Organizational Outputs Essay Example for Free

Organizational Outputs Essay In reviewing the article in reference to the Nadler-Tushman Congruence Model. Another quote from the article, struck me very strongly in regards to the observed organization; The bigger the gap between the formal and informal systems within the organization, the less effective the organization is. This is from the Weisbords Six Box Model and this aspect is quite apparent in the organization observed. A negative output is one of the things that should be avoided, especially regarding consumers. An agreed statistic within many business marketing modules that a dissatisfied consumer will often tell more people than a satisfied consumer. A frustrating fact, however true. Outputs are those products which are dispensed from the organization. These can include product, as already mentioned, the way consumers are treated is another factor. Outputs also include, how the organization interacts with the environment. Technically an output is any factor that the organization puts out whether through marketing, whether intentionally or unintentionally. Consumer Satisfaction There is an old saying, You cant please people all of the time. In an organization where the internal culture is to never say no. Because, we have also heard the saying, The customer is always right. An automatic conflict is built between consumer and employee. Someone, is usually wrong. And if a person is doing their job as required under organizational policy, the possibility of pleasing all of the people all of the time becomes quite low. However, in an organization pleasing every person is a near impossibility. In fact, I believe, it was Menecke who said, I dont know the sure way to success. I do know the sure way to failure, trying to please everyone all the time. Certainly a risk every organization takes is how to tell the consumer, no, while keeping that person as a consumer. Somewhat of a conundrum, as no one likes to hear the word no. This is where the earlier quote from Weisfords Six Box Model caught my particular attention. Faulty policy or the failure of an organization to uphold its own policy, creates extreme difficulties for personnel. In the organization observed, a policy would be set forth, such as a limit to the type or number of courses a student could take in an eight week period. Personnel, following policy and even double checking policy with the Director would refuse the student as directed under policy. The stated policy would then be, completely undermined if the student decided to complain. In most cases, if not all, the student was allowed the exception to having policy overturned. When a situation such as this occurs on a recurring basis, morale is severely weakened. Personnel are not trusted to do their jobs with integrity. As well as the fact, that when policy is regularly undermined, what then becomes the point of attempting to enforce any type of policy. Worse, the employee begins to give up altogether in performing their tasks with any independence. As the result is and has been personnel are wrong and can be completely overridden. The result is an organization without compass. And ultimately, in this organizational situation, it is the consumers that are hurt the worst. Personnel become surly and unwilling to help. After all, how can personnel be perceived as being helpful when every decision, no matter how small can be overturned? The situation becomes unbearable, and any attempt at creating consumer loyalty is lost. Policy should serve as that mechanism to provide the means toward providing consumer needs. When that attempt to follow policy is constantly undermined, the result, undoubtedly is weak, powerless leadership and an unwilling personnel to follow any policy that is developed. Personnel should be one of the most enthusiastic ambassadors to the community when representing the organization. The odd thing about serving the organization in this way, is that a certain pride should be taken in the work one does. A continuous undermining of the personnels ability to do the job one has been hired to accomplish. This type of output creates a hostile atmosphere, distrust is built and maintained through this constant turmoil between management, personnel and consumers. Summary Only one type of output has been mentioned in this report. The reason being that personnel are crucial to the way consumers and the public perceive the function ability of an organization. A dissatisfied representative or employee becomes complacent and extremely unwilling to attempt new devices for serving the consumer. Much less becoming innovative in the process. Frustrating employees to the point of powerlessness, is not a recommended means toward the success of an organization. Another reason, I believe in the importance of personnel and their ability is that most organizations neglect the fact that a sound, successful organization is built on the competence of employees. Yet, this seems to have become the accepted methodology among many organizations, especially older organizations. A basic principle is that personnel are the most valuable investment an organization can make. Personnel, especially those in the front line are those that have the ability to positively affect a second most important resource, consumers.

Symptoms, Causes and Treatment of Post Traumatic Stress Disorder :: Post-traumatic stress disorder, PTSD

Introduction Throughout history the world as we know it has introduced several chapters of natural disasters, terror and wars. To name a few recent events: the war in Iraq, the terror attack â€Å"9.11† and the earth quake on the island Haiti. People who have been involved in one of these kinds of events often seem to develop a set of common symptoms in spite of the different events they have experienced. This has caused scientists and psychologists to study whether these people develop the same disorder based on their experience. Empirical data and studies involving these questions have lead researchers to believe that critical events may lead to a disorder called Post- traumatic stress disorder (Hyer, 1994). This disorder has in the past years become one of today’s most common disorders. This project will involve and debate the following questions: Why do people develop post-traumatic stress disorder? Why is it that so many soldiers are exposed to this disorder? 1. Symptoms Post-traumatic stress disorder (PTSD) first became a diagnostic category due to problems many of the Vietnam veterans experienced after they returned from battle. Stress reactions to events in battle had already been discovered in previous wars such as WWI and WWII; however, the veterans of the Vietnam War seemed particularly affected by the disorder. A majority of the veterans developed commons symptoms in spite of their personality, age and earlier experiences. The major symptoms include (1) feeling numb to the world, with lack of interest in former activities and a sense of estrangement from others, (2) reliving the trauma repeatedly in memories and dreams, and (3) sleep disturbance, difficulty concentrating, and over-alertness. Some people even felt guilt, being a survivor among deceased fellow soldiers. These symptoms lead to what we today call Post-traumatic stress disorder (Aasgaard & Dahl, 1997) A survey (1988) calculated that 15 percent of Vietnam veterans have suffered from PTSD since their return from war. The study also supports that among the survivors a majority suffered with alcohol related problems, trouble in social situations and fainting unexpectedly. Among the veterans, 16 % of the 713 tested, had been arrested for breaking the law, and approximately 40 percent suffered with war related nightmares and memories that they where unable to leave behind (Atkinson m. fl., 1996). â€Å"The war is over in history. But it never ended for me† (Marbly, 1987, from Atkinson, 1996) Anger and aggression is another common reaction to a stressful event.

Earthquake Assignment

Earth Science 1 October 29, 2012 Homework Assignment 1. Explain how you should react or what you should do when you feel an earthquake if you find yourself in each of the following scenarios. Do not exceed the space provided. a) Indoors: I will stay calm and drop to the ground. I will take cover by getting under a sturdy table or other piece of furniture. I will hold on until the shaking stops. If there isn’t a table or desk near me, I will cover my face and head with my arms and crouch in the corner of the building. b) Outdoors: I will move away from building, streetlights, and utility wire. If I’m in the open I will stay there until the shaking stops. c) In a moving vehicle: I will stop as quickly as safety permits and stay in the vehicle. I will avoid stopping near or under buildings, trees, overpasses, and utility wires. I will proceed cautiously once the earthquake has stopped. I will avoid roads, bridges, or ramps that might have been damaged by the earthquake. d) Trapped under debris: I will not light a match or move about or kick up dust. I will cover my mouth with a handkerchief or clothing. I will tap on a pipe or wall so rescuers can locate me. I will Shout only as a last resort. Shouting can cause me to inhale dangerous amounts of dust. 2. What are the main things that you should do after an earthquake hits in the area where you are staying? In particular, discuss what you should do if you find yourself in each of the following scenarios. Do not exceed the space provided. ) Aftershock: When it is safe to move, I will exit my home. I will help my neighbors who may need assistance. I will give first aid when appropriate. I will not move seriously injured persons unless they are in immediate danger of further injury & call for help. * b) Tsunami: I will go to a designated public shelter if I have been told to evacuate or if I feel it is unsafe to remain in my home. I will text SHELTER + my zip code to 43362 (4FEMA) to find the nearest she lter in my area (example: shelter 12345). c) Electrical system damage: I will not stand in water. If safe to do so, I will turn off the electricity at the main fuse box or circuit breaker. If the situation is unsafe, I will leave my home and call for help. * d) Gas leakages: If I smell gas or hear a hissing or blowing sound, I will open a window and leave immediately. If I can, I will turn off the main gas valve from the outside & call the gas company from a neighbor’s residence.

Holden Caulfield Diagnostic

Holden Caulfield Medical Diagnosis Holden Caulfield Medical Diagnosis Dear Mister and Misses Caulfield, my name is Dr: Connor Grist and I have been mister Holden Caulfield’s psychologist over the past couple weeks. Asking him about his life story and what he has gone through. Through his explanation of his life story, I was able to uncover 3 key behavioral characteristics that I believe he suffers from. Through my research, I believe that he suffers he uses profanity laced vocabulary and abusive language often. He is also depressed, sad and disturbed through his life story that he has told me.Finally he is also withdrawn seclusive and friendless because of his inability to overlook flaws in people. This information has let me to diagnose him with Depression-Anxiety. For the time era in which Holden grew up (1970s) he has a very profanity laced vocabulary, which is most likely because of his anxiety and depression. Throughout the book he could have quite possibly said the phras e â€Å"God Dam† more than 100 times. Although this would be more accepted today, a generation or two ago this would have been very frowned upon for a teenager to talk like that.Holden is also hypocritical in a way with his swearing because near the end of the book he begins to try and erase all of the profanity on the wall and while he thinks that he is ridding the world of evil, he often is the source of some of the evil with his swearing. Throughout the book, you can often notice and sense that Holden is quite depressed and sad all of the time. This is because near the end of the book, he is trying the play the role of the â€Å"Catcher† but he soon realizes that he can never rid the world of all the evil that he doesn’t want Phobe to see.He tells Phoebe that he wants to prevent children from growing up. He blames the world’s corruption on adults and believes that when he stops the children from growing up he will preserve their innocence and save the world. Finally, he realizes that not only is there nothing that he can do, but there is nowhere he can go to hide from it. Ironically enough, it is one of the â€Å"innocent† children that he is trying to protect who helps him come to terms with this realization. It is Phoebe who challenges his plan to escape out west.As he is telling Phoebe that she cannot run away, he discovers that he too cannot run away. â€Å" You can’t ever find a place that is nice and peaceful, because there isn’t any. † The final breakdown comes near the end of the book when he is watching Phoebe on the carousel. As all the kids on the carousel try to grab the golden rings, Holden hits the final breakdown. Being the â€Å" catcher â€Å" becomes obviously unrealistic. Finally Holden is usually withdrawn and friendless because of his inability to accept people for who they are and constantly pick out their flaws.As you read and read through the book, you will get the sense the H olden has never really had a true friend. He is usually nice to most people but really he thinks that they are phonies. An example of this would be on page 77 where Holden Says, â€Å" She was a funny girl, old Jane. I wouldn’t exactly describe her as strictly beautiful. She knocked me out though. She was sort of muckle-mouthed. When she was talking, her mouth sort of went in about 50 different directions her lips and all â€Å".This quote shows that even the people Holden likes a lot, such as Jane Gallagher he still has to be judgmental and find the flaws in them. This ultimately leads to Holden being forever alone in the book. In Conclusion, Holden Caulfield has been diagnosed with a anxiety-depression disorder because of his profanity laced vocabulary, his depressed sad and disturbed state, and his inability to accept people for who they are without being judgmental and picking out their flaws. A treatment recommendation for this would be to continue therapy sessions and anti-depressant medication.

Anselm

As a philosopher, Anselm is most often remembered for his attempts to prove the existence of God. Anselm presented the popular Ontological Argument. In this argument Anselm declares that God is that than which no greater can be thought. Anselm feels that that God exists as the source of all perfection. Anselm begins by stating that God is the greatest being we can possibly think of. When Anselm says this, it means that it is not possible to think of a being greater than God is. Anselm also says that if God is the greatest being he is referring to the fact that it would be impossible to imagine someone or something being greater than God is. Thus it would be impractical to say that God only exists in the mind because it is highly greater to exist in reality than it is to only exist in a persons mind. He believes that a perfect God must exist in reality. Otherwise God would not be completely perfect. Anselm feels that existence is perfect. He feels that part of Gods perfection is that he is one. Anselm also says that God has many characteristics that describe him. Among these being: self existing, divine, and eternal. This means that God depends on nothing else for his existence. Thus, his existence is forever. God can not stop existing. Anselm uses Gods definition to argue that God can not be thought not to exist. Not only is his existence a fact, but his non existence is impossible. The non-existence for all other being is possible, but when it comes to the non-existence of God, it is not possible. The argument for Gods existence is very much like the argument that it is impossible for one to believe that God does not exist. Anselms theory states that God is everything to everyone. I find this hard to believe because every individual has a different view of how he or she perceives God. Many different people have many different views o

Free sample - Assessment by Portfolio and Standardized Testing. translation missing

Assessment by Portfolio and Standardized Testing. Assessment by Portfolio and Standardized TestingComparison and Contrast between Assessment by Portfolio and Standardized Testing Assessment is an important aspect of evaluating a student performance and ability throughout their learning period. There are several types of assessment among them assessment by portfolio and standardized testing. These two types of assessment have many differences as opposed to similarities with portfolio assessment considered to be appropriate in the current education system in parts of the globe due to its merits. On the other hand standardized testing is considered as traditional method due to its reliance on multiple choice assessments thus not giving students enough room for developing their skill set.  Ã‚   Standardized tests are used by psychologists as primary basis for assessing cognitive abilities and academic achievement. Weiner, et al, (2003) indicated that â€Å"standardized tests may be administered to a group of people or students by the examiner so as to match the students to academic curricula† (p. 275). On the other hand portfolio assessment provides a means for gathering student work over a long period of time which demonstrates the student’s proficiency in one or more academic areas. As a result Weiner, et al, (2003) established that â€Å"unlike standardized tests portfolio assessment usually emphasizes on complex works that integrate multiple dimensions of proficiency such as performance assessments, essays, and recordings of student performances† (p. 277). Standardized tests are also known as traditional assessment or norm-referenced and they have been used for a long period of time as a means of evaluating student performance. Mundell DeLario (1994) found out that â€Å"standardized tests measure growth in basic skills and their content is based on the best of curriculum practices for diverse population† (p. 1). This type of tests is known to have several inadequacies hence as a result efforts have been made to come up with a more precise assessment method. Mundell DeLario (1994) further says that portfolio assessment was developed out of the need to review performance and to logically collect sections of scholar’s work which is based on what the students are familiar with or are capable to do. Compared to portfolio assessment, standardized tests have a numerous choice format which makes tests a simple and economical way to evaluate knowledge.   Mundell DeLario (1994) indicated that â€Å"information obtained from these type of tests used for reporting to the parents on their children’s progress in learning basic skills, determining the developmental level of students for instructional purposes and providing information helpful in planning programs or groupings for instruction† (p. 1). Portfolio assessment revolves around the assortment of work that shows an individual’s knowledge in an area a criterion which was embraced by the progressives. For example a student may be good in art and consequently as an artist’s portfolio this can include various segments indicating what he or she can do. When a portfolio assessment is assumed, it is used to bring together and weigh up multiple sources of information that confirms a scholar’s capability in terms of procedure and invention (Mundell DeLario, 1994). Where else standardized tests use multiple choices, portfolio assessment reflects students work in one or additional subject areas and the models are chosen by mutually the scholar and the tutor. These are gathered analytically over time and are utilized to assess student development. One of the limitations of standardized tests is that they quantify comprehension learned instead of demonstrating what the student comprehends and can be comfortably apply and put more attention on recall. Mundell DeLario (1994) continues to say that â€Å"the how and why of what students read and write, the strategies they apply and how this learning relates to other tasks and to new ideas are not measured by standardized† (p. 1). In addition it important to note that using standardized test it is not possible to assess student’s abilities, analyze reason, reflect, and persuade from multiple choice answers (Mundell DeLario, 1994). This type of tests does not assist the teachers to plan more effective lessons. As a result, Mundell DeLario (1994) argued that â€Å"standardized tests limit the planning of lessons geared towards the achievement of students needs† (p. 2). Portfolio assessment is known to present authenticity as one of its characteristic. Using this type of assessment the teacher is able to evaluate reading throughout a range of daily reading activities in the classroom thus using this type of assessment, students are appraised on the basis of comprehending strategies they exhibit, their reactions in their reading journals and their conversation with the teacher or with other classmates (Mundell DeLario, 1994). Furthermore, Mundell DeLario (1994) argued that â€Å"portfolio assessment creates an accurate picture of achievement because it directly involves the teacher and students in establishing criteria for evaluation† (p. 3). This means that using portfolio assessment there is a undeviating relationship amid what is learned and what is evaluated, and learners know from the start of an assignment what they are expected to accomplish. Unlike in standardized test in portfolio assessment students have a number of examples in their portfolios to exhibit attainment of a particular objective more willingly than just one sample taken during one testing circumstance (Mundell DeLario, 1994). Ryan Cooper (2008) in addition indicated that â€Å"standardized tests overemphasize technical information and underemphasize educator’s professional judgments about the worthiness of a school programs† (p. 396). With the increasing calls from the progressives for more crises solving, decisive thinking and inscribing skills in the schools, standardized tests do not measure these outcomes. Studies show that qualities such as vital thinking and predicament solving abilities are difficult to measure while using multiple choices and other objective tests hence this calls for portfolio assessment (Ryan Cooper, 2008). Standardized tests can not gauge genuine student performance on some momentous tasks. Due to these limitations associated with standardized tests portfolio assessment was developed which puts into consideration recital tests that gets closer to how students relate knowledge rather than how they accumulate it in their brains. Both portfolio assessment and standardized tests present different dimensions of determining how students can fair in their schooling process. According to Ryan Cooper (2008) using portfolio assessment, it is possible to determine how well the students understand scientific concepts and can carry out scientific processes by requesting them to perform actual experiments. Ryan Cooper (2008) says that â€Å"through portfolio assessment teachers are capable of measuring what they want students to be able to do rather than relying on them to choose the correct response on a multiple choice test item in standardized tests† (p. 396). A major advantage of portfolio assessment is that it reveals student’s escalation in a certain period of time. A major contrast between portfolio assessment and standardized tests is that in portfolio assessment, students are appraised against themselves and not judge against other students (Mundell DeLario, 1994). This implies that in portfolio assessment, students become talented at evaluating their ability and set logical targets hence they can see their enhancement over a specific time epoch as skills are disclosed on tasks and goals are arrived at. Mundell DeLario (1994) continues to say that in â€Å"portfolio assessment, evaluation is part of instruction and also it considered to be ongoing and there not just the final product is important but also the process and growth over time† (p. 3). Also portfolio assessment is considered to be wide as it takes into account the students concerns, personal know-how, inspiration, and tactics. In conclusion, the progressive’s reaction to portfolio assessment was considered far much better than standardized test because of its strengths. While standardized tests do not focus on students development, this criteria does not give the students an opportunity to develop their skills in a particular area and it is does not assess their strengths and weaknesses. The advantages of portfolio assessment outweighs those of standardized tests because students work harder on tasks giving them more ownership in their work besides increasing their responsibility for learning and enhances their self concepts as learners. References Mundell, S. B DeLario, K (1994). Practical portfolios: reading, writing, math, and life skills, grades 3-6, Santa Barbara, CA: Libraries Unlimited.Ryan, K    Cooper, J. M (2008). Those Who Can, Teach, Stamford, CT: Cengage Learning.Weiner, I. B, Freedheim, D. K, Graham, J. R. Naglieri, J.A (2003). Handbook of Psychology: Assessment psychology, Hoboken, NJ: John Wiley and Sons.

Lack of Effective Professional Codes and Motivation Essay

Lack of Effective Professional Codes and Motivation - Essay Example Among the sources of the problem in the company, that the auditing discovered included: Employees require a conducive working environment, one that encourages profitability. Your company lacks such a structure a feature that gives rise to numerous unethical practices most of which derail the operations of the employees at the organization. Motivation and supervision are two primary roles of the management that influences the profitability of a company since they affect the productivity of the employees. The management must, therefore, enhance the motivation of its employees besides securing a conducive working environment for the same employees. This way, it becomes possible to develop a structure of accountability in the company thus improving the productivity of the commercial organization. Two cases of sexual molestation went unreported within the last three months. Such is an avid portrayal of an unconducive working environment. Female employees feel threatened at the organization owing to the abject disregard of the sexual offenses act in the country. The cases of sexual molestation in the company portray the lack of unity between the management and the junior employees of the firm a feature that creates space for the senior managers to use their privileged position to sexually molest the vulnerable female employees. In order to curb such cases and create a conducive working environment for the employees of the firm, my taskforce recommends that the company develops appropriate professional codes of conduct. Through the codes, the management must indicate the behavior it considers unwelcome in the company. Besides the codes, the management must apprehend the specific employees found guilty of molesting their juniors in the past. Such is the only way for the management to reassure its employees of the new changes thus develop  their confidence. Additionally, the management must develop an appropriate bureaucratic structure, one that enables appropriate supervision of the employees in the company.