Successful Leadership in Management Essay Example for Free

Successful Leadership in Management Essay Successful Leadership in Management = Training Scott Miller Principals of Management Abstract Although leadership and management are two different things, it takes both in order to be a truly good manager. Leadership is described as the process by which an individual exerts influence over other people and inspires, motivates, and directs their activities to help achieve group or organizational goals whereas management is described as the planning, organizing, leading, and controlling of human and other resources to achieve organizational goals efficiently and effectively (Jones George, 2009). Maslow states that â€Å"To understand and motivate people, you must know human nature. † Human nature is the common qualities of all human beings. People behave according to certain principles of human nature (Mazlow, 1986). Managers, in general, have the ability to do one or the other of these things but a good manager will be able to do both successfully. According to Sam Allman, leadership changes the world and management maintains it (Allman, 2009). Sometimes it is not enough to simply manage to make a company succeed and a person can be a leader but they can fail without proper direction. Training is plays an important part for any manager because the more they learn the better they can do their job. Taking a look at both leadership and management may help to improve a manager’s skills and make them a better all around manager. According to Allman, leadership changes the world and management maintains it. Successful Leadership in Management = Training First, we take a good look at leadership, which is considered a critical management skill. A leader needs to be able to inspire their workers to achieve higher levels of teamwork. There are certain things that a leader must know and be able to do. These things do not always come naturally, but are acquired through continual work and study. Good leaders are continually working and studying to improve their leadership skills; they do not rest on their laurels. Unfortunately, according to an article by Bill Joiner, only about ten percent of managers have mastered the level of agility needed for consistently effective leadership in today’s world economy. The leadership reference guide that Mr. Joiner uses in his article shows four levels and three types of agility (Joiner, 2009). Although this is only one perspective of leadership, a lot of work and research was done to obtain the results shown. It suggests that there is still much training needed for about ninety percent of managers in the business community today. A good leader will know how to motivate their employees so that they can get the most out of them. Through positive reinforcement such as positive feedback, incentives, bonuses, or even company events a manager can improve employee morale and production greatly (Jones George, 2009). Since leadership is not always a natural thing for managers, it is important for most major companies to train them. Leadership training can be done through seminars, retreats, workshops, or even motivational speakers. Even those who are in the office and never deal with customers need to deal with co-workers or employees. Now we can take a look at the importance of good management. In every large organization, theres a hierarchy of management that keeps the whole operation running smoothly. As with leadership, there are certain things that a manager must know and be able to do. Management is also a skill that can be learned. Many managers learn their trade on the job. They work their way up the corporate ladder. A manager can be good at planning, organizing, and leading effectively but not efficiently or the other way around. Training sessions or going back to school, help the manager improve their skills so that they may do a better job for their company (Jones ; George, 2009). In my opinion, managers should be like children, always curious to learn something new. As the world of business changes the manager does also. One example of bad management was shown by Avon when their stocks plunged in 2006. At the same time we can show good management by the way that Andrea Jung took action to correct the problems and got Avon back on track (Jones ; George, 2009). Although a company can grow to worldwide proportions, there still needs to be strong management team in place to keep things going with all members around the globe focused on the same organizational goals. This case shows that no matter how large a ompany gets, it needs to train all of its managers to follow the same path toward the company’s overall goals or it could collapse. U. S. businesses now have too many leaders who are detached from the messy process of managing (Mintzberg, 2009). There are many ways to be a successful manager but it all starts and ends with training. Leaders may know how to lead but not know how to manage. The same goes for managers. They may now how to ma nage but have no idea how to lead. The key to great management is to find a balance of both skills. Every manager needs to learn to lead their employees properly to achieve the most efficient and effective organizational goals. Managers need to be able to adapt to any situation without alienating anyone or losing sight of the company’s goals. With more and more companies changing the way they do business it will benefit any manager to become a people person. For years, managers went in to work and barked out orders or directions but today they must have more finesse. They need to know how to act and speak with their employees so that they can get the most out of them. It is my opinion that the best way to do this is to keep the employee happy and that managers can improve their ability to empower others by focusing on their own personal development. These things can be accomplished effectively and efficiently through proper training. As Stanford University emeritus professor James G. March put it: Leadership involves plumbing as well as poetry. Instead of distinguishing leaders from managers, we should encourage all managers to be leaders (Mintzberg, 2009). References Jones, G. , ; George, J. 2009). Contemporary Management, SIXTH edition. Magraw-Hill/Irwin, New York, NY 2009. Allman, S. (October 2009). Leadership vs. Management, Retrieved December 11, 2009, from

The Existance Of God :: essays research papers

The Existance Of God Either God exists or He doesn't. There is no middle ground, and any attempt to remain neutral in relation to God's existence is automatically synonymous with unbelief. It is far from a "moot" question, because if God does exist, then nothing else really matters; if He does not exist, then nothing really matters at all. This is kind of unfortunate for someone like myself, because I've always lived on that nonexistent middle ground. Until now I've never been put in a position where it was questioned. The last couple of years I've referred to myself as a recovering Catholic, but never redefined my religion (or lack thereof) since then. When I found out I had to take a stand in this paper one way or another, yes or no, black or white, it was unsettling. At that point it became more than a term paper. Can I, with a clear conscience, write a 15 page paper denouncing the existence of God? I kind of cringed as I imagined being struck down Indiana Jones style, and in that, I had my answer. So without further adieu, the next 15 pages is me, making my case (I think) for the existence of God. What better place to start, than Pascal's Wager. Pascal's Wager takes this angle: You must wager. There is no choice, he says, you are already committed. I liked the example he used of the toss of the coin, he wants us to see this choice as the gamble that it is. Before you put your money on either, examine the odds, says Pascal: One on side of the coin, heads: God exists and there is an eternal heaven to be gained and an eternal Hell to be avoided. On the flip-side of the coin: God does not exist, no heaven and hell to look forward to or fear, no rewards and no wrath. Choose God, says Pascal, If you win you win everything if you lose you lose nothing, though the odds are even, the rewards are not. Choose heads and win, and in the words of Willy Wonka, you win the "grand and glorious jackpot." Is this true? Is it wrong for me to take a theist's approach to this paper, and yet still disagree with Pascal's logic? Pascal says there is a full and happy life to be won, but isn't there also a full and happy life to be lost, depending on your ideas of full and happy?

Reaction Time Essay

Summary This experiment aimed to determine the reaction time of the test participant and using the subtractive method identify the selection time and identification time of the participant. The experiments had one participant who participated in a total of 6 experiments; two experiments required a simple reaction with a single stimulus and 4 experiments that required a more complicated reaction. Keywords Subtractive method – the procedure of estimating the time it takes to perform various cognitive operations. Simple reaction – this reaction time task has a single stimulus and requires only a single reaction Choice reaction – In this reaction time task there are more than one stimulus and more than one response. Each stimulus has its own response. Donders A B and C reactions – In this reaction time task there is more than one stimulus but only one stimulus is linked with a response. Introduction Donders A B and C reactions have been used to determine the time it takes to perform cognitive operations for quite some time now. In these experiments we aimed to use light and sound stimuli in the react time tasks to determine individual base time, Identification time and selection time. Using one female college student (23 years) and one person recording the different reaction times. The experiments took place over a period of two days, with the first experiment taking place on one afternoon and the next 5 experiments a week later in the afternoon again. 2. Methods 2. 2 Apparatus and materials. One pen and paper to record reaction times, one Reaction task machine which came equipped with headphones for sound stimuli, a screen for visual stimuli and a panel of buttons colored red, yellow and green for responses. 2. 3 Procedure Pilot Test The participant stood on the reaction task side of the machine and put on the headphones after having been already instructed to press the red button when they heard both sound and visual stimulus. The observer then set the machine to pilot test, simple reaction test and selected the color red. The observer then gave a visual signal to the participant to let them know the experiment was about to begin. In this pilot test the participant was required to press the red button each time they saw the red light flash when it was accompanied with a voice that said red. At the end of a test a hand signal was given by the observer to the participant to let them know the task was over. The light and sound stimuli were given for a total of 20 times if the participant did not make any mistakes (that is pressed the red but only when both stimuli were given) then the pilot test was completed successfully, if not the machine would reset itself and would have to be set again and the test would be administered again. This stage was also a learning phase for both participants and observers as both were using this type of machine for the first time. Experiment 1. The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed they were required to press the red button each time they saw a red light. The observer then set the machine to real test, selected simple reaction and selected the color red. . There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they saw the light the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer. Experiment 2 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed they were required to press the red button only when they saw the red light flash across the light panel. The participant was instructed not to press a button for any other colour. The observer then set the machine to real test, selected selection reaction and pressed the clear colour button as well as the red. . There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they saw the light the experiment had begun. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. Each reaction time was noted by the observer. Experiment 3 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed to press the button that corresponded with the colour they saw flash across the screen i. e. see green light, press green button. There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they saw the light the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer. Experiment 4 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed to press only the red button when they heard the high frequency sound. The observer then set the machine to real test, simple reaction test and selected high frequency sound. There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they heard the sound the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer. Experiment 5 The participant stood on the test side of the machine and put on a pair of headphones after having been already instructed to press the red button only when they heard the high frequency sound. The observer then set the machine to real test, choice reaction test and selected all the frequencies. There was no signal given to the participant as to when exactly the experiment would begin by the observer but they were told to be ready as soon as they heard the sound the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer. Experiment 6 The participant stood on the test side of the machine and put on a pir of headphones after having been already instructed to press the button that corresponded with the frequency of sound they heard, i. e. high frequency= red button, middle frequency=green button and low frequency=yellow button. The observer then set the machine to real test, choice reaction test and selected all the frequencies. This time there was no hand signal given to the participant by the observer but they were told to be ready as soon as they heard the sound the experiment had begun. At the end of the experiment a hand signal was given by the observer to the participant to let them know the task was over. The stimulus that required a reaction in the experiment was given 19 times and the experiment was only complete if the participant made no mistakes. Each reaction time was noted by the observer.

Organized Crime - 1084 Words

Introduction Organized crime can be a number of different types of things. According to Lyman Potter, (2007), â€Å"The NCIS describes organized crime as having four salient attributes: An organized crime group contains at least three people; The criminal activity the group engages in is ongoing and indefinite in duration; The group is motivated by a desire for profit or power; and, The group commits serious criminal offenses†(p.15). The group we chose is the American Mafia families of New York City. This mafia family has been the top of organized crimes in New York City since 1930. There are five different families and they all have their own kind of power over the part of the city they live in. Organized Crime Group Analysis†¦show more content†¦The mafia still worked to earn money, but the focus wasn’t geared entirely on what the next business venture would be. It was more of a power and respect issue early on. The same still holds true, but years ago, it meant more to the group to prove a point and throw around their weight. The groups didn’t care if they were seen and known. In present day, it is more beneficial for the organized groups to run efficiently, but more so behind closed doors. Some major interest that the American Mafia has been focused on is gambling, loan sharking with very high interest rates, prostitution, and drug distribution. Labor racketeering was another popular criminal activity. Members of the groups worked their way into positions of power in a labor union and then stole from the union’s retirement and health funds. (law.jrank.org, 2010) Organized crime groups have become very business savvy and managed to masks their illegal activities behind very legitimate business fronts. There have been all types of business ventures that were financed with illegal monies from organized crime groups. In an article focusing on the Rochester Family of Rochester, New York, it detailed activities of Angelo Morachino. Morachino ran a construction company that specialized in fraudulent contracts and corrupting labor officials. Rosario Chirico, a member of the same mafia family, specialized in operating a stolen car ring andShow MoreRelatedThe Crime Of Organized Crime1649 Words   |  7 PagesWhen I hear the term organized crime, I associate it with â€Å"The Mafia†, â€Å"Scarface†, and â€Å"Cartels†. Organized crime can be defined in a variety of ways. It is an ongoing criminal enterprise that is wisely working to generate profit engaging in illegal activities depending on demand, where its presence is preserve through force, intimidations, and corruption. 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What does it mean that the â€Å"Aquillante Construction Company decided to erect their new offices on the bridge of his nose†? Maybe it means that they are making a fool of sby of Doyle, and ends up killing him Or that they killed himRead Moreorganized crime2317 Words   |  10 PagesProvisions for Definitions of â€Å"Organized Crime† CARLO CAVALIERE 100817631 OCTOBER 1ST 2014 Defining organized crime has proven to be a general difficulty throughout history. The belief of this paper is that definition is crucial, however, at the same time one should identify that within the scope of organized crime, definition has been quite subjective and controversial. The reason why it is important is because the exact way in which organized crime is defined goes a significantRead MoreEssay about Deviance and Organized Crime1454 Words   |  6 Pagesmany forms of deviance. Among the many forms of deviance, organized crime stands out in many aspects of society. 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