016). For instance treating all the employees at an equal level as per their posts, giving fair salary and work can be considered as ethical decisions which are required to be taken by the management or the team leaders (Iphofen, 2016). Moreover the company can take decisions which are i n favour of the society or the environment, for instance the business entity can make use of the manufacturing processes which are environmental friendly. Leadership is a very much crucial task as it involves a heavy set of duties and responsibilities such as coordinating all the employees, solving the issues and conflicts amongst the team members if any, assigning tasks according the posts and also paying for the same on the basis of performance (Northouse, 2012). As there are a number of roles to be played by the leader and in all his functionalities he needs to be ethical it creates many impacts on the working of the team and also on the business corporation (. The managers are required to follow sense of equality as they will have a great impacts on other related decisions, for instance if the managers are not bias or partial towards any of the individual in his team, an equal level of importance has been provided to each and every employee then they will be motivated to work with a greater dedication (Zhu. 2011). This in-turn increases the efficiency of the working of the workforce and also the firm will be benefited from this (Jo hnson, 2013). Apart from this if the leaders are following ethical procedures and mechanisms in the organizational culture and structure then this will have a positive impact on the image of the corporation. Following ethics will be proven beneficial for the business entity as it will id in developing the sense of trust among the clients and the consumers (Ford and Richardson, 2013). This will build the goodwill of the organization and which is a plus point as a high level of goodwill attracts more consumers and also retaining of the existing one becomes very easy. Moreover if the company is working as per the guidelines and has adapted an ethical cultural and also has working in the norms which has been prescribed by the governing bodies then there will be a less interference and restriction of the government. This will develop a flawless and comfortable working environment and will also enhance the quality and quantity of the production of the company. The management team of the b usiness organization should keep a proper monitoring regarding the implementation of the leadership within the organizational structure; they should have keen observation that all the functionalities or the operating activities carried out within a specified leadership style should be ethical and the same it should be with the decision making (Cole and Seaman. 2014). The decisions taken should be fair and in favour of employees. Ethics and the principles provides various modern concepts for work, business and organizations, which broaden the individual and corporate priorities far beyond traditional business aims of profit an shareholder enrichment. Ethical factors are also significant factors which are easily capable of influencing the public or private business corporations for whom the traditional priorities of service quality, and cost management (Daft, 2014). There are various issues related to the modern concepts of ethical decision making and below mentioned are some of them:- (CSR) Corporate social responsibility. Globalization and modernization Corporate governance. Modern organizations have priority and also focus mainly on consumers satisfaction by providing them the best quality of products and services and also after sales services as consumer satisfaction at the highest level is their prime motive. Moreover there are many types of decisions which are related to the welfare of the society, for instance the company should follow an eco-friendly manufacturing process and also provide a environmental friendly packaging material so as it does not affect the society (Shin, 2012). A positive and healthy culture will motivate the morale of the employees and which in-turn will enhance the productivity of the business corporation and employee retention will also become easy. This will also benefit the company in financial terms. An increase in the level of productivity will increase the efficiency of the corporation and whereas the labour cost will also be decreased due to the increase in the employee retention. The concept is considered as to be one of the most important aspect within the working culture of the business organization. Ethical leadership is known to be connected with the personal features such as honesty, loyalty and trustworthiness (Robbins and Judge, 2012). And the leaders who follow these principles or ethics are considered as ethical decision makers. This type of decision makers are very much involved into taking care of their team mates or the team members, they treat with a sense of equality and also motivate them at a regular basis so as to enhance their performance level which in-turn will be beneficial for the organization. The ethical leaders also give importance to the society or the consumers, the decisions are taken on the basis of the needs and the requirements of the society and they also take care of the interest of the consumers. Moral identity is also associated with these leaders for example they are charitable (Renz, 2016). They organize for charity events and other social welfare campaigns or activities for the public. Behaving in an ethical manner for a leader is of very much important as this element directly or indirectly affects the behaviour of their juniors or subordinates. A lenient behaviour of the leader will increase the rate of leniency in the team and also the impressions of the decisions taken by the team leader will not be so effective. Ethical leadership style brings discipline to the working culture and which will tend the team to work in an appropriate manner and hence any decisions will be creating more impressions. Further, code of ethics are the outlines of the mission and vision statements which are created for carrying out the business activities in the corporation. They also provide a traced path for the professionals and using the same path they are expected to reach or approach the issues. So in this way the ethical leadership is associated with code of ethics (Chisholm-Burns, Vaillancourt and Shepherd, 2012 ). Another factor which can be considered significant one is that rewards which are one of the greatest motivational aspect for an employees. Ethical leadership will tend to be fair and provide necessary performance based incentives or rewards if any achieved by the individual in the team. Codes of ethics are the documents which act as evidence to mission statement and rewards are the motivational factor and both of these are co-related. As the mission statements are the objectives and which are required to be attained by the employees. The employees will be motivated to work when they will be rewarded for their performance (Shapiro and Stefkovich, 2016). So if the workforce is rewarded then they will be working with more dedication and will be achieving the mission of the organization in an ethical manner with an ease. The concept of leadership has to be considered as one of the most significant aspect in the working and operating activities of the business corporations. Ethical leadership provides a company with the outline of the mission and vision statement and also many more morality and value based functions which are to be carried out essentially and efficiently. So leadership plays a significant role in any business corporation and there will be many negative effects if there is no leadership in an organization (Zhu. 2011). The below mentioned are some of the effects of the same:- Leadership provides a traced path to the organization for attaining their goals and objectives and if how to attain the goals have not been decided then it will be problematic for the business organization. The leadership provides the workforce the knowledge and the information which is relevant for them and for their working and keeps them updated so as to compete the changing environment and marketing conditions (Myatt. 2013). If not done so then it will be difficult for the firm to survive in the competitive environment and also tackling the competitors will be tough. A leadership without act as a captain of team for an organization and a team without captain is aimless team. There will be a number of diverse changes in the business corporation if there is no leadership (Ford and Richardson, 2013). Leadership provides aim to the team so without a leadership they will be working aimless. Moreover there will be no sense of discipline as leadership maintains the rules and regulations which are required to be followed by the employees. The working will not be in a structural format if there is no leadership. Moreover maintaining ethics is the primary of the approach and no leadership in an organization will effects the ethical working. Conclusion The above carried out analysis concludes hat leadership is a very significant for any of the business organization. It enables an organization in surviving and keeping themselves forward in this competitive world. And being ethical is also of same importance as ethics are the morals and the values which make a business organization to perform the operational activities in a correct and appropriate manner. Moreover the significance of ethical leadership in an ethical decision making process has been explained. Further the development and the effects of the concept of the ethical decision making in a contemporary business corporation has been also explained. And ethical leadership as the most essential factor for the ethical decision making process by making use of code of ethics and rewards to the employees has been described. References Myatt, M 2013, Why Your Organization Suffers From Leadership Dysfunction, Viewed on 20th Feb 2017, https://www.forbes.com/sites/mikemyatt/2013/03/21/why-your-organization-suffers-from-leadership-dysfunction/#16f506eb17a6. Zhu, P 2011, The cause and effect of poor leadership, Viewed on 20th Feb 2017, https://futureofcio.blogspot.in/2015/03/the-cause-and-effect-of-poor-leadership.html. Cole, B and Seaman, R 2014, When Leaders Don't Lead: The Consequences, Causes, and Cures for Leadership Failure, Viewed on 20th Feb 2017, https://www.mentalgamecoach.com/articles/WhenLeadersDontLead.html. Daft, R.L., 2014. The leadership experience. Cengage Learning. Robbins, S.P. and Judge, T., 2012. Essentials of organizational behavior. Essex: Pearson. Chisholm-Burns, M.A., Vaillancourt, A.M. and Shepherd, M., 2012. Pharmacy management, leadership, marketing, and finance. Jones Bartlett Publishers. Shapiro, J.P. and Stefkovich, J.A., 2016. Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Routledge. Ford, R.C. and Richardson, W.D., 2013. Ethical decision making: A review of the empirical literature. In Citation classics from the Journal of Business Ethics (pp. 19-44). Springer Netherlands. Shin, Y., 2012. CEO ethical leadership, ethical climate, climate strength, and collective organizational citizenship behavior. Journal of Business Ethics, 108(3), pp.299-312. Northouse, P.G., 2012. Leadership: Theory and practice. Sage. Renz, D.O., 2016. The Jossey-Bass handbook of nonprofit leadership and management. John Wiley Sons. Iphofen, R., 2016. Ethical decision making in social research: A practical guide. Springer. Solomon, M.R., 2014. Consumer behavior: Buying, having, and being (Vol. 10). Engelwood Cliffs, NJ: Prentice Hall. Romiszowski, A.J., 2016. Designing instructional systems: Decision making in course planning and curriculum design. Routledge. Butts, J.B. and Rich, K.L., 2012. Nursing ethics. Jones Bartlett Publishers. Arnold, E.C. and Boggs, K.U., 2015. Interpersonal relationships: Professional communication skills for nurses. Elsevier Health Sciences. Zimmerman, J.L. and Yahya-Zadeh, M., 2011. Accounting for decision making and control. Issues in Accounting Education, 26(1), pp.258-259. Johnson, C.E., 2013. Meeting the ethical challenges of leadership: Casting light or shadow. Sage Publications.

The Great San Francisco Earthquake

Introduction An earthquake is essentially a quiver which resulted by sudden energy release from the earth inner surface. The release of energy causes a ripple of seismic waves that are felt in the form of shaking. The damage caused by an earthquake depends on the magnitude and the length of such earthquake. (U.S. Geological Survey2008, April 22).Advertising We will write a custom essay sample on The Great San Francisco Earthquake specifically for you for only $16.05 $11/page Learn More The length however depends on the size of the wave since the larger the wave the larger the area affected and consequently the longer the period of time taken. Each year the earth experiences up to half a million-earth quakes of which only 100, 000 can be truly felt. The probability of occurrence of an earthquake depends on the nature of the locality as well as its geology. South California alone experiences up to 10000 earthquakes a year. History of earthquakes in San Fra ncisco Earliest reported earthquake in California was felt in 1769 the worst of them all was the 1906 San Francisco earthquake. There have been severel other smaller earth quakes that have hal minimal impact and even gone unnoticed. Others which have been of a greater impact Situational analysis and probability of an earthquake in the near future Research has predicted that there exsists a 25% probability of an earth quake with a magnitude of up to 7.0 occuring within the next two decades in sanfrancisco. Based on the historical data as well as computer simulations it has been suggested that there is an even more greater chance that an earthquake of an even greatter magnitude will occur in the next 45 years. The death toll is estimated at a shocking 5,800 deaths if the magnitude is at least 7.0. this means that the value could be higher if the ripple effect is of agreater magnitude(Abercrombie and Brune1994) Sanfrancisco notably lies on the san andreas fault which is considered the most vulnerable to such earth quakes. The last time such an event occured in 1989 it left 66 dead and 3,757 injured. It only lasted fifteen seconds but the damage to property was indisputably large with the San Francisco Oklahoma Bridge collapsing. This damage went to the tune of 6 billion in property damage. The then United States president George bush issued a 3.45 billion package that was to act as relief for the affected. The effect could have been even more grave had there been a tsunamic effect. This would have resulted in flooding of the coastal towns sweeping away their homes and destroying their productive farms. The earth quake would damage the regions leeves bearing an effect similar to that of harricane katrina.Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More The damage would even be worse after the earth quake as the flood water contaminates the fresh water supply that is mainly supplie d though an over land aquaduct that would cost even more to repair. It is estimated that at least 24,000 homes were damaged and 100000 left homeless after the floods caused by snow melts hit sanfrancisco back in 1997. Up to 50 leeves were damaged (United States Geological Survey 1999, October 15) Even more compelling scientists from the United States geological survey suggest that there is a 70 % chance that at least one or more earthquakes with intensity not less than 6.7 will in the next 30 or so years strike San Francisco bay. This is equated to one that occurred in 1994, which left 57 people dead, and others wounded and caused destruction to the tune of $ 20 billion. (Seismological Society of America, 2008, April 17) General effects of an earthquake Earth quakes are categorized among the top ten most deadly natural disasters. They have the following effects Shaking and ground rupture -This is the single most probable effect of an earth quake. The intensity of the shaking will de pend heavily on the magnitude size as well as the distance from the epicenter. It will also depend on the geology of the area in question. Geological concerns go to the nature of the superficial soils in the subsurface of the earth. Landslides and avalanches -Landslides also bring along volcanic eruptions which may cause serious storms and wild fires. Landslides are specifically dangerous to both the affected and those who make attempts at providing rescue services. Fires –Â  Shaking causes damage to power lines and gas pipe systems which are a remedy to massive fires. The effects of these fires were typically felt in the 1906 San Francisco earth quake. The destruction by fire or any other human motivatied factor such as stampedes accidents and collusions would participate heavily to the increased casualties. These however will depend on the level of awareness of the poplation as well as the preparedness. Soil liquefaction –Â  This is a situation where sand and other granular material owing to the saturation of water temporarily loose strength and dissolve into liquid making the foundations upon which buildings and other rigid structures stand on to become loose causing the building to collapse or tilt. In the Alaskan earth quake the effects of soil liquefaction were immensely felt. This would however e an unlikelyeffect on sanfrancisco due to its geology.Advertising We will write a custom essay sample on The Great San Francisco Earthquake specifically for you for only $16.05 $11/page Learn More Tsunami – Tsunamis are often mistaken for tidal waves that rock the seas due to oceanic currents. The mechanism behind tsunamis is much more different. A tsunami is essentially caused by unusual sudden movement of water volumes in the open sea. The sudden movements could be caused by an earth quake in the submarine soils as well as landslides Floods -Earth quakes that occur in the open sea cause a tsunami effect that leads to seeping of water from the open sea and into the mainland causing floods. Sanfrancisco would be hardly hit by these floods due to its proximity to the sea.In the mainland they cause destruction of dams and water barriers leading to flooding. Human impacts -Earth quakes have a toll on every aspect of human life. They bring along a death toll besides the destruction caused to the infrastructure. They also cause disease owing to lack of necessities. Financially they lead to high claims for compensation besides the relief costs occurred in resettlement (The Virtual Museum of San Francisco, 2011). Emergency Planning Options. Citizen based approach This a proactive and reactive approach which involves two basic components; Leadership which involves appointment is disaster management managers who will be vetted based on willingness aggression and objectivity and partnership which involves embracing an integrated vision and mission and letting the community be part of the campaign The approach recommends the cooperation between government agencies and the people living in San Francisco. The government formulates a plan that requires the engagement of the people partially or as a whole. Government departments such as the police accept suggestions and receive volunteers who are trained and licensed as local disaster managers. The people are collectively involved in the The strategic approach The approach collects together all available resources and coordinates manages motivates the implementation of the awareness campaign. It encourages the building of an integrated programming system e.g., school based curriculum and emphasizes on capacity building and empowerment Strategy Implications The strategy adopted will among other things require the change of policy to accommodate the budgetary concerns of the implementation process. It will also require cooperation from all participants and interested parties including investors and development partners. The partner ship will help diversify the information platform and increase the level of awareness. The integration of the measures into the various programs such as the school-based curriculum will require training for the implementers who include teachers and administrators. (Interagency Coordinating Committee (ICC) 2008)Advertising Looking for essay on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Way forward With the objective of a better disaster management system the government should undertake in research to improve the understanding of the earthquake process its likelihood and impact. It should also develop cost efficient ways of combating the effects on individuals as well as improve the level of resilience in the population. There is a lot of information available in the various sources concerning the effects and consequences of an earthquake. Every citizen should develop a need to know to ensure that they make informed decisions in areas such as construction development and investment References Abercrombie, R.E., and J.N. Brune. (1994). Evidence for a constant b-value above magnitude 0 in the southern San Andreas, San Jacinto and San Miguel fault zones and at the Long Valley caldera. California. Geophys. Res. Lett., 21 (15), 1647-1650. Interagency Coordinating Committee (ICC).(2008). Strategic Planfor the National Earthquake Hazards Reduction Program Fiscal Years 200 9–2013. Web. Seismological Society of America. (2008, April 17). New Hazard Estimates Could Downplay Earthquake Dangers. ScienceDaily. Web. The Virtual Museum of San Francisco. (2011). San Francisco Earthquake History 1915-1989. Web. U.S. Geological Survey (2008, April 15). California Has More Than 99% Chance Of A Big Earthquake WIthin 30 Years, Report Shows. ScienceDaily. Web. U.S. Geological Survey. (2008, April 22). Earthquake Hazard Maps Show How U.S. Shakes With Quakes. ScienceDaily. Web. United States Geological Survey. (1999, October 15). 70 Percent Chance That Large Earthquake Will Strike San Francisco By 2030. ScienceDaily. Web. This essay on The Great San Francisco Earthquake was written and submitted by user Queen Noir to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

7 British English Writing Resources

7 British English Writing Resources 7 British English Writing Resources 7 British English Writing Resources By Mark Nichol This site is intended primarily for writers of American English, though much of the information is also applicable to people who write English in the United Kingdom and other parts of the world. However, I recently received a request for recommendations about writing and editing guides that focus on British English. Here are seven authoritative volumes, all originating at either of England’s two most renowned universities, to help them. 1. Butcher’s Copy-editing: The Cambridge Handbook for Editors, Copy-editors, and Proofreaders As the title and subtitle indicate, this volume is directed more toward the editorial process than the writing stage, with guidance about production issues, including dealing with technology. 2. Cambridge Grammar of English: A Comprehensive Guide Oxford University, which owns the rest of this list, has an equivalent book, Oxford Modern English Grammar. Both texts emphasize descriptive, not prescriptive, grammar and include some discussions of American English 3. New Hart’s Rules: The Handbook of Style for Writers and Editors The British English equivalent of The Chicago Manual of Style is the preeminent resource for resolving style issues such as hyphenation and punctuation, formatting for bibliographies, indexes, and notes, and usage (both British English and American English). 4. New Oxford Dictionary for Writers and Editors: The Essential A–Z Guide to the Written Word This usage handbook has extended entries for many words, including proper nouns, and provides guidance about spelling, capitalization, and hyphenation and information about cultural or historical significance. 5. New Oxford Spelling Dictionary: The Writers’ and Editors’ Guide to Spelling and Word Division This companion to the volume mentioned in the previous item is a simple spelling and word-break guide. 6. New Oxford Style Manual This volume is a compilation of New Hart’s Rules and the New Oxford Dictionary for Writers and Editors 7. Oxford A-Z of Grammar and Punctuation This alphabetically organized guide discusses parts of speech and particular words, including questions of usage. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Book Reviews category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund Phrases11 Writing Exercises to Inspire You and Strengthen Your WritingHow to Send Tactful Emails from a Technical Support Desk

Motivation in the Classroom: Dealing with Disruptive Behaviour

Motivation in the Classroom: Dealing with Disruptive Behaviour INTRODUCTION Research studies have shown the importance of motivation in supporting learning in education (Lai, 2011) and in raising educational attainment among pupils. A collective theme within the review is that a pupil’s behaviour is closely linked to the theory of motivation (Ikeogu, 2011). The transition into secondary school life has been shown to affect student’s self-competency, reduces their motivation and engagement in the learning process (Klem Connell, 2004; Jacobs et al., 2002; Wigfield Eccles, 2000). Ultimately understanding what motivates pupils is essential in order to influence and encourage constructive learning behaviour. It has been proposed that motivating pupils to learn will result in positive behaviour and higher academic achievement and reduce disruptive behaviour (Kane et al., 2004). This literature will investigate how motivational theories elucidate pupil’s behaviour in a classroom environment which will help teachers develop strategies to deal with such behaviour and create a constructive learning environment. The following study will firstly explore the theory of motivation in a pedagogical context, the factors that motivate learners and the relationship between motivation and disruptive behaviour. Several techniques are reviewed to understand and control disruptive behaviour as well as different theoretical motivational theories such as Maslow, Deci and Ryan which have been shown to determine behavioural hierarchy of confident behaviour. 1.1 Theory of Motivation Korb (2012, p.6) describes motivation as the cognitive state, intramural need, or ‘external goal’ that drives individuals. Romando (2007) agrees, describing motivation as one’s determination and drive that triggers behaviour towards the desired goal. Ball (1977) describes motivation as a series of performances brought upon by stimulating, guiding and sustaining student’s behaviour. McLean (2003, p.7) defines motivation as the need to learn, and the ability to manage any challenges or hurdles in order to realise their goal (Martin, 2008). The resulting behaviour depends upon the pupil’s level of motivation (Guay et al., 2010). Motivation plays an influential role in affecting student’s level of enjoyment in learning at school and can trigger either disruptive or constructive behaviour among pupils (Guay et al., 2010, p. 712). 1.2 Factors that motivate learners To understand pupil’s behaviour, the study needs to consider several factors that effects motivation. These are: ‘ the education they receive by teachers (Teven McCroskey, 1997), ‘ student-teacher relationships (Kelly Hansen, 1987; Johnson, 2008), ‘ pressures and expectations from parents (Dandy Nettelbeck, 2000) and ‘peers’ (Wigfield Tonks, 2002, p.2383), ‘ classroom environment (Qin et al., 1995), and ‘ school culture and system (Anderman Maehr, 1994). Wright’s (2012) study argues that pupils who have low levels of motivation misbehave out of frustration due to failure of the school system to meet the needs of the individual i.e. activities are too challenging, and lesson instructions are too vague or monotonous (Skinner et al., 2005; Linnenbrink Pintrich, 2002). Power et al. (1967) states that family and social background are the key influencers on pupil’s motivational level or lack of and ultimately their behaviour outcome in class. Galloway (1995) disagrees, stating that teachers are the main influencer and that home background employ little influence on pupil’s behaviour. He claims that absence of a positive interaction between teacher and pupils negatively impacts on student’s behaviour. 2. Links between Motivation and Classroom Disruptive Behaviour According to Brophy (1999), the theory of motivation has shifted from a quantifiable measurement to a behaviourist perspective in which the use of a stimulus can be used to reinforce the desired behaviour. Schools use this mechanism to encourage and reward positive behaviour and sanction negative disruptive behaviour with an aversive stimulus i.e. punishment exercise (Ikeogu, 2011, p.12). According to Seifert (2004, p.147) pupil’s motivational level is understood by their display of behaviour. Hudley et al. (2007, p.4) agrees with this assertion that that there is a link between behaviour and motivation and that schools need to diminish the desire to disrupt and increase the incentive to succeed. Disruptive behaviour can be classified as challenging, unacceptable and interruptive behaviour according to Galloway et al. (1982). Nour (2004) perceives distractedness as the most frequent disruptive behaviour in schools in China (Ding et al., 2008; Shen et al., 2009). Accordin g to other studies, disruptive behaviour in England (Arbuckle Little, 2004) and Australian schools (Ross et al., 2008) is perceived as consistent talking throughout the lesson. Browne (2012) defines disruptive behaviour as being disobedient and aggressive. Aly and Gracey (2013) state that using technology during class, reading unrelated material etc. is disruptive. Disruptive behaviour can interrupt positive social interaction, engagement, contribution and overall impede a proactive classroom environment (Doyle, 1986). Pupils’ motivational level are forecasters of performance in the classroom (Pintrich DeGroot, 1990) which helps explain pupils’ cognitive engagement and classroom behaviour (Miller et al., 1996). According to Skinner et al. (2008) using a motivational framework of ‘engagement vs. disaffection’ helps explain pupils’ behavioural and emotional input in classroom activities (Pierson Connell, 1992; Ryan, 2000; Wentzel, 1993) (see F ig.1). Educators can use this framework to measure student’s engagement level at school in order to prevent truancy by recognising early signs of disconnection (Appleton et al., 2008). Figure 1: A motivational theory of engagement and disaffection in the classroom According to Seifert (2004) student’s behaviour or motivation is determined by their emotional response to a task (Boekarts, 1993; Seifert O’Keefe, 2001). In order for students to develop positive classroom behaviour, students must set goals, become more competent and involved, and gain social belonging (National Research Council and Institute of Medicine, 2004). Ikeogu (2011) states that pupil’s lack of motivation and disruptive behaviour in the classroom is attributable to the teacher’s pedagogy and teaching style (Galloway et al., 1998). In order to achieve an effective learning environment, a supportive and nurtured teacher-student relationship needs to develop (Steer, 2005). Adopting effective motivational techniques can help teachers improve pupil’s engagement in class and ultimately raise classroom attainment. MOTIVATIONAL THEORIES To motivate students to climb the hierarchy, teachers need to understand disruptive classroom behaviour in order to achieve appropriate behaviour (Korb, 2012). Abraham Maslow designed a pyramid (Maslow’s Hierarchy of Needs, see Figure 2) to identify individual’s basic human needs. When pupils satisfy the most basic deficiency needs (physical and safety), they then climb the hierarchy towards the developed levels. Children with a stable, supportive home (high level of safety and security) tend to climb the hierarchy to achieve self-actualisation, as they do not have the same needs to seek attention. Those who are stagnant at the basic needs level are more susceptible to disruptive behaviour in the classroom as they are more prone to act-up. According to Korb (2012, p.6), pupils may seek attention in the classroom, either positive or negative if they don’t receive this at home. They may display signs of low self-esteem by being destructive and lack powers of concentration. Figure 2: Basic Human Needs. Source: Adapted from Maslow (1943). McClelland’s theory (Acquired Needs Theory) states that individuals are motivated according to three basic needs; achievement; power; and relationship (Miner, 2006). Maslow distinguished the discrete stages of needs and the transition amid these needs, while McClelland states that individuals are at different stages of elevated needs than others and their experiences eventually change pupil’s needs (Kirstein, 2010). Motivational theories proposed by Maslow (1970), McClelland (1985), and Deci (1980) associate the growth of self to psychological needs and emotional processes which classifies pupil’s behaviour according to their needs. According to Maslow, to satisfy pupil’s deficiency needs, teachers need to create an emotionally and physically protected and secure classroom, and take interest in pupil’s lives to appeal to their sense of belonging etc. (Biehler and Snowman, 1997). To understand and address disruptive classroom behaviour, Kaplan and Maehr (1999) used the Achievement Goal Theory which established a linkage between disruptive behaviour and performance-approach goals, performance avoidance goals, and positive behaviour was associated with mastery goals. Self-Determination Theory was also critically analysed in relation to disruptive behaviour. 3. Achievement Goal Theory Achievement Goal Theory refers to individual’s motives to engage in attainment-based behaviours (Pintrich, 2000, p. 93). This theory can influence how students tackle goals in an achievement scenario (Agbuga et al., 2010, p.279). Undertaking goals results in cognitive and behavioural outcomes, which helps understand pupil’s behaviour (Elliot Dweck, 1988, p.11). Jagacinski and Nicholls (1987) states that failure in a task can cause negative behavioural outcomes. Nicholls (1984) proposed the dichotomous model consisting of two major goals; mastery (learning goals), and performance (ego goals). Mastery goal focuses on development of pupil’s academic capability and competence while individuals pursuing performance goals are more engrossed with the quality of their performance in relation to others and people’s perception of their performance (Seifert, 2004). Roeser et al. (1996) agrees that pursuing mastery goal is centred on gaining knowledge, while pe rformance is focused on demonstrating knowledge. Pupil’s behaviour is determined by which goal they pursue. Example, according to Veiga et al. (2014), pupils who are mastery orientated achieve their goals (Linnenbrink Pintrich, 2002), are intrinsically motivated (personal enjoyment of the lesson) (Elliot and Harackiewicz, 1996, p.462) and therefore display positive behaviour (Ryan Patrick, 2001), and higher level of engagement in class (Ryan Pintrich, 1997). Encouraging pupils to take control of their learning and boosting self-confidence discourages disruptive behaviour and promotes a more positive behaviour (Pintrich, 2000). While in a performance goal orientated classroom, those pursuing to surpass their peers have a tendency to exhibit disruptive behaviour (Agbuga et al., 2010) and reduced level of engagement (Hughes et al., 2010). Pupils pursue performance goals as a defence mechanism to protect themselves from negative opinions of their competence, or receive po sitive acknowledgement of their competence (Dweck Legget, 1988; Seifert O’Keefe, 2001), and to come across superior to others (Nicholls et al., 1990). According to Roeser et al. (1996) performance goals are uncomplimentary to learning, as they lower pupil’s confidence in their competence to successfully complete tasks in class (Dickinson, 1995) by comparing and evaluating pupils against their peers and reducing ‘self-efficacy’, which negatively effects motivation and confidence levels (Schunk Mullen, 2012). Dweck (1986) states that pupils with low confidence can exhibit maladaptive behaviour. Kaplan and Maehr (1999) found that pupils seeking performance goals displayed signs of disruptive behaviour i.e. talking out of turn, teasing etc., which can lead to cheating and school absenteeism (Anderman Midgley, 2002; Roeser Eccles, 1998). Whereas mastery goals are learning orientated which results in more focus on successfully completing tasks and great er task-focused performance (Kaplan et al., 2002). 3.1 Mastery Goal orientated classroom A mastery orientated classroom should be fostered to motivate students effectively and promote positive behaviour and engagement in class. To drive students, teachers should promote self-sufficient learning, recognise and reward achievement, evaluate student’s effort and progress, encourage teamwork, designate a realistic time to complete tasks (Veiga, et al., 2014), communicate clear and concise lesson tasks, use alternative teaching and learning strategies, manage classroom behaviour and encourage pupil to give their opinion (Zyngier, 2007). Multiple perspectives were proposed in studies to analyse pupil’s behaviour. Dweck (1999) differentiated between performances and learning goals, and Nicholls (1989) proposed performance and mastery goals. Elliot and Harackiewicz (1996) further extended and challenged these two goals and included the performance-avoidance goal, forming a ‘trichotomous’ goal framework (mastery, performance, and performance avoidance goals) as an extension of the dichotomous model (Elliot and Church, 1997; McGregor Elliot, 2002; Ames, 1992). 3.2 Performance-Avoidance Theory According to Middleton and Midgley (1997) anxiety is a common emotion related with performance avoidance goals (Bong, 2009; Duchesne Ratelle, 2010). Avoidance or difficulties completing tasks can cause anxiety which may trigger pupils to play up to alleviate any negative emotions. Pupils may engage in disruptive behaviour as a defence mechanism to avert carrying out the activity to avoid humiliation and safeguard their sense of value (Seifert, 2004, p.144). Covington (1984) concurs that students would rather feel guilty about not doing the work rather than feel shamed due to low ability. 4. Self-Determination Theory Deci and Ryan (1985, 2000) cultivated the Self-Determination Theory (SDT) to understand and develop pupil’s motivation and the anticipated behavioural outcome which follows. SDT explicates how pupil’s interaction with their classroom conditions can either encourage or impede pupil’s positive contribution, drive, and engagement (Reeve, 2012). SDT presumes that students no matter their background, age etc. are self-motivated and integrally motivated to participate academically in class (Deci Ryan, 1985, 2000; Vansteenkiste et al., 2010). SDT addresses the features of intrinsic and extrinsic motivation. Intrinsic stimulus is the preferred motivational method to facilitate effective learning (Ryan Deci, 2009), as it involves one’s own decision to participate in the lesson out of enjoyment and interest. Intrinsically motivated pupils engage in a more profound learning, better quality of work, and exhibit positive behaviour compared to extrinsic motivatio n. According to SDT, to become intrinsically motivated schools need to facilitate ‘three basic psychological needs’; autonomy, competence, and relatedness (Kusurkar et al., 2011). Structuring lessons based on the needs of the pupils, helps to facilitate self-determined motivation. Promoting autonomous motivation contributes to better task-related behaviour which reflects real interest in the subject (Kusurkar et al., 2011). According to Kusurkar et al. (2011) appealing to their intramural needs to effectively stimulate proactive behaviour is more effective that using incentives to reinforce desired behaviour. MOTIVATIONAL TECHNIQUES TO CONTROL DISRUPTIVE BEHAVIOUR Effective motivational techniques help promote positive behaviour and reduce disruptive behaviour. Positive Behavioural Support (PBS) strategies has proven favourable in studies to transform disruptive and challenging behaviour and promote positive behaviour which aid effective learning in class (Ausdemore et al., 2005; Feinstein, 2003; McCurdy et al., 2007). This proactive approach explores the source of the behaviour, identifying undisruptive responses to manage challenging behaviour, reward desired behaviour and reduce rewarding disruptive actions, and decreasing the course components that initiate difficult behaviour. PBS strategies involves creating a positive, organised and consistent classroom, increasing autonomy, amending and differentiating the curriculum to meet individuals needs and abilities, acknowledging and rewarding positive behaviour, and teaching coping skills and behaviours to express pupil’s emotions and needs (Ruef et al., 1998). Carr et al. (1994) ag rees that PBS does not involve eradicating negative behaviour but rather to understand why pupils behave in that manner and to substitute disruptive behaviour with positive proactive behaviour’. 5.1 Motivating students with Positive Reinforcement (rewards and praise) Rewards and praise are used as a tool to reinforce and develop the desired classroom behaviour, to attain skills or sanction maladaptive behaviour. They are a tool used to inspire pupils to attain skills (Ruef et al., 1998) and should appeal to the pupil’s needs in order to motivate them. According to Ruef et al. (1998) and Walker et al. (1995) sanctioning bad behaviour is counterproductive and such action results in hostility, destruction, tardiness, absenteeism, and quitting school. Positive reinforcement (PR) is more effective (Frisoli, 2008). Wheatley et al. (2009) agrees that positively reinforcing desired behaviour decreases undesired behaviour. PR encourages pupils to engage in activities and behaviour out of personal pleasure e.g. reading (Lepper et al., 2005), inevitably enhancing pupil’s intrinsic motivation in and outside of school settings (Willingham, 2005). According to Willie (2002), introducing ‘mystery motivators’ positively reinforce s good behaviour which involves providing an unknown reward. Similar studies by Moore and Waguespack (1994) and Kehle et al. (1998) agrees that the ‘mystery motivator’ approach shows favourable results in improving disruptive classroom behaviour (DeMartini-Scully et al., 2000; Kehle et al., 2000). 5.2 Curriculum Adaptions Ferro et al. (1996) showed an association between the curricular content and the pupil’s resulting classroom behaviour. The content of the curriculum needs to be modified to adapt to the pupil’s additional needs and abilities in order to enhance their contribution and engagement in class and reduce the chances of disruptive behaviour. Curricular content that is not age and ability appropriate, lacks creativity, does not emulate the interest of pupils and cannot be applied to other contexts can foster challenging behaviour (Ferro et al., 1996). 5.3 Positive Competition Using competitive techniques will help motivate pupils to perform academically in class, raising situational interest (Jones et al., 2009). This method has shown favourable results amongst teachers (Ediger, 2001) and enjoyment amid pupils (Bergin Cook, 2000). However Kohn (1992) has criticised the use of competition to motivate pupils. Kohn (1993, p.1) argues that setting pupils against each other is destructive and counterproductive, negatively comparing ‘competition is to self-esteem as sugar is to teeth’. He states that disruptive behaviour is triggered by competition, as it fosters hostility and mistrust towards others. Meece et al. (2006) study concurs that competition is demotivating as students are outshone by their peers and the focus is on surpassing your peers rather than the learning process. Gottfried et al. (2001) study agrees, stating that competition has shown a decrease in level of engagement in class and an increase in disruptive behaviour. Howev er, Good and Brophy’s (2008) study disagrees, stating that competitive methods can be used to assist in behaviour management, to promote positive behaviour and reduce disruption within the class. Their study found that competitive methods creates a more stimulating and attractive lesson for pupils. Tingstrom et al. (2006, p.245) study shows positive results for effective use of positive rivalry e.g. the ‘Good Behaviour Game’ which motivates pupils and reduces disruptive behaviour. He suggests that competitive activities are usually accompanied with rewards for the desired learning intention and the fewest behavioural transgressions (Good Brophy, 2008). This leads to adopting competitive strategies to manage behaviour and results in improved academic performance i.e. meeting deadlines. 5.4 Student Autonomy Encouraging autonomy increases motivation among students in the classroom (Guthrie et al., 2000; Reeve, 2009; Stefanou et al., 2004). Hidi and Harackiewicz (2000) and Turner (1995) claims that increased self-sufficiency among pupils in their learning process can enhance academic interest in their work improving behaviour in class and educational performance. Stefanou et al. (2004) references 3 types of support that teachers can offer to students: 1. Organisational autonomy (allowing students some decision in the classroom organisation) 2. Procedural autonomy (choice of alternative media to portray ideas) and 3. Cognitive autonomy (providing pupils the opportunity to self-evaluate their own work). According to Bieg et al. (2011) teachers need to support autonomous behaviour which involves listening to pupil’s contribution and creating more individual based tasks for pupils to work on by themselves, promoting improved learning behaviour. 5.5 Student-Teacher Relationship Ikeogu (2011, p.74) study found that positive relations with pupils resulted in reduced levels of disruptive behaviour, and those who experienced disruptive behaviour felt this was due to unstable relationships among peers. Creating a connection with pupils allows teachers to understand their frustrations which helps to resolve any undesired behaviour (Kuhlenschmidt and Layne, 1999). Gest et al. (2005) proposes that a close, supportive relationship between pupils and teachers will result in a more positive atmosphere, quality academic performance and good behaviour in class. SUMMARY This present study aimed to review an assortment of literature on the connection between motivation in the classroom and disruptive behaviour. Many factors are relevant in influencing disruptive behaviour but paramount is the motivational level which are dependent on the school ethos. The interaction between pupils and social quality of the classroom, educators, and pupils can add to this. Following analysis of a selection of motivational theories, (using multiple academic approaches to understand student’s behaviour and how to motivate them) no single model addresses all the factors influencing motivation and how to control destructive behaviour in the classroom. A lack of evidence on external conditions influencing student’s behaviour requires further research in order to effectively motivate pupils and reduce possible undesired behaviour in the classroom. The findings of this study is that encouraging a mastery orientated classroom displays more positive behavio ur than achieving performance goals. Future research needs to focus on adapting the curriculum to address both classroom behaviour and academic motivation. 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IT Project Management Assignment Example | Topics and Well Written Essays - 1500 words

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Are rich nations violating the human rights of the world's poor If so, Essay

Are rich nations violating the human rights of the world's poor If so, how - Essay Example Affluent countries are constantly violating human rights of the world’s poor. Freeman (2006) states that although much effort has been put into place to ensure that violation of such rights is eradicated, several factors impede the implementation of measure against rights violations. Through such observations scholars have tried to deduce the link between the affluent and poor countries, as well as, the effects on human rights. Pogge (2000) contends that rich nations have been in the focal position in the violation of human rights and through actions carried out by these rich governments poor nations end up being subjected to abject poverty. Rich nations being part of the society at large have an obligation to assist poor countries in ensuring that all essential basic necessities are available to foster developed. Pogge (2002) argues that rich countries have immensely contributed to violation of human rights through implementation of coercive institutional orders. For instance, international trade agreements that enable their companies benefit through tariffs, quotas, anti-dumping duties, export credits and huge subsidies levied on poor nations. These nations in the pretext of offering support through donations and charity programs end up soliciting favors from poor governments leaders in government projects and such ingenuity thereafter leads to underprivileged and desperate, stunted, uneducated citizenry. The adverse effect of such actions is always felt through poverty and environmental degradation. This is usually as a result of over-consumption that impoverishes poor nations through the monopolization resources by rich countries. Additionally, rich couturiers enter into collaborative alliances with leaders from poor governments with the intent to gain access to their resources while pleasing and aiding the leadership stay of the native leader (Nagel, 2005). Corrupt and oppressive governments in