I. STATEMENT & BACKGROUND Essays - Server, Server Hardware

I. Explanation and BACKGROUND The school of Business (COB) server is presently being utilized to help convey to the PC Information System (CIS) division. The CIS teachers would utilize the server for different tasks. Assignments, email, and different sorts of data would be simpler for the understudies to get to. System clients can share documents, printers and different assets; send electronic messages and run programs on different PCs. In any case, certain significant issues should be tended to and focused on. So as to start the way toward setting up the COB server, the complete quantities of clients (workforce and understudies) must be resolved. Some other huge variables to be drawn closer are: the necessary programming applications required on the organize, a productive and suitable index structure and powerful security structure. In planning the index structure, the significant spotlight must be on openness. The quantity of undergrad CIS courses that the server will be utilized for is be! tween 15 and 17. For the clients to be guaranteed that their data isn't in danger, we will make a compelling security structure. In forming the fitting security structure there must be certain entrance rights allocated to the clients. A significant specialized detail in setting up a server is the measure of cash that should be allotted for the rebuilding of the framework. For the framework to work appropriately, the measure of equipment/programming should be resolved. II. Useful REQUIREMENTS The COB server will essentially be utilized by CIS teachers and CIS understudies. The surmised number of teachers in the CIS office is somewhere in the range of five and seven and the surmised number of CIS majors is somewhere in the range of 100 and 120. As PC innovation proceeds to develop, the quantity of CIS majors is endlessly expanding. On the off chance that we see a significant ascent in PC Information Systems majors the office should grow its employees. The CIS teachers will utilize the server to dispense their schedules, circulate explicit assignments and send email to their understudies. The format, structure and unpredictability of each class will decide how much the teacher might be utilizing the server. The top of the line a CIS major typically takes at Western is CIS 251. The executives Information Frameworks (CIS 251). This class offers understudies a reason for the board data frameworks in business associations. In putting the COB server to utilize and preparing the understudy for hands-on information on PC based data frameworks, CIS 251 spotlights on investigation, advancement, structure, execution, and assessment. Different errands that are canvassed in this class are PC applications ins spreadsheets, word processors, and database frameworks. Data frameworks influence both specialists and individuals who live in the public eye. The primary programming class CIS majors take is CIS 256. This CIS course will be very advantageous for the server. Business Computer Programming (CIS 256) acquaints the understudy with a use of programming standard in business. Itemized assignments include flowcharting, coding, documentation, and testing. This course furnishes the understudy with a foundation of PC design and information portrayal. This class record will require the BASIC programming language that will be utilized just as the compiler. The CIS elective, CIS 301, underlines most extreme hands-on involvement in microcomputers and programming bundles, including word handling, spreadsheets, database administrators, and realistic frameworks. Microcomputer Applications (CIS 301), is a significant course for understudies not studying Computer Information Systems, yet might want to acclimate themselves with the PC. This record will contain Microsoft Office and email abilities. A significant class that gets helpful for the server is the CIS 358 course. The teacher can send applications, reports, programs and other information to the server where the understudy can move to a circle or their VAX account. Applications Development II (CIS 358) is an investigation of the condition of workmanship devices and strategies for creating complex business applications; information association, on-line preparing, programming building, and programming upkeep. This CIS class is an augmentation to CIS 258. The understudy will grow his/her insight into the COBOL programming language. All together for the CIS major to apply standard of good application plan furthermore, taking care of issues, the Visual Basic programming language will likewise be presented. The represent these two classes will contain the COBOL programming language and the compiler for it just as Visual Basic. For the understudies to get familiar with customer server innovation, CIS 365 is required to the PC Information Systems educational program. The understudy will be engaged with finding out about various kinds of customer server condition, for example, arranging Worldwide Web condition and building a Netware LAN to

Computer Programming Coursework Example | Topics and Well Written Essays - 1000 words

a semester

a semester I’m huddled in an office chair in a tiny box-studio in Lexington, MA, where I’m living for the summer with my partner. Campus is 40 100 minutes away. Getting to MIT is a “commute” now. The bus chugs through the residential areas, stopping at every block to let out tired adults. It’s a “school bus” for the working class. And it’s odd to realize that I am part of it, not a mere tourist or spectator of the rush hour crowd. I go to MIT for work, wait for a packed train, then bus, and arrive home with the sense of overwhelming relief. MIT has been home, sure, but it doesn’t quite compare to a remote and private location that you have to clean and pay for in full, where you are the master of the domain, kitchen and bathroom included. Plus nothing beats coming home to someone. This is the closest to adulthood I’ve ever been. Next achievement to unlock: receiving and paying the electricity bill. The majority of my friends have left for different parts of the world, at least for the beginning of the summer. Over here, my Google search for “entertainment near me” only returns several toy stores and food venues plus a car rental facility. The two nearest movie theatres don’t even show all the new film releases. But we do have a Trader Joe’s, a Walgreens, and a Starbucks just three minutes away. Also, our studio has cable, which somewhat makes up for the lack of group outings and physical entertainment. The service is not much, objectively, but for me it’s a big deal. I finally have HBO access. Another in-house activity: I have to “cook” some days. You’ll be surprised how much one can concoct with just a microwave: “delicious meals in minutes.” It’s quiet and peaceful. No young people around. A quaint ice cream store close to home. Large nearby houses that make me feel conflicted about whether I want to someday own one or stick to the idea that they are too much space and resources for one family. So I guess I’m adjusting to suburban life: surprise of the summer #1. I’m a junior? It’s about to be Year 3 of MIT and I’m 3 times more confused about life goals. Every class adds new knowledge of passions and dislikes, new hero-professors to aspire to. But an assortment of interests and idols isn’t much help for figuring out life. I know my favorite branch of political philosophy and my favorite sassy philosopher. I know two or more MIT professors who I would love to be, for their knowledge and even more for their kindness. The truly great philosophy instructors at MIT respect every student’s input, never claim to have the correct interpretation, and interact with everyone on a first-name basis. They invite you to their offices to discuss your papers. It’s bizarrely wonderful. Bonus: all the other awesome HASS courses I could’ve taken this semester, seen in the elevator of the Humanities building, 14 N. (plus note MIT’s newest foreign language offered: Korean) I’ve covered most of these in previous posts (here and here). Still working at TSL (Teaching Systems Lab) to create materials for a (future) competency-based graduate school of education, Woodrow Wilson Academy. During the summer, I’ll be doing a blown up version of this UROP, going from 6 to 30 hours a week, right in time for the creation of a new batch of competency-based challenges. I’ll be writing, reading, video-making, and prototype-testing. Plus other stuff as needed. The Planned Parenthood Youth Advocate program is sadly entirely over, at least for now. I might get to help out next year as well, but not in the same capacity. So right now I’m searching for something new and edgy to do in the outside-of-MIT world. I’ve enjoyed hearing non-MIT perspectives and experiences through the Planned Parenthood program. You get used to the comfortable college “monoculture.” At MIT, everyone has taken (or will at some point take) Physics and Calculus but no-one can have three majors. The social justice discussions are not quite like those at Harvard or Wellesley. Sometimes, it’s good to leave. Still, on-campus activities are important too. MIT living groups facilitate friendships, but student group participation is also essential (see list of MIT student groups here). Over IAP, I joined Peer Ears, a group dedicated to supporting fellow students in their living groups. We get trained by MIT Mental Health to be active listeners and resources to those struggling with stress and mental health. To put it simply, Peer Ears are your next-door “trained” friends. We also get a budget to organize events and workshops in our dorms. Now it’s summer, and the group is restructuring, so it’s a great time to be a part of it. Plus every Peer Ear kind of has to be a good active listener. So making connections is rather simple. There’s not much else to do right now, but work is definitely going to build up from 10 hours this week to 40 hours a week sometime soon. Looking forward to having a real person job experience. After a packing/moving all-nighter on my last day at MIT, I went on an early search for breakfast. Turns out that 6 am, a time usually closer to my going-to-bed time, is beautiful. Everything looks extra-vividly green. The air is fresh. The sounds of humans are rare. Perhaps because it was my last day at East Campus, the dorm and its surroundings looked particularly beautiful. Pictures below. And that’s about it, folks. How was your semester? EC in spring and in the fall: still selling for $20 OBO (now with a courtyard trampoline!) between the Media Lab and East Campus (+ a bit of Boston’s Prudential Center in the sky) Green trees, grass, and Building Transparent Horizons (the metal piece of “art”): meticulously buried in snow and toilet paper, still standing Squirrel! Bonus: seen in the Infinite Corridor, Building 4

Computer Project Management - 942 Words

Teaching Plan CMT3342 January - June 2012 Teaching Week No. | Lecture Topic | Seminar Topic | Group Project | Essay | 1 | Introduction to Project Management | Introduction to the module and its assessment structure + introduction to the essay topic and how to write essays that get good grades (slides) | | Start individual essay, analyse essay question | 2 | Advanced information seeking and information literacy for project purposes | Exercise in the library or any room with sufficient number of networked computers: finding literature for the essay downloading, printing, reading, sorting according to relevance and selecting | | Find academic literature for the essay, read, compare and select | 3 | Project management methods and†¦show more content†¦Does it flow nicely? Does it have the right information? Is it within the word limit? Etc. | 13 | Risks in Projects | Individual progress reports (4) | Decide on the deliverables for the second iteration. Start the start the second iteration of coding or configuration, unit testing, integration, integration testing, documentation | Re-write Introduction and conclusions. Write abstract | 14 | SSM and SSADM | Group progress reports (5)Discussion of team and project management issues emerging from the groups and potential solutions | Continue until requirements for the second iteration are fulfilled. | Write bibliography | 15 | Organisational structures | Essay revision in class: students present their essay text and receive feedback from tutor and other students | See customer, check against acceptance criteria, discuss prototype, decide on amendments | Rewrite parts of your essay after discussion in class | 16 | Business concepts | Essay revision in class: students present their essay text and receive feedback from tutor and other students | Finish prototype, complete documentation | Submit Essay: End of the week. For exact date and time see online submission link | 17 | Agile management methodsAgile manifesto | Individual progress reports (5) | W rite up first draft of sections of the project report | | 18 | AgileShow MoreRelatedProvide An Overview Of Project Management Computers : Celoxis1002 Words   |  5 PagesProvide an overview of Project Management software tools, from zero cost to high cost options High cost tools Celoxis Celoxis is proclaimed as an easy to understand stage with intense adaptability, making it a perfect EPM for a big business. Clarizen Clarizen has a short expectation to absorb information. It offers venture administration devices like interdependencies, report administration, and, above all for EPMs, asset administration. The device additionally offers an iPhone and Android applicationRead MoreLevel 2 Skills Essay1302 Words   |  6 PagesEBT non-compliance issues. 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The Effects Of Pesticides And Cause Degradation - 1509 Words

Introduction: From history until date, many studies are continuously exploring presence of pesticides and cause degradation. The degradation comes in action when due to industrialization, there are many chemicals in environment directly attack at plant. The wide variety of chemicals means wide variety of problems in agriculture, residential and even public recreation areas when it showed its worst face. The eradication from these after effects can come in reality with increase importance of pragmatic solutions against any problems associated with previous said. Malathion is a pesticide and it helpful in agriculture and other said paradigms to lowers effects of chemical in external environment. In United States, importance of†¦show more content†¦The vegetables and fruits like capsicum, cucumber and even carrot selection is best one because it is widely used on regular basis. The sample preparation comes in to being when it is being cooled until 4 degree centigrade. The sample is being selected with all kinds of risk assessment from internal climate change to external one. There is proper need of sampling and scattering issues and those issues are being established with efforts of researcher. The sample is being prepared with use of aqueous extract that is most needed for quality of fruits and vegetables. Those fruits and vegetables are actually allowing incubation so that they can use for welfare of human. The human welfare is necessary in developing any model about human that can affect directly and indirectly human community at large scale. The affect of vegetables and fruits is glaring in cellular tissues. The selected way of sampling in costly but can best in future perspective. The future of best quality food and vegetables ate large scale can acquire considerably through sampling matters. The sampling technique can get big filtering plants and those plants are costly according to finance. The research purpose is to develop two kinds of process that may assure that absorption and exudation are two ways of same authority. The absorption method is best that can initiate change according to change environment. The environment has come with bio degradation methods

Leadership And Management Skills Portfolio Free Essays

string(114) " it was difficult for consensus to be achieved among the group members on the goals and performance expectations\." Introduction This reflective work focuses on assessing my personal weaknesses in different areas. It starts by a self –assessment of my personal development needs.The next section looks at the difficulties I experienced on various issues. We will write a custom essay sample on Leadership And Management Skills Portfolio or any similar topic only for you Order Now Finally, the action plans for self-development in the various areas are suggested. Portfolio Section 1 Planning and personal management skills Using a paper exercise, I assessed my planning and personal management skills to determine areas of development. Concerning planning, I scored 13, which is a relatively low score. This indicates an area for development because my score was less than 24, which was the score I had to attain to show that I did not further development. I knew this was a weakness and a concern for me prior to starting my postgraduate studies while working full time. On the time management dimension, I scored 15 and this demonstrated a need for further development. I should have a score of above 24 to demonstrate that this area did not require further development. The issue of time management was a concern for me because of starting my postgraduate studies and working full time. I have had challenges in the past characterized by attempting to do too much at work and not managing my time effectively. The low scores on both planning and time management reveal that I have challenges with task prioritization. An action plan for self-development in these areas is presented later under task prioritization. Learning style Honey and Mumford designed a Learning Styles Questionnaire that is used in assessing the learning styles of individuals, and these are categorised into activists, theorists, pragmatists, and reflectors (Jarvis, 2005). When I completed this questionnaire, the results showed that I have a strong preference for the activist learning style and a moderate preference for the pragmatist learning style. As an activist, I enjoy novel experiences, I am active and depend on intuitive decision making and I have an aversion to structure (Jarvis, 2005). I learn best from learning activities that provide new problems and experiences, role playing and working together with others in group tasks and opportunities for dealing with challenging tasks. In addition, I prefer tasks with high visibility including presentations, leading discussions, and chairing meetings.However, I learn less when I have to listen to lectures, think, write or read on my own, or absorb and understand a lot of data. Further more, my learning is impaired when I have to follow precise instructions without any form of flexibility. As a pragmatist, I prefer risk-taking, group work and application and testing of concepts (Jarvis, 2005). I learn best when there is a clear association between the learning topic and actual issues in life. Learning activities should be structured around demonstrating techniques for accomplishing tasks with clear, realistic advantages. Furthermore, I prefer to be provided with opportunities for trying out and practicing techniques with feedback or coaching from a reliable expert. Similarly, I need examples or models that I can emulate, and I should be taught techniques that are presently applicable to my work context. I also prefer being offered with opportunities for immediately applying any new knowledge that I have learnt. As a pragmatist, l learn less when the learning activities are not associated with an immediate need, lack clear guidelines, and when there are obstacles to implementation of acquired knowledge. Such obstacles can be personal, managerial, organisational or poli tical in nature. These learning styles have an important influence on the learning activities undertaken in the action plan for developing different skills as demonstrated later. Assessment of how I work In a paper exercise, I assessed the way I work and the results revealed that I procrastinate when faced with tasks that I do not really like, I spend a lot of time attempting to perfect things, and I am unable to find things and notes whenever I require them. This is an indication that I have poor prioritization skills, and this will be addressed through an action plan on task prioritization that is explained later. Personality index I assessed my personality index using an online exercise, and the results demonstrated that I possess various traits. First, I demonstrate low assertiveness as I do not need to be in constant control, and I have a higher orientation toward teamwork than tasks. Second, I am an extreme extrovert because I need to discuss issues in detail with other people. Third, I am extremely impatient as I find it challenging to concentrate on repetitive tasks, and I have a high sense of urgency. Finally, I am highly detailed because I want to acquire knowledge and become an expert. These traits of my personality affect how learning activities will be structured in the action plan to improve learning. Portfolio Section 2 Group leadership In the first week of my course work, I was leader of my group. I did not know my fellow colleagues very well as we had just started on the course. Therefore, stepping up and being a leader of people I did not know was tough considering that I am not a manager or leader at work. I had to lead the group in the preparation of a group presentation on a case study of someone else’s leadership skills and present with them. I needed to take control and set the direction for the team more rapidly, and a lot of time was wasted as I did not know what was expected of me as a leader. For instance, a group or team leader is required to set the goal of the group and establish performance expectations (Morgeson, DeRue Karam, 2010). This was a challenging undertaking as I decided to choose an informal approach to this activity where the group members actively facilitated the process of setting goals and determining how the members would be held responsible in relation to the performance expe ctations. This approach resulted in wastage of time because it was difficult for consensus to be achieved among the group members on the goals and performance expectations. You read "Leadership And Management Skills Portfolio" in category "Essay examples" Similarly, I had challenges in structuring and planning the group in terms of developing a shared understanding among the group members on the best approach for coordinating action and working together to achieve the established goals (Morgeson et al., 2010). I faced difficulties in determining how the activities would be performed, the individual’s responsible for specific tasks, and when the group activities would be done. On the issue of when the group activities would be performed, it was challenging to achieve consensus because the group members had conflicting schedules that interfered with choosing an appropriate time for the group meeting to determine the progress of the tasks. Although I faced various challenges during the initial process of forming group, I eventually embodied the role of the group leader. However, I did not always allow everyone to have input. It is suggested that soliciting and using continuing feedback from the group members is vital for achievin g the group objectives (Morgeson et al., 2010). By failing to allow the group members to offer their input into the group presentation, I ended up not including their diverse and useful perspectives on the group activity. Coaching session I acted as a coach on how to reactively write. There are specific skills required of coaches including social competence, emotional competence, listening, questioning, framing and contributing (Maltbia, Marsick Ghosh, 2014). Social competence is associated with establishing relationships with individuals being coached by increasing a supportive and a safe environment that is characterized by freedom in expression thoughts, mutual respect, and trusted partnership (Goleman, 2006). However, I lacked in this competency as I did not allow the individuals I was coaching to freely express their opinions on reactive writing. Rather than encouraging engagement with my peers, I monopolized the coaching process. Emotional competence is associated with having self-awareness of one’s emotions and those of other people to ensure that the coaching relationship is experienced as productive, flexible, and open (Maltbia et al., 2014). I had a difficult time managing my own emotions when coachi ng others as I got angry whenever any person I was coaching did not understand what I was communicating to him or her. Furthermore, I did not recognize the effects of my actions on the emotions of the people I was coaching. For instance, some of the people I was coaching were visibly frustrated during the coaching process but I did not take time to address these issues. Listening involves understanding the meaning of what the person under coaching is saying with regard to achieving desired outcomes (Maltbia et al., 2014). When I started the coaching session, I did not ask the person I was coaching the specific outcomes they desired from this activity. It is suggested that a hierarchy should not exist in the relationship between the coach and the people being coached (O’Broin Palmer, 2009). By failing to include the objectives of the people being coached into this relationship, their agenda failed to take precedence in the coaching process. As a coaching skill, questioning entails inquiry for revealing the information necessary with the highest benefit to the client (Maltbia et al., 2014). I was lacking in this competence as I rarely asked the person I was coaching questions related to the coaching process. I took on the role of an active coach and required the people I was coaching to assume a passive role in this process.Framing is characterized by expanding the world views of the people being coached through an examination of whether learning is rooted in experience (Maltbia et al., 2014). This skill requires the coach to establish whether the coaching process has had a positive effect on learning in terms of addressing the initial challenge or problem that influenced this activity to be undertaken. During the coaching sessions, I did not frame the coaching process to establish if the people I was coaching had benefited from this activity. Finally, contributing entails effective communication during the coaching sess ion as a mechanism for achieving balance between the support and challenge required for facilitating growth and learning (Maltbia et al., 2014). As initially mentioned, I monopolized conversations, and this prevented the people I was coaching from effectively contributing to the coaching process. Moreover, I failed to offer adequate challenges to promote learning in relation to reactive writing. Role playing as a manager in an appraisal Performance appraisal is an important process as it is utilised in assessing recent performance and addressing future opportunities and objectives (Chartered Institute of Personnel and Development, 2014).). When conducting a performance appraisal, employees have to be provided with sufficient notice of the expected performance standards and timely and regular feedback about their performance (Heslin VandeWalle, 2011). During my role play as a manager in an appraisal, I did not offer timely and regular feedback on individual performance toward the achievement of expected performance standards. It is also suggested that employees should have an input in the appraisal process and be provided with opportunities for challenging it if they view it as being unfair (Heslin VandeWalle, 2011). Conversely, during the appraisal, I did not allow the individuals with opportunities for presenting their views and opinions in relation to assessment of their performance. In this regard, I failed t o consider the voice of these individuals that would have provided a deeper understanding of the performance achieved. Acting as a consultant I took up the role of as a consultant in a team of two individuals to pitch to a client our ideas for their people strategy of their new business. According to the Institute of Management Consultants (2014), consultants need competencies to deliver consulting services. Some of these competencies are balanced judgment, awareness of the organisational context and external environment, and listening (de Caluwe Reitsma, 2010). Balanced judgment entails a comparison of potential courses of action and evaluating available information and using relevant criteria, which leads to realistic decisions (de Caluwe Reitsma, 2010). In the role of consultants, my colleague and I only focused on a single course of action for the organisation in relation to the people strategy for the new business. Consequently, when the clients asked us any alternative courses of actions that might be undertaken, we were unable to provide satisfactory responses because we were unprepared. Furthermore, external envi ronment awareness is related to being adequately informed about issues in the business environment that have influences on strategies and utilising such knowledge for the benefit of the organisation (de Caluwe Reitsma, 2010). In our case, we considered legal, economic and technological factors that affect an organisation’s people strategy. However, we failed to consider trends influencing human resources in the organisation and political issues. Thus, the clients were dissatisfied as the people strategy we developed did not take into consideration all the factors in the business environment that have impacts on the organisation’s human resources management strategy. Listening skills are important in management consultancy as they provide the client with the space for expressing their opinions, focusing on their reactions, responding suitably and posing further questions (de Caluwe Reitsma, 2010). Regarding this, my colleague and I did not focus on the clients’ reactions. We were focused on pitching our strategy and thus we were unable to capture nonverbal signals that would have communicated to us whether the clients were in agreement with the arguments we had made in the people strategy that the organisation had to adopt. Regarding organisational context, management consultants are expected to understand how an organisation operates and considering these issues when developing an action (de Caluwe Reitsma, 2010). We strived to develop a people strategy that reflected the organisation’s current practices related to management of human resources. However, the information related to this issue was not easily available. Therefore, w e ended up pitching a people strategy that we considered as non-existing in the organisation. We later discovered that some aspects of the people strategy were already present in the organisation, which means that we had not provided a more effective solution to the clients. Task prioritisation I had two finance classes but missed the first one but then I attended the second class. It was only after attending the second class that I realised that I should have attended the first one. The content covered in the second class was only a continuation of the issues addressed in the first class. Therefore, by failing to attend the first class, I missed out on the necessary context for understanding the topics covered in the second class. This negatively interfered with my learning. Upon reflection, I learned that I did not attend the first class because I did not prioritise the things that I had to do. I have to deal with conflicting demands of working full time and pursuing my postgraduate education (Armstrong, 2012). In this regard, I missed the first finance class because I was attending a meeting at work where I was presenting an important report to senior management. Negotiating as a Client My colleague and I assumed the role of a client negotiating with a software vendor on delivery times and price. As clients, we argued and debated with the software vendor on the relevant issues. For instance, there was prolonged argument and debate on the delivery times because we were considering small insignificant factors on this issue. The outcome was that the arguments related to the main issue of delivery times were largely neglected. Indeed, it is suggested that it is important to have awareness of any insignificant arguments that might derail the negotiation process (Pinet Sander, 2013). In our case, we concentrated on being right rather than winning the arguments associated with the price and delivery times. The negotiation process deviated from the agenda established prior to the meeting with the software vendor. Consequently, a lot of time was wasted on these arguments and compromises were achieved after a protracted process. Portfolio Section 3 This section presents an action plan for developing my postgraduate, management and leadership skills further. The action plan covers skills required for group leadership, management consultant, appraisal manager, coaching, negotiation, and task prioritization as presented below. Action plan for group leadership skills Objective To improve my skills in leading and managing groups in completion, of course, related tasks Tasks Read and brainstorm with my peers on available literature including books, reputable online articles and journal articles about team leadership. I will focus on literature that looks at leadership functions on the different phases of teams namely the transition and action stages. The transition stage is a time when a group or team focuses on activities associated with the team’s structures, planning tasks, and assessing the performance of the team in terms of the whether the team has the ability of achieving its objectives (Marks, Mathieu Zaccaro, 2001). The specific leadership skills that I will learn about for this phase include defining the mission of the team, goals, and performance standards, structuring responsibilities and roles in the team, and promoting feedback processes (Morgeson et al., 2010). The action stage is where the team or group members are focused on tasks that directly contribute to goal achievement (Marks et al., 2001). In this phase, I will learn relev ant leadership skills including creating a positive climate in the group, encouraging autonomous actions by members, resource acquisition for the group, problem solving, involvement in the group’s work, and monitoring the group(Morgeson et al., 2010). Discuss with managers and leaders in my workplace about effective approaches for leading and managing groups or teams Evaluation After acquisition of the necessary leadership skills, I will apply to future group assignments in my course work. I will evaluate the acquired group leadership skills by asking my peers to rate my performance as a leader. I will design a checklist where the group members will provide their responses about my overall leadership skills and areas that require improvement. Review date The reading of literature, applying the relevant knowledge to actual practice, and evaluating leadership skills will be reviewed on a regular basis whenever there is a group assignment. Action plan for coaching skills Objective To become a very effective coach Tasks Read books, journal articles, and online publications on the coaching process and the required skills and competencies for this activity followed by a brainstorming exercise with my colleagues. Participate in training in coaching provided by my organisations to equip with necessary skills. Ask a senior manager in my workplace to act as my coach to enable me to understand this process from a practical perspective and model it. Evaluation The knowledge acquired from literature, training, and on-the-practice will be utilised in coaching my peers in coursework on different topics. The performance data that will be collected to establish the level of my effectiveness as a coach will be obtained from interviewing the individual that I will be coaching. Review date Ongoing throughout my course work. Action plan for management consultant skills Objective To enhance my skills as a management consultant Tasks Read available literature on management consultancy and look at case studies on the process of management consultation. After reading alone, I will brainstorm these issues with my study group. Discuss with management consultants within and outside my organisation to learn the criteria for success. Evaluation Evaluation will be based on establishing the extent to which the client is able to achieve desired outcomes in relation to the consultation services I will offer them. This will be achieved by using a questionnaire to ask the clients whether I demonstrate the skills of a management consultant. Review date Ongoing based on management consultancy projects. Action plan for managerial skills in appraisals Objective To improve my skills in conducting performance appraisals Tasks Read widely and brainstorm on skills for performance appraisals. Role playing with my peers on posing the right questions to the individual under appraisal. Discuss with senior managers in my workplace about successfully performing performance appraisals. Evaluation The assessment of my skills in this area will be based on determining to which I successfully complete a performance appraisal. This will involve asking individuals involved in the appraisal process to rate my performance using a checklist. Review date This activity will be completed on a monthly basis. Action plan for negotiation skills Objective To improve my negotiation skills as a client Tasks Reading widely and brainstorming with colleagues on negotiation skills for clients to understand negotiation skills, negotiation phases, and sources of conflict in negotiation process. Engage in role play to assist in clarification of responsibilities and roles in working in a negotiating team. Evaluation Evaluation will involve collecting evidence indicating whether I applied competencies and skills required in negotiating as a client. This will be achieved by interviewing the other parties to the negotiation process to determine the level of my skills in negotiating as a client. Review date This will be completed by February 2015. Action plan for task prioritization Objective To enhance my skills in prioritizing both work and education tasks. Tasks Listing all the tasks that I have to perform on a daily basis in my work and college and categorising them based on their impacts on my work and educational pursuits. Using a personal calendar to plan my tasks. Using a checklist to determine completion of tasks on daily basis. Evaluation Performance in task prioritisation will be evaluated by assessing the extent to which I complete all the tasks required in my workplace and at college. Review date This activity will be completed on a daily basis. Conclusion This reflective work has identified areas that require further development in improving my managerial and leadership skills. Based on this reflective work, it is evident that I lack skills in different areas including leadership, task prioritization, effective coaching, managerial skills in performance appraisal and management consultancy. Therefore, these skills have to be improved to ensure that I am effective as manager and leader. Therefore, action plans for improving the different skills have been presented. It is expected that implementation of the action plans will equip with skills that are applicable to my workplace and educational setting. References Armstrong, M. (2012) Armstrong’s handbook of management and leadership: developing effective people skills for better leadership and management. PA: Kogan Page. Chartered Institute of Personnel and Development (2014). Performance appraisal. [Online]Available from: http://www.cipd.co.uk/hr-resources/factsheets/performance-appraisal.aspx (Accessed: 15 Dec. 14). De Caluwe, L., Reitsma, E. (2010) `Competencies of management consultants: a research study of senior management consultants’, In Buono, A., Jamieson, D (Eds), Consultation for organisational change, pp. 15-40. NC: Information age publishing. Goleman, D. (2006) Social Intelligence: the new science of human relationship. NY: Banam books. Heslin, P., Vandewalle, D. (2011) `Performance appraisal procedural justice: the role of a manager’s implicit person theory’. Journal of Management, vol.37, no.6, pp.1694-1718. Institute of Management Consultants (2014) The management consultancy competency framework. [Online] Available from: http://www.imcusa.org/?page=CONSULTINGCOMPETENCY (Accessed: 15 Dec. 14). Jarvis, M. (2005) The psychology of effective learning and teaching. UK: Nelson Thornes Ltd. Maltbia, T., Marsick, V., Ghosh, R. (2014) `Executive and organisational coaching: a review of insights drawn from literature for inform HRD practices’. Advances in Developing Human Resources, vol.16, no.2, pp.161-83. Marks, C., Mathieu, J., Zaccaro, S. (2001) `A temporally based framework and taxonomy of team processes’, Academy of Management Review, vol.26, pp. 356-76. Morgeson, F., DeRue, S., Karam, E. (2010) `Leadership in teams: a functional approach to understanding leadership structures and processes’. Journal of Management, vol.36, no.1, pp.5-39. O’Broin, A., Palmer, S. (2009) `Co-creating an optimal coaching alliance: a cognitive behavioural coaching perspective’. International Coaching Psychology Review, vol.4, no.2, pp.184-94. Pinet, A., Sander, P. (2013) The only negotiation book you’ll ever need. Littlefield Street, MA: Adams Media. How to cite Leadership And Management Skills Portfolio, Essay examples

Roots of Unethical International Business - Myassignment.Com

Question: What Is The Roots Of Unethical International Business? Answer: Introduction Ethics in business is very paramount. Globalization has increased competition among companies. Business ethics requires that leaders adopt social, environmentally, and economically sound operations. As a matter of fact, some laws are enacted so as to guide business operations in various countries (Brown, 2016). Further, there are international laws that are businesses are supposed to adhere to and influence ethical decisions. This paper is seeking to assess the scandals that rocked both the Volkswagen and the 7-Eleven companies. Large companies are in a better position to act in ethically manner. However, ethical probity may be undermined by cultures which encourage risk-taking and aggressive behavior (Shin, Sung, Choi, and Kim, 2015). Research has demonstrated how ethical standards are ignored when workers achieve advancement and respect only by engaging in unethical acts just like Volkswagen and 7-Eleven. Background information to Volkswagen Volkswagen is a German based automaker. The company operates in the international automotive industry as a producer and a distributor (Hakim, and Tabuchi, 2015). The company has a subsidiary in America. The company designs manufactures and distributes cars all over the world. The operations of the company are conducted in two divisions (Brown, 2016). The divisions include financial services and automobiles. It suffices to point out that the motor division entails the development of cars, vehicles, and engines. The financial services division deals are concerned with customer and dealer services, insurance and banking activities, renting vehicles and the business of fleet management (Brown, 2016). The Volkswagen Scandal It is worth noting that for six years, the company been providing inaccurate statistics about its emissions. In essence, Volkswagen had been cheating on the emission testing particularly for the diesel vehicles (Brown, 2016). The company fitted the car with computers that could detect any moment that they were being tested. By so doing, the computers would temporarily change how the engines worked. The computer actions showed that the cars were cleaner when they were not clean (Ephraim, 2016). In fact, the vehicles emitted forty times the amount of emissions dictated by the federal government (Fracarolli Nunes, Fracarolli Nunes, Lee Park, and Lee Park, 2016). When the cheating was detected, the chief executive officer of the company had to resign. Also, the company had to be faced with what is described as the most expensive recall. It suffices to point out that the company was slapped with huge fines (Brown, 2016). It is paramount to point out that there is a long history of cheating on the regulatory testing. The cheating occurs regularly in automobile emissions (Fracarolli et al., 2016). The critical aspect of the Volkswagen cheating case is that the technicians programmed it. The program was fitted into the algorithm which happened to control the emissions of the car effectively. Studies have revealed that computers allow people to cheat on the emissions (Griffin, and Lont, 2016). Further, the fact that cheating is built in the software aids in cheating on some emissions. The kind of software used in the cheating is quite sophisticated and as makes it difficult to detect. Volkswagen was charged in a federal court sitting in San Francisco (Brown, 2016). The company was ordered to pay $15.3 billion. The company had successfully dodged testing of about eleven million cars. Initially, the official at the company claimed that there was no fraud but a slight technical error (Clemente, and Gabbione ta, 2017). Later on, they admitted that it was not a technical error but deliberate action on the part of the company (Brown, 2016). The deception by the company was a breach of trust. The Scandal at 7-Eleven The 7-Eleven company is accused of mistreating its employees (Briton, 2015). Reports emerged showing that the chain store was exploiting its workers in a number of the franchise. The investigation revealed that the company was thriving on the slavery (Fraser, 2016). There is a lot of evidence that indicates that businesses are continuously exploiting their employees for increased profit margins. The investigations at 7-Eleven helped in unearthing the massive exploitation of the staff (Fraser, 2016; Briton, 2015). They were underpaid and most of the time forced to work for longer hours. It is worth noting that most of the exploited workers were international students whose visas allowed them to work for only twenty hours for each week. Evidence shows that these students were often blackmailed by their franchisee (Briton, 2015). The franchisee threatened the students that should they decide to the Fair Work Australia; the students would be reported to the government authorities for not adhering to the visa regulations. Essentially, the franchisee was threatening these international students with deportation (Fraser, 2016; Briton, 2015). As revealed by the Fairfax and Four Corners, these systematic issues surrounding exploitation of workers for the past six years. The Fair Work Australia has also confirmed this exploitation of workers by the 7-Eleven (Fraser, 2016). It is paramount to point out that when the issues of employee exploitation cropped up, the company denied its knowledge. In fact, 7-Eleven Australia trashed the allegations arguing that these exploitations are as result of few number of the franchisee. The Fairfax and the ABC Four Corners reiterated that the exploitations were not in just a small number of Franchisees (Briton, 2015). Most of these workers were immigrants from different parts of the world. The investigation suggested that 7-Eleven should not operate within Australia as a result of continued exploitation. The Australian labor laws prohibit employee exploitation. All employees should be treated fairly and equally. 7-Eleven Australian stores always open for twenty-four hours in a week. There are reports that six employees were paid a total of sixty-four thousand dollars. Indeed, the company was making huge profits at the expense of the employees (Sivaraman, and Turner, 2016). This behavior is unethical and leaves workers a lot more frustrated. It suffices to point out that employees are assets and must be protected from any form of exploitation. Several reports have argued that even if the law does not catch up with the company for exploitation, the marketplace will hold the leadership of the company responsible (MacDonald, 2016; Shin, Sung, Choi, and Kim, 2015). It is a fact that companies should not engage in unethical behavior in fostering their activities. It is apparent that the law seemed reluctant to take the stern action against the leaders of the company; the leaders cannot run away from their ethical failures (Terry-Armstrong, 2016). The leaders of 7-Eleven knowingly presided over the systematic exploitation of the employees. These employees were negative affected. Roots of Unethical International Business There are several reasons why businesses make unethical decisions. Most of the situations are characterized by the applications of personal ethics. It is prudent to point out that business ethics cannot be separated from an individual's ethics (Briton, 2015). The personal ethics influence the accepted principles by what is wrong and right. As a matter of fact, people develop particular perception right from their early stages of life (Shin, Sung, Choi, and Kim, 2015). It is arguable that the behavior of the business leaders actions can be a reflection of their personal ethics. Studies have shown that business leaders with weak personal ethics have a greater propensity to behave in an unethical way (Briton, 2015). It is important to note that when business leaders are placed under pressure to perform, they end up engaging in unethical decisions. Further, there are instances when the moral judgments of business leaders on what is right and wrong are lacking. As a result of this, these leaders end up failing to recognize the critical aspects of these decisions (Frisch, and Huppenbauer, 2014). From the case study, 7-Eleven franchise holders engaged in the exploitation of employing thinking it was the right thing to do. To them, by exploiting the workers, they remained in the business (Shin, Sung, Choi, and Kim, 2015). This report poses that if the survival of the company is dependent on ignoring ethical standards, the propensity to engage in unethical activities will be strong. Some studies have revealed that unethical behaviors are more common in small franchises where the profit margin is low, and the chances of survival are slim just like in the case of 7-Eleven. The dominant organizational cultures cause unethical decision in businesses. The corporate culture influences the direction in which business leaders make decisions. This is well illustrated in the case of Volkswagen and 7-Eleven companies. The organization culture stressed so much on making huge profits irrespective of the existing laws and regulations (MacDonald, 2016). Indeed, organization culture refers to the constellation of the norms and values that are supposed to bring employees together through sharing the culture (Fernando, 2016). Studies have revealed that in companies where the culture stresses on the value of personal performance for promotion, the majority of workers may engage in unethical behaviors (Briton, 2015). Both Volkswagen and 7-Eleven are companies that were built on values that entirely stressed on deception and greed before the scandals. The deceit and greed drove these companies to engage in unethical business activities. In fact, Volkswagen had to pay hefty fines in addition to negative publicity. The 7-Eleven equally suffered significant damages to its reputation as a result of employee exploitation. It is worth noting that the desire to make huge profit margins have led to unethical behaviors among companies. Despite that fact that the primary reason for engaging in business activities is to make the profit, maximization of such profits unethical is not allowed (Shin, Sung, Choi, and Kim, 2015). In the case of Volkswagen and 7-Eleven, the motivation was making a lot of profit. The desire to achieve this goal drove the leadership of the two companies to engage in an unethical business environment. For the case of Volkswagen, the leaders cheated on emission tests as they wanted to make huge sale volumes. In fact, millions of cars were already sold before investigations revealed the massive fraud. On the other hand, 7-Eleven resorted to blackmailing its employees and paying them small wages. The workers were forced to work for longer hours against the law. The advent of globalization has increased the levels of competitions (Shin, Sung, Choi, and Kim, 2015). Each and company is striving to maintain a competitive advantage in the global market. Some companies have come up with ways of evading the standard procedures for doing business. It is common knowledge that the automobile industry is very competitive. There are firms with better technologies and produce quality cars. The leaders at Volkswagen were therefore persuaded to engage in unethical business decisions. According to them, the only that the company would increase its sales volume was through cheating on their carbon emissions. Similarly, 7-Eleven opted to exploit workers as a way of keeping huge profit margins. All these decisions were unethical and only served the interests of the two companies (Shin, Sung, Choi, and Kim, 2015). Good leaders are ethical leaders Life is fraught with challenges that people have to overcome by making good decisions (Shapiro, and Stefkovich, 2016). Ethical decision-making that brings favorable outcomes is the hallmark of a good leader (Othman, and Rahman, 2014). In this regard, good leaders need to be observant of guidelines that can aid in making better ethical choices. Ethics is about moral values and the highest standing in the society. The cases of Volkswagen and 7-Eleven confirm that good leader are ethical leaders. Indeed, the leaders of the two companies failed to observe ethical consideration and landed their companies into trouble (Shin, Sung, Choi, and Kim, 2015). There is no way a leader can be good without ethics. Additionally, it is worth noting that ethical leaders can create a connection between the societal legitimacy and the primary value propositions to the stakeholder support (Othman, and Rahman, 2014). In this case, leaders think by business strategy and not separating the company from the realms of ethics. Ideally, there is the need to link the society expectations and the spirit of the firm. A classical example of such a connection is when Lee Scott (Chief Executive Officer at Wall-Mart) was able to get approval to build a store in Chicago in 2004 (Olsen, 2016). Lee won that approval despite that opposition from other groups just because he listened and engaged all stakeholders who would benefit from the store. It is clear that business leaders who are trustworthy aid organization to achieve positive results in their dealings and operations. Trustworthy brings success to companies in the most ethical manner (Yidong, and Xinxin, 2013). Indeed, a leader who is trustworthy undertakes his/her responsibility without engaging in unethical behavior or complaining (Shin, Sung, Choi, and Kim, 2015). Further, trustworthy leaders have the integrity to ensure that all company operations are carried out within the set standards. As a matter of fact, integrity is crucial in ensuring that activities and actions in business are conducted with ethical considerations (Walumbwa, Hartnell, and Misati, 2015). Violating the provisions of the company constitutes unethical decisions. Ethical leaders should always desire to effectively serve people under them in a positive and good manner (Othman, and Rahman, 2014). As a matter of fact, an ethical leader is one who can serve that interests of other even if his/her interest is not catered for. Ethical leaders should never be self-centered or egocentric (Mulhearn et al., 2016). As such, good leaders should be in a position to sacrifice personal benefits for those of the majority. A true leader will bring positive outcome and changes in the company (Vriend, Jordan, and Janssen, 2016). Furthermore, leaders who always observe ethical considerations are deemed to be pragmatic and sensitive to the plight of their subjects and the public. Ethical leadership entails having a holistic approach towards making decisions (Shin, Sung, Choi, and Kim, 2015). Decisions that are made by a single leader affect the majority. An ethical leader is one relies on facts and data to make decisions. Unethical leaders are characterized by greed and deception in their decisions (Rbel, 2016). As such, a good leader must be guided by ethics. Ethics is universal, and hence a leader can act in a manner that is acceptable to everybody. However, it is critical t point out that not all good leaders are ethical leaders. Taking the cases of Volkswagen and 7-Eleven are the example of good leaders only as far the companies are concerned. Volkswagen and the 7-Eleven cases point out to the fact that companies were achieving greater sale volumes though unethical (Rhodes, 2016). They were only serving the interests of the companies while ignoring those of the public and employees. In a nutshell, the assertion that good leaders are ethical leaders is true (Yukl et al., 2013). Improving an Organizational Climate for Ethical Behavior There are some ways in which the organizational can be modified to encourage ethical behavior. Some of the strategies are delineated hereunder. Ethical codes Organizations need to encapsulate ethical codes into their cultures. It is vital to mention that several business issue statements of values and standards meant to guide the behavior (Yukl et al., 2013). However, the behaviors of most of these companies do not reflect these ethical codes. In fact, one would be more skeptical as far as these statements are concerned (Frisch, and Huppenbauer, 2014). Volkswagen is a company that pledges to partake in climate protection actively. They engaged in cheating about their carbon emission. On the other hand, 7-Eleven rides on respect for all but exploits its workers. This paper asserts that codes of ethics are more likely to be productive if they are specific. The specificity of these codes will improve adherence to then. Ethical training There is the need to engage in moral training. Indeed, business leadership should be trained on the implementation of ethical codes (Terry-Armstrong, 2016). Continuous training will enable these leaders to approach decision-making from wider perspectives. If the leaders of the two companies underwent training, perhaps they could have seen sense in acting ethically. There is evidence that numerous companies have organized ethical training for their employees since these scandals were exposed. However, some scholars opine that it is hard to assess the impacts of these training (Rbel, 2016; Vriend, Jordan, and Janssen, 2016). This paper is of the opinion that ethical training is valuable as it encourages workers to spot ethical dilemmas and learn how to overcome them. Transparency Transparency is seen by many as a vital factor in encouraging ethical behavior. The public should be empowered to monitors companies that operate within their localities (Frisch, and Huppenbauer, 2014). The public can only judge whether companies are ethical or unethical if they are provided the necessary data. With these data, they can be able to counter-check the actual activities and behaviors within companies (MacDonald, 2016). For instance, in the case of 7-Eleven where employees were being exploited, the public could have been able to spot any inconsistencies with the labor laws of Australia and reported to the Fair Work Commission of Australia. By so doing the company would not have engaged in unethical conduct. Indeed, the reports on scandals in both 7-Eleven and Volkswagen should encourage the public, governments and business leaders develop situations where ethical behavior is the norm (MacDonald, 2016). In conclusion, the scandals that bedeviled both Volkswagen and 7-Eleven are a clear indication that the ethical behavior is indeed compatible with the corporate logic. Some scholars have argued that is a fallacy to think businesses can be ethical (Olsen, 2016). However, this assertion will not go down well with business individuals who conduct their businesses ethically and always adhere to ethical considerations (Shin, Sung, Choi, and Kim, 2015). It suffices to point out that unethical practices are bad for businesses if the cases of Volkswagen and 7-Eleven are anything to go by. Volkswagen was made to pay billions in fines while 7-Elevens founding chairman was forced to resign. In essence, businesses should develop the corporate culture that nurtures respectful relations with consumers and the employees, honesty, and increased investment in protecting the environment. Reference List Briton, B., 2015. 7-Eleven scandal: The tip of a low-wage iceberg. Guardian (Sydney), (1705), p.1. Brown, O.R., 2016. Corporate scandal or industry corruption? how the VW emissions crisis was framed in public print media and company communication. Clemente, M. and Gabbioneta, C., 2017. How does the media frame corporate scandals? The case of German newspapers and the Volkswagen diesel scandal. Journal of Management Inquiry, p.1056492616689304. Ephraim, P.E., 2016. Transparency and Ethical Considerations in Business Organizations: A Comparative Case Study of Crisis Relations Strategies of Volkswagen and Mitsubishi Motors. International Journal of Online Marketing Research, 2(2), pp.1-9. Fracarolli Nunes, M., Fracarolli Nunes, M., Lee Park, C. and Lee Park, C., 2016. Caught red-handed: the cost of the Volkswagen Dieselgate. Journal of Global Responsibility, 7(2), pp.288-302. Fraser, M., 2016. Investigating 7-Eleven: Who are the real bad guys?. Griffith Journal of Law Human Dignity, 4(2). Fernando, M., 2016. The Future for Responsible Leadership. In Leading Responsibly in the Asian Century (pp. 177-190). Springer International Publishing. Frisch, C. and Huppenbauer, M., 2014. New insights into ethical leadership: A qualitative investigation of the experiences of executive ethical leaders. Journal of Business Ethics, 123(1), pp.23-43. Griffin, P.A. and Lont, D.H., 2016. Game Changer? The Impact of the VW Emission Cheating Scandal on the Co-Integration of Large Automakers Securities. Hakim, D.A.N.N.Y. and Tabuchi, H.I.R.O.K.O., 2015. Volkswagen Test Rigging Follows a Long Auto Industry Pattern. New York Times. MacDonald, A., 2016. International students: The tipping point. Advocate: Newsletter of the National Tertiary Education Union, 23(1), p.21. Mulhearn, T.J., Steele, L.M., Watts, L.L., Medeiros, K.E., Mumford, M.D. and Connelly, S., 2016. Review of instructional approaches in ethics education. Science and engineering ethics, pp.1-30. Olsen, L., 2016. Are your directors ready for the transparency provision of the UK Modern Slavery Act?. Governance Directions, 68(5), p.310. Othman, Z. and Rahman, R.A., 2014. Attributes of ethical leadership in leading good governance. International Journal of Business and Society, 15(2), p.359. Rhodes, C., 2016. Democratic Business Ethics: Volkswagens emissions scandal and the disruption of corporate sovereignty. Organization Studies, 37(10), pp.1501-1518. Rbel, T., 2016. The interaction of economic and pedagogical ideals in the context of workplace learning in Germany: a framework for empirical researchinspired by business ethics. European Journal for Research on the Education and Learning of Adults, 7(2), pp.207-221. Sivaraman, G. and Turner, P., 2016. The 7-Eleven wages scandal: The need for law reform. Precedent (Sydney, NSW), (135), p.53. Shapiro, J.P. and Stefkovich, J.A., 2016. Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Routledge. Shin, Y., Sung, S.Y., Choi, J.N. and Kim, M.S., 2015. Top management ethical leadership and firm performance: Mediating role of ethical and procedural justice climate. Journal of Business Ethics, 129(1), pp.43-57. Terry-Armstrong, N., 2016. 7-Eleven: A case study of a flawed franchise model. Busidate, 24(2), p.8. Vriend, T., Jordan, J. and Janssen, O., 2016. Reaching the top and avoiding the bottom: How ranking motivates unethical intentions and behavior. Organizational Behavior and Human Decision Processes, 137, pp.142-155. Walumbwa, F.O., Hartnell, C.A. and Misati, E., 2015, January. Fostering Ethical and Learning Behavior: Ethical Leadership, Supervisor, and Group Members Fairness. In Academy of Management Proceedings (Vol. 2015, No. 1, p. 11358). Academy of Management. Yidong, T. and Xinxin, L., 2013. How ethical leadership influence employees innovative work behavior: A perspective of intrinsic motivation. Journal of Business Ethics, 116(2), pp.441-455. Yukl, G., Mahsud, R., Hassan, S. and Prussia, G.E., 2013. An improved measure of ethical leadership. Journal of Leadership Organizational Studies, 20(1), pp.38-48.

Young India Fellowship Programme free essay sample

Fellows are mentored by some of the greatest minds in their respective fields, from household names who are respected captains of industry, to heads of development organisations. To complement the role modeling, they undertake a unique work experience programme, in the form of the Experiential Learning Module, or ELM. This creates an opportunity for the Fellows to get some real experience in the domain of their interest. Whether students graduated in arts, science, engineering or commerce, the Fellowship’s commitment is to provide momentum to these future leaders on their journey of selfactualisation. Inspiring faculty Fellows deliberate with a number of the most reputed faculty members, drawn from the best universities and institutions around the globe, known for their outstanding teaching and research. Unparalleled network Through their interactions with well-connected faculty, speakers and mentors, Fellows have access to an unrivalled network of people from which to draw business and academic opportunities. We will write a custom essay sample on Young India Fellowship Programme or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Exceptional mentors Mentors from diverse backgrounds and experiences are our role models. From corporate leaders to social activists, from researchers to entrepreneurs, the YIF Council of Mentors help guide Fellows through what they should do next in life and how. Fully funded Fellows receive a full scholarship of Rs 8 lakhs to cover the entire fee, boarding and lodging when they enter the full-time residential programme. Our experienced placement counsellors support and guide participants in securing a career or higher-study opportunity in their area of choice once they complete the programme. Holistic learning

Filler Words (Muletillas) in Spanish

Filler Words (Muletillas) in Spanish Question: In English we have many filler words for when we dont know how to continue on in a sentence, or that can even express a certain emotion (e.g., err...). I am thinking of words such as hmmm... err... like (ooh, I hate that. Hey, I used another one.). What I would like to know is, what are some types of words such as this in Spanish? Answer: My least favorite is you know. In any case, in Spanish those filler words are called muletillas (or, less commonly, palabras de relleno) and are very common. But Spanish speakers tend not to use one-syllable utterances as much as in English. Instead, they tend to use common words like este (usually pronounced as esteeeee, depending on how nervous the person is), esto (or estoooo) or in Mexico o sea (which roughly means I mean). Che is often heard in Argentina. In other areas you may hear es decir (meaning, roughly, that is to say). The err has its equivalent in the sound eeeehh, and em is similar to the English ummm. Also, it is very common to use pues, which has a variety of meanings. Pues can be used at the start of a sentence as a kind of filler while you can get your thoughts together. Or try a ver, which can be thought of as lets see or well see.

The geographical location where a child is raised can be influence Essay

The geographical location where a child is raised can be influence their development. critically evaluate the recent research regarding this claim - Essay Example The family, the school, and the neighbourhood are the main environment in which a child is nurtured. These three social constructs may give forth a suitable ground for a child to flourish or may pose challenges that threaten to compromise the normal development. Environmental factor such as diseases and surrounding physical features also influence the healthy development of the child (Espy, Molfese & DiLalla, 2001). A research conducted by Ferguson, Cassells, MacAllister & Evans (2013) illustrates how many children fail to reach their full human potential because of many factors including their geographic location. The factors influenced by the geographic location include toxics, noise, pollutants, housing, crowding, noise, neighborhood, and school quality, affecting both socio-emotion and cognitive development. Research confirms that the bigger population of world children reside in the in the developing world. As a result, most of the children seem exposed to poor physical environment leading to poor health among others. Additionally, they expound how physical locations exposed to toxins and pollutants tend to affect these children’s Intelligence Quotient (IQ). These may be regions with chemical drainages including mercury, polychlorinated biphenyls, pesticides, and air pollution from the vast industrial growth. Majority of the children live in these industrial areas meaning they face exposure to all types of polluted air that poses a danger to their health. These children in the poor urban locations suffer from water pollution, sanitation, and access to a clean environment. There is a lot of noise in these locations especially from the factory that affect their learning environment. In addition, poor housing affects their living conditions and consequently their health and education value. The research article draws a good picture of how poor environment may introduce the child to chaos, crowding, and

Ethic Group Essay Example | Topics and Well Written Essays - 750 words

Ethic Group - Essay Example r areas in Los Angeles, particularly to East Los Angeles, by the 1870s†¦The arrival of immigrants into Los Angeles caused an increase of Hispanics into other areas of the city†¦Ã¢â‚¬ 1 The influx of immigrants definitely changed the face of Los Angeles forever, making it a city that would someday cater more to Latino culture in many aspects, which will be examined in the next section about assimilation. Assimilation has not always been easy, as much of the discrimination that Latinos have faced in L.A. Latinos in Los Angeles have traditionally been labeled as the ethnic group which â€Å"takes away American jobs,† supposedly. However, many times, these jobs are those which no middle-class or even working class American would be likely to want to do. Symbolic interaction theory explains this by basically introducing the concept that â€Å"†¦people give meaning to symbols and that those meanings come to control those people [as a form of] social behaviorism†¦Ã¢â‚¬ 2 Social biases have kept many Latinos from advancing to their full potential because they are pegged as working class people who do not have much means for upward social mobility. Of course, certain parts of L.A. are more conducive and open to Latino culture than others. â€Å"Since the turn of the twentieth century, East Los Angeles in particular has been a center of Latino organizational and cultural life. This has served as an important source of contextual capital for Latino residents.†3 The Latino population is exploding with bursts of growth. By 2000, after one of the most intense periods of immigration in American history, the Latino population had grown to 35 million, or nearly 13 percent of the entire population of the United States... [major] Latino population[s] of the United States live in†¦Los Angeles County (4.2 million)†¦[basically] 46.5 percent [of the population of L.A.]†4 There are many people living in Los Angeles who, for whatever reason, are assimilating to American culture by

Impact Of Emotional Intelligence On Conflict Management

Impact Of Emotional Intelligence On Conflict Management Purpose This paper aims at exploring the role of emotional intelligence in affecting the conflict management styles used. Design/methodology/approach A self-administered questionnaire was used to survey 233 employees from several banks. Correlation and regression was used to analyze the results. The findings are discussed in the paper along with some recommendations for managers and researchers. Findings The results revealed a significantly positive relationship between high emotional intelligence and usage of integrating, compromising and obliging styles of handling conflict. Low emotional intelligence was found to be associated with high use of avoiding and dominating style. Research limitations/implications The study has limitations which hold suggestions for future research including self-report issue, focus on only one sector i.e. banking sector for analysis located in Islamabad/ Rawalpindi. Also, the study was one shot therefore there is need for longitudinal research to validate the findings. The need for applied research is also emphasized. Practical implications The paper provides practitioners with some advice about understanding and managing conflict through usage of emotional intelligence and the importance of its training is highlighted. Originality/value The paper is a contribution to the existing limited research on the topic. However previous researches offered an important base for the study regarding the consequences of emotions on conflict management; nevertheless, they have not addressed the particular approaches that people are more likely to use when confronted with conflict. It explores the link between the EI and all the five styles of conflict management which has not been yet researched by any academician. Keywords Emotional intelligence, Integration, Compromising, Avoiding, Competing, Obliging Paper type Research Paper INTRODUCTION The study particularly focuses on the individual emotional intelligence abilities to manage a conflict as emotions play a key role in effecting behavior in general (Weiner, 1992) and negotiation behavior in particular (Barry Oliver, 1996). Emotional intelligence shall be analyzed for its connection to the recognition of conflict formation and its influence on the selection of conflict management strategies under different situations. The concept of emotional intelligence can be traced back to Thorndikes (1920) concept of social intelligence, Wechslers (1940) proposition of non-intellective abilities as well as Gardners (1983) conceptualization of personal intelligence. However, the term of emotional intelligence (EI) was originated by Salovey and Mayer (1990). Thereafter, it was the work of Goleman (1995) which globally popularized the construct of emotional intelligence and as a result of that, both practitioners and academia have started recognizing its importance in the world of organizations. In recent years the construct of emotional intelligence has been advanced as providing greater insight into organizational behavior (Mayer, Salovey Caruso, 2000). Thus, this research focuses on analyzing the impact of individuals emotional intelligence on individuals ability to effectively manage the conflict. Therefore, it was analyzed that which of the conflict management styles are mostly used by individuals with high emotional intelligence. Findings regarding the relationship between emotional intelligence and conflict management and conflict resolution patterns have mixed results. A very little research has been done on this topic, as to analyze the impact of emotional intelligence on all the five styles of conflict management. Previous researches have offered an important base for the study regarding the consequences of emotions on conflict management; nevertheless, they have not addressed the particular approaches that people are more likely to use when confronted with conflict. Other studies have explored limited, only two to three conflict management styles. This study explores all the five styles of conflict management. Moreover, the study aims to find out that the individuals high in emotional intelligence are inclined to which of the conflict management styles i.e. relationship between EI and conflict management styles. Further, it aims to recognize the importance of emotional intelligence and constructive and d estructive conflict management styles. Exploring these relationships will prove to be a great contribution to the existing body of knowledge by revealing important findings in the study. This study will prove to be a source of understanding the benefits of using emotional intelligence in context of realizing conflict management. It will prove to be beneficial for the organizations in a way that it will induce them to recognize the importance of emotional intelligence for the healthy functioning of their organization which will result in several training programs for employees to develop emotional intelligence abilities. A foundation is laid to better explain the construct of emotional intelligence as supported by various researchers. Further, research investigates the emotional competencies of individuals within the organization that promote constructive conflict management styles. LITERATURE REVIEW Emotions Emotion in organizations as an academic field in its own right did not emerge until recently (Yeomans, 2007). Understanding the behavior in the workplace requires grasping the nature and effect of human emotion. Our behavior and feelings at work are affected when we experience emotions. This situation is particularly prevalent in the state of conflict in which emotions are experienced regularly when individuals interact with each other (Jordan Troth, 2004). Whether focus is placed on distinguishing between felt emotions and revealed emotions, recognizing distinct emotions that appear in workplaces or the temporary effects of negative mood, each of the authors see emotions an important determinant of employees response to workplace situations (Jordan, Lawrence Troth, 2006). Emotional Intelligence The concept of emotional intelligence (EI) was first proposed by Mayer and Salovey (1990) which was then popularized by Goleman in his famous book Emotional Intelligence: Why It Can Matter More Than IQ, in which he made strong claims about contribution of emotional intelligence to individual success and specifically in workplaces. He identified intellectual intelligence as a contribution of 20 % towards success in workplace and remaining 80% may be attributable to emotional intelligence (Goleman, 1995). Since then, this area has got much attention in the field of leadership, Human Resource Management and Organizational Behavior. Researchers have defined EI as a distinct psychological skill that can be consistently gauged. Interest among social scientists on emotions as a domain of intelligence has grown in recent years. Before the importance of EI was realized in organizations, IQ was supposed to be sufficient for good human performance. Workers were indeed advised to put away their emotions at their homes before coming to work. But it is unrealistic to suppose that emotions can be left home or set aside when you arrive at work. Some people may assume, for a variety of reasons, that emotional neutrality is an ideal, but it is usually not good for an organization for it can hinder people to move into management roles. As emotional intelligence is critical to high performance, a person who knows how to stay motivated under stress, motivate others, manage complex interpersonal relationships, inspire others and build teams who are recognized specialists on a product or service are likely to get better results (Goleman, 2005). Thus, the idea of EI has attained some attention from some researchers in this age of customer-focused organizations due to the perception of it as a means to survive in present era of unfriendly, competitive and volatile environment (Suliman Al-Shaikh, 2007). According to some scholars, e.g. Johnson and Indvik (1999) and McGarvey (1997), an employees emotional intelligence is likely to be higher when the organization is richer in the terms of emotions. It is easy to recognize low emotional intelligence in others. If the insensitive managers try to bulldoze their staff through steady criticism, loud voice, and veiled threats of joblessness will prompt the staff to great efforts. This attitude is emotionally unintelligent. The behavior of people to start having a dispute shouting match is also an emotionally unintelligent attitude. And once this behavior starts, it creates a downward spiral of low morale, avoidance and negative politics (Dreu, 1997). The reason for this behavior stems from emotions. Emotions provide us energy. Negative emotions create negative energy and positive emotions create positive energy. However, the emotionally intelligent are aware of this. They do not continuously think about how they feel. They do not reach the extremes of showing or hiding everything. They express what they feel when suitable, so that molehills do not grow into mountains (Bagshaw, 2000). The significance of emotions in work settings has been well-known. Emotional intelligence is a multi-dimensional concept that links emotion and cognition to improve human interactions (Jordan, Peter, Lawrence, Sandra, 2009). Salovey and Mayer (1990) defined emotional intelligence as the subset of social intelligence that involves the ability to monitor ones own and others feelings and emotions, to discriminate among them and to use this information to guide ones thinking and actions (p. 189). This definition is comprised of three categories of abilities: evaluation and expression of emotion, regulation of emotion, and using emotions in decision making. Based on Mayer and Saloveys model of emotional intelligence, Wong and Law (2002) devised their own model of emotional intelligence which comprises of four abilities, Appraisal and Expression of Emotion (own and others), Use of Emotions and Regulation of emotions (own and others). Recognizing emotional intelligence as a set of cognitive abilities involves that a degree of individual effort is required for these abilities to be successfully utilized (Mayer, Salovey Caruso, 2000). Appraisal and expression of emotion is the ability to properly determine and express ones own emotions as well as to be sympathetic, appraise and express emotions of others (Zhou George, 2003). Management of our own emotion can help us avoid annoyance, worry and grief and guide to become dynamic in our jobs and personal lives. Thus for a content life, one should learn how to manage ones emotion. Emotions and cognitions are highly interconnected and emotional intelligence allows people with the ability to use emotions to aid the effective cognitive processing of information. Individuals vary not only in awareness, appraisal and expression of emotions but also in their ability to use emotions in collaboration with their cognitive processes to enhance effective functioning (Gross, 1998). Individuals with low emotional intelligence cannot effectively use their emotions to aid cognitive processes and may find it difficult to coordinate among how they feel and what are they doing (Zhou George, 2003). People not only understand the emotions of others but also make an effort to manage these emotions. The management of emotion enables an individual to join or not to join himself from an emotion in a given situation depending on its utility at that given time. This is apparent in the individuals ability to have control on his immediate reactions and postpone his judgment and then to communicate them in a measured and careful manner (Dodgson, 1993). Conflict Conflict is a collective dilemma in which two or more individuals, families, societies or regions disagree with each other (Dzurgba, 2006). Interpersonal conflict comprises of two or more persons in disagreement. Organizational conflict refers to a disagreement between or within groups in an organization. The groups might be of employees, workers union or management. Organizational conflict is the one mostly prevalent in the workplace due to the fact that people continuously hold opposing views on different issues, interests, beliefs, objectives and ambitions (Deutsch, 1990). Some harmful consequences of conflict can demoralize an organizations efforts. However, handling them correctly can be useful for individuals and organizations by creating effective, more flexible working relationship which would enhance innovative output and create novel solutions (Omoluabi, 2001). Conflict Resolution During previous number of decades, researchers took a keen interest in conflict and its impact on organizations. Many researchers have focused on numerous factors such as styles of handling conflict Jehn, 1997; Jehn, Northcraft Neale, 1999), resolution strategies (Van de Vliert Euwema, 1994), conflict and justice (Ohbuchi, Suzuki Hayashi, 2001), theories of managing conflict (Rahim, 2002), conflict of interest and objectives (Vilaseca, 2002) and conflict management techniques (Fillbeck Smith, 1997). Conflict resolution is an alternative approach to handling conflicts. It is a procedure in which parties in conflict, through interpersonal communication are reached to an acceptable and harmonious point of agreement (Omoluabi, 2001). Based on the conceptualizations of Follett (1940), Blake and Mouton (1964), and Thomas (1976), Rahim and Bonoma (1979) differentiated the styles of handling interpersonal conflict on two basic dimensions, concern for self and for others. The first dimens ion explains the degree (high or low) to which a person attempts to satisfy his or her own concern. The second dimension explains the degree (high or low) to which a person attempts to satisfy the concern of others. These two dimensions result in five distinct behavioral conflict management strategies: integrating, obliging, dominating, avoiding, and compromising. Integrating (high concern for self and others) style involves openness, exchange of information, and assessment of dissimilarities to reach an effective solution acceptable to both parties. It is associated with problem solving, which may lead to creative solutions. Obliging (low concern for self and high concern for others) style is associated with attempting to minimize the differences and focusing commonalities to satisfy the concern of the other party. Dominating (high concern for self and low concern for others) style has been linked with win-lose orientation or with forcing behavior to win ones position. Avoiding (low concern for self and others) style has been associated with withdrawal, or escape situations. Compromising (intermediate in concern for self and others) style involves give-and-take whereby both parties give up something to make a mutually acceptable decision (Rahim, 2002 ). Emotional Intelligence and Conflict Management The basic notion throughout this paper is the intrinsically emotional nature of conflict. According to Gayle and Preiss (1998), a small amount of research has explored the emotional understanding of conflict in the workplace. However, Jehn (1997) suggests that emotions are an important component of conflict. Others including Thomas (1992), Ashkanasy and Daus (2002), and Bodtker and Jameson (2001) advocate that workplace conflict and emotions are strongly linked. They argue that as conflict is related to stress and pressure, it escalates emotional response and negative stimulation. Pinkly (1990) found a discrete rational versus emotional dimension to conflict management frame from his study on the disputants interpretations of conflict. Individuals, in the emotional frame which includes feelings such as jealousy, hate, anger and frustration, are more likely to work less effectively because emotions infest and generalize the rational and instrumental way of thinking (Thomas, 1992). Weisinger (1998) recognized emotional management as a major ability essential to handle conflict in the workplace and improve relationships in workplaces. Subsequently, Goleman (2001a) listed conflict management as a core competency in his model of emotional intelligence, noting that effective conflict management is important for retaining business relationships. Lubit (2004) stated that emotional intelligence is a competency that increases the individuals capability to deal with toxic managers by means of enhanced conflict resolution skills. Suliman Al-Shaikh (2007) concluded in their study that employees with higher levels of emotional intelligence are expected to have more established life due to fewer conflicts and calmness which evokes creativity and innovation in employees. One needs to have good relationships with co workers and supervisors and should have an understanding of their emotions and feelings to be creative. Emotional Intelligence and Conflict Handling Styles Influence of personality characteristics, interpersonal needs, individual behaviour, organizational status, emotions, power, rewards, beliefs, basic values amongst others also have a direct impact on the styles applied (Bodtker Jameson, 2001). Jordan and Troth (2002) study discovered that individuals with higher levels of emotional intelligence were more likely to search for integrative solutions when confronted with conflict and preferred not to avoid. They asserted that, for the emotionally intelligent individual, integration in the appropriate conditions may be a sign of their ability to recognize and regulate emotions. As a result, integration serves to enhance employees relationships with their co-workers and assists to accomplish their goals during times of change. Indeed, in move ahead with their research, Jordan and Troth (2004) showed that groups having higher levels of emotional intelligence were more likely to inform using integrative conflict resolution style to settle o n a real decision-making task. Alternatively, those teams having less ability to deal with their own emotions had more chances to engage in greater use of avoidance tactics which resulted in lower performance. The study by Jordan, Ashkanasy and Ascough (2007) also found out the less use of avoidance techniques by those having high emotional intelligence. However, Foo, Elfenbein, Tan, and Aik (2004) in their study using student groups in a simulated negotiation, somewhat surprisingly found that individuals with high emotional intelligence actually landed up with low performance in the negotiation due to the reason that to reach an integrative solution, these individuals agreed to the lowest to achieve an integrative solution. However they noted that their findings needed to be approached with some caution. However, Lawrence and Lorsch (1967) indicated that integrative style dealing with intergroup conflict was considerably used to a greater extent in higher performing organizations than in low performing ones. Ogungbamila (2006) found that the forcing strategy had a direct significant relationship with work frustration while confronting, withdrawing, smoothing and compromising strategies did not. Burke (1970) suggested that the integrating style was related to the effective management of conflict, while forcing (dominating) and withdrawing (avoiding) were related to the ineffective management of conflict. Goleman (1998) suggests that emotionally intelligent employees are well able to negotiate and effectively handle their conflicts with organizational members. Silvia (2002) determined that high emotional self-awareness acts as an impediment on individuals experience of strong emotions. In other words, individuals with higher emotional self-awareness will experience lower levels of emotional response in reply to emotion generating situations, and will be better able to resolve conflict effectively with their fellow members. The management of own emotions involves an individuals ability to connect or disconnect from an emotion depending on its usefulness in any given situation (Mayer Salovey, 1997). In some conditions, emotions of other members need to be managed to ensure that working relationships are sustained. For instance, unmanageable anger in the workplace can have a negative impact on relationships, particularly if the anger is communicated to specific individuals (Davidson, MacGregor, Stuhr, Gidron, 1999; Fitness, 2000). On this basis, managing own and others emotions may be the key to avoiding these negative consequences during a conflict situation. For example, when faced with personal injustice during a conflict episode, an individuals feelings of anger may motivate or distract them for resolving the conflict. The individual with high emotional intelligence would be attentive of their anger, be able to administer their anger and regulate it to motivate their behavior beneficially. On the other hand, an individual with low emotional intelligence may not be aware of their emotions or the source of their emotions and allow anger to consume their feelings and reside on the unfairness that may have hurried their anger in the first place. Each of these emotional abilities has suggestions for how individual perform in organizations and in particular how they resolve conflict (Suliman Al-Shaikh, 2007). Extending the benefits of EI to the negotiation context, we expect that by regulating ones emotions, and by maintaining a positive negotiating environment, a negotiator high in emotional intelligence can create an environment in which both negotiating sides are satisfied with the way the negotiation was performed. Despite the possible benefit of high EI individuals to create a positive negotiating experience for both themselves and for the negotiating partners, it is uncertain whether an individual benefits by negotiating with a high EI partner. One dimension of EI is to direct their emotion abilities to improve personal performance (Law, Wong Song, 2004). Conceivably the high EI partner can extract greater value from the negotiation; for instance a high EI person can use abilities at understanding others (Wong, Law, Wong, 2004) to recognize that his or her partner is satisfied with the offer and not increase the offer further. Despite this possibility of personal performance at the expense of the partner, we expect that individuals profit by negotiating with high EI partners. Individuals high in EI can better gain the trust of others and trust encourages integrative bargaining (Naquin Paulson, 2003). Further, positive emotions lead to cognitive elasticity and innovative strategies in fashioning integrative negotiation outcomes (Kumar, 1997). In contrast, negative emotions guide negotiators to identify the situation as distributive rather than integrative. Integrative bargaining is helpful because the negotiation parties can discover each others interests and find ways to increase joint outcomes (Fisher, Ury Patton, 1991). THEORETICAL FRAMEWORK Independent Variable Dependent Variable In order to give a clear picture of the proposed research, a conceptual framework has been developed. This gives a logical sense of the relationship between the selected dependent and independent variables. According to the above literature review the variables defined are as follows: Emotional Intelligence (Independent Variable) Integrating (Dependent Variable) Compromising (Dependent Variable) Dominating (Dependent Variable) Obliging (Dependent Variable) Avoiding (Dependent Variable) As it is evident from the conceptual diagram that as the increment in one variable i.e. Emotional Intelligence, produces a positive increase in the integrating, compromising and obliging style. The relationship is said to be direct and highly positive as the increase in Emotional intelligence produces a positive effect on the three styles. Whereas, high emotional intelligence will have a negative impact on dominating and avoiding styles of conflict management. In short, high emotionally intelligent individual will be less likely to use the dominating and avoiding style to manage a conflict. HYPOTHESES H1: Individuals high in emotional intelligence are more inclined to adopt integrating style during conflict. H2: Individuals high in emotional intelligence are more inclined to adopt compromising style during conflict. H3: Individuals low in emotional intelligence are more inclined to adopt dominating style during conflict. H4: Individuals high in emotional intelligence are more inclined to adopt obliging style during conflict. H5: Individuals low in emotional intelligence are more inclined to adopt avoiding style during conflict. RESEARCH METHODOLOGY Participants The targeted population for this research was banking sector of Pakistan. As like other organizations, banks also have their own hierarchy including chain of command, span of control. This organization structure and psychological contract may often result in various conflicts within the organization. Hierarchy describes the structure of the management from top to down. Chain of command is mechanism in which power and authority is exerted and delegated from senior management to every employee at every level of the organization. Whereas, span of control, is the number of people who report to one manager in a hierarchy. Psychological contract refers to the perception of the two parties including the employee and employer where their mutual obligation may be viewed as promises and expectations towards each other. These all may have negative impact on job satisfaction, organization commitment and low trust level causing various task and relationship conflicts (Ali, 2008). Moreover, due to differences in personalities, a conflict can also occur e.g. a quality oriented person will have conflict with quantity oriented person. So to cope up with these issues, this study presents the importance of emotional intelligence in dealing with the individuals who cause conflict. The sample was selected from the private banks located in Islamabad/Rawalpindi. Total number of employees among which questionnaires were distributed was 260 employees out of which 233 employees returned the filled questionnaires. Response rate was 89 %. Each employee was working at managerial level.66 % of the respondents were male and 33% were female. Kaiser-Meyer-Olkin Measure of Sampling Adequacy was applied to check whether the sample used was adequate or not. The value of our measure was 0.584 which showed that the sample selected was adequate and the results of the factor analysis would be useful. If the value is less than .50, the results of the factor analysis probably wont be very useful. Procedures The total questionnaires distributed were 260 in number among the participants. The questionnaire was self administered as by visiting the banks, employees were individually requested to fill out the questionnaire. Before giving the questionnaires, all questions were explained to the participants so they can easily complete the questionnaire and provide the accurate and relevant information. Only one questionnaire was provided to each respondent. After the completion of the experiment, 15 participants were excluded from the study as they were found to fill the questionnaire randomly without reading the questions. In addition, 12 of the returned questionnaires were not completed correctly. Therefore, these 27 were also excluded from the study, leaving a total of 233 usable questionnaires, with an overall response rate of 89%. The chances of error in the responses were also reduced by this method. The convenient sampling technique was followed as the data collection was done from the e mployees of private banks who were conveniently available to provide information. The data collected from the 233 questionnaires were analyzed using the statistical package for the social sciences (SPSS) 13. Regression and Correlation was applied to the data to achieve the results regarding the relationship between the variables. Measures A single questionnaire (See Appendix) was distributed among employees of the bank, which was adopted from Wong and Law (2002) and Rahim (1983). The questions were carefully worded to avoid misinterpretation. The questionnaire layout was formatted in logical manner to ensure a higher response rate. Questionnaire included only closed-ended questions. Structured questionnaire was designed to measure all the independent and dependent variables on a 5-point likert scale ranging from Strongly Agree (coded as 5) to Strongly Disagree (coded as 1). The questions also sought data on demographics of respondents. Conflict Management For getting responses on conflict management styles, one of the most commonly used models, Rahim (1983) who developed an instrument known as the Rahim Organizational Conflict Inventory-II or ROCI-II (Rahim, 1983) was used. This instrument measures the five conflict management styles of dominating, avoiding, obliging, compromising and integrating. The ROCI-II comprises 28 statements, seven of which relate to the integrating style, six each to the obliging and avoiding styles, five to the dominating style and four to the compromising style. Notwithstanding the different terminology, these styles are broadly parallel to those of Blake and Mouton (1964). The items were measured on a 5 point likert scale. The instrument has been tested in numerous studies and has been found to have a high degree of validity and internal consistency (Rahim, 1992; King and Miles, 1990; Weider- Hatfield, 1988). The respondents typically require 8 minutes to complete the ROCI II (Rahim, 1983). The population appropriate for taking responses is any member of the organization. As employees at the workplace has not much time to spend on filling out the questionnaire correctly, so this questionnaire was selected keeping in mind the time factor as well as the comprehensives of the questionnaire. The questionnaire measures all the conflict management styles in a brief and concise manner. Emotional intelligence As emotional intelligence is all about keeping ones own as well as others emotions in mind, regulating them and using them to solve a conflict, so a questionnaire having all these dimensions was aimed to be used. Emotional Intelligence was assessed using Wong and Law Emotional Intelligence Scale (WLEIS) (2002), based on the model developed by Davies, Stankov and Roberts (1998) and Mayer and Salovey (1997).This scale consists of 16 items. The WLEIS was designed as a short measure of EI for use in organizational research. It comprises of 16 items, responded to on a 5-point Likert scale and measuring four dimensions: Self-Emotion Appraisal, Emotion Appraisal of Others, Use of Emotion, and Regulation of Emotion. Wong and Law (2002) report good internal consistency reliabilities for their measure. RESULTS The targeted population for this research was the employees of the banking sector of Pakistan. However, sample considered was 233 employees from several private banks in Islamabad/ Rawalpindi. All the result and analysis were based on these 233 responses. Data Analysis Technique Results were analyzed by using the statistical analysis software named Statistical Package for the Social Science (SPSS) version 13.0. The demographic data included gender, name of organization, type of work, department, and duration of job. Correlation and regression tests were applied to analyze the variables where emotional intelligence was treated as independent variable while integration, compromising, dominating, obliging and avoiding were considered a