Monday, May 25, 2020

Client Development On Their Company - 1119 Words

I would like to acknowledge the client development on their company, which makes a granite cleaning product. Being a sole proprietorship, our new client made a big accomplishment because the product has been sold in many major retail stores. This only brings big and better ideas to an individual owner of a company. While the client was involved in the sole proprietorship, there were different characteristics of the business that the expansion was required to be utilized, but there were still issues within the business. The client has informed me that they have recently encountered a problem with their distributor. At the point when the item landed in the merchant s area, the wholesaler rejected the item, saying that they have received†¦show more content†¦There will be many different, individuals, contracts, laws, and risks that the clients will have to face in order to accomplish their goal for their business. Hopson also mentioned that there are advantages and disadvantage s of the various entity choices for a growing small business that an owner intends to pass on to family members or sell upon retirement. Advisors must ensure that business owners understand the asset protection issues, tax advantages, and estate planning implications for the entity choice that the client will choose (2014, p.42). Before making the decision of the business entity, it is important that the client understands the different aspect of each of the business entities. With this in mind, small business owners and their advisors should examine the alternatives available (Miller, 2014, p.43). The client needs to be informed that going from a sole proprietorship to other business entities such as partnership, limited liability company, partnership’s, and corporation required a lot of research. A partnership required two or more individuals in an agreement to carry on as a co-worker of a business. It is important that both individuals have a professional and positive relationship in order to accomplish their goal together. The partnership is split up into two types of partnership, which is general and limited. The difference between the partnerships is that the general partnership doesn’t require formation, but limited partnership required

Thursday, May 14, 2020

Using Emotional Intelligence - Free Essay Example

Sample details Pages: 30 Words: 9113 Downloads: 8 Date added: 2017/06/26 Category Statistics Essay Did you like this example? ABSTRACT This investigation addresses the problem of leadership attributes variance in different levels of management. With the environment work force changing in terms of relationships the linkages of self perceived emotional intelligence traits of 52 individuals in junior, middle and senior management at Network Rail are gathered using the Trait Emotional Intelligence Questionnaire (TEIQue) developed by Dr.Petrides at UCL. The investigation exposed a lower level of Global emotional intelligence of senior management in comparison to junior and middle management. However the findings also showed that senior management outperformed on traits that are closely linked with Network Rails Leadership development framework. The other variations and patterns in the data bring up the topic of optimism bias, the neuroscience of change and overcoming the immunity to change. Don’t waste time! Our writers will create an original "Using Emotional Intelligence" essay for you Create order Recommendations outline the intentional change model that could be adapted in order to develop effective leadership traits and be linked with the current talent management programme at Network Rail. CHAPTER 1 INTRODUCTION 1.1 Project Overview This study will look for the existing evidence and links between emotional intelligence (EI) and Leadership development in the construction environment. This study will focus on the trait EI theory (Petrides Furnham, 2006) and look to establish common traits in leaders at Network Rail. The study will look for commonalities in terms of traits and competencies in the organisations leaders. The Trait Emotional Intelligence Questionnaire (TEIQue) (Petrides Furnham, 2006) has been selected post literature review for its ability to test for Emotional Intelligence traits that most closely link with what is defined as leadership in academic literature. A lot of interest has surrounded the concept of Emotional Intelligence, and the alleged links it has to improving an individuals ability be successful. Linking and harnessing EI to individuals and their leadership performance is hard to scientifically establish. The investigation focuses upon common attributes that can be developed. Trait Emotional Intelligence (TEI) does not necessarily seclude what Goleman (1998) describes as those EI abilities that you are born with, such as the ability to tune in-emotionally (emotional awareness) to others, and read how they are feeling (social awareness). But this investigation will aim to look at the harder factors of EI that can be developed for and provide added value and competitive advantages to organisations. The investigation of EI and Leadership aims to uncover value that can be used to develop leadership performance. The practical or applied focus is the construction industry. The discovery of the common traits will then be compared to what currently exists in Network Rails (NR) current leadership framework. Recognising that NR and most large organisations already do acknowledge the link between EI and Leadership, the investigation will look at the construction industry specifically. As the construction environment is described as one which is based on human interactions yet suffers from disputes, fierce competitiveness and fragmentation (Walker and Hampson, 2003). The study then into EI and improved Leadership performance would be relevant into helping overcome these barriers to improved working relationships. 1.2 High Level Project Plan Literature review of emotional intelligence models. Selection of EI testing survey. Milestone One à ¢Ã¢â€š ¬Ã¢â‚¬Å" rolling out EI test survey 15/06/09 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 19/06/09. Analysis of EI test results Assessment of leadership focus groups, survey and EI test results. Leadership framework analysis. Milestone Two à ¢Ã¢â€š ¬Ã¢â‚¬Å" Realisation of gaps that exist within the leadership framework and proposal of enhanced leadership framework 06/07/09. Milestone Three à ¢Ã¢â€š ¬Ã¢â‚¬Å" Draft Copy Complete à ¢Ã¢â€š ¬Ã¢â‚¬Å" 06/08/09. 1.3 Project Road map Chapter 1 has introduced the problem area that this research is looking to add knowledge to. The second half of chapter 1 will draw in the reader to the more specific problem area that this project is addressing, and how this problem will be researched. A review of the existing EI models and an effective approach for this investigation will be sought and shall be addressed in this chapter also. Chapter 2 will set out the research methodology that has been adopted for this research, considering the nature of the project and the relative social complexities and privacy issues associated with emotional intelligence tests will be addressed here. This will follow on to the actual analysis section, chapter 3 where a cross section of the results will be displayed, and quantitatively analysed. The results of the study shall be shown in chapter 4. The evaluation of the study and future recommendations or work will be concluded in chapter 5. 1.4 Literature Review 1.5 Introduction The scope of the literature review will define emotional intelligence from the various academic perspectives, distinguishing an accurate and succinct description of the term, which is considered relatively new. The Literature Review will compromise of the following: Brief History of EI A discussion of the current EI models and the attributes that are linked to them Focus: The elected EI Model TEIQUE. How EI is linked to improved leadership performance. Leadership Responsibilities. The need for EI competencies and Leadership in the Construction Industry. The current problems within Network Rail. 1.6 What is EI? Though the term EI has in recent years broadened, the original definition of EI is: 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, Salovey and Mayer (1990 pg 189). Popularised by Goleman (1995) in his books and speeches in recent years EI may give the impression of being a very new concept, psychologists have of course established its presence much earlier than this. A time line has been produced to give an idea of how EI has grown and expanded (Figure 1). In 1920 a psychologist named Thorndike referenced in Khilstrom and Cantor (2009) established three forms of intelligence one of them being social intelligence. Thorndike stated that this was the ability to function successfully in interpersonal situations. Gardner (1983) then proposed social intelligence as one of 7 multiple intelligences which actually mapped out the beginnings of EI by stating that social intelligence comprised of interpersonal and intrapersonal skills. Gardner (1983) believed however that we have multiple intelligences rather than a general intelligence and was clear on this notion. It was not until 1990 that the term emotional intelligence was first officially coined by Salovey and Mayer, their definition is still regarded as the most accurate description of EI. 1.7 The Problems with EI Currently Murphy (2006) critiqued the problems of Emotional Intelligence addressing the three common problems found on the subject. (1) EI is poorly defined and poorly measured (Locke, 2005, Eysneck, 2000 and MacCann et al, 2004). (2) EI is a new name for familiar constructs that have been studied for decades. (Locke,2005). (3) Claims about EI are overblown, (Landy, 2005). Though this investigation is not a study into the definition of EI, the reader must be made aware that EI is a contended description, and one that does receive positive and negative attention. EI is often linked to popular psychology which dilutes the validity of the concept adding value in organisational environments. It is this association coupled what Landy (2005) comments as the lack of measurability, providing weak evidence to suggest EI tests have any predictive value. This has caused many to completely dismiss its label, with Locke, (2005) adding that EI should be re-labelled and regarded as Emotional skills. 1.8 The various models of EI Since Savoley and Mayer first introduced the term EI, a few authors have expanded or taken a slightly different perspective on what constitutes as EI. These models do vary somewhat on how they define EI with stretching definitions that often encompass other related areas. Therefore EI does not have one set model that all academics can agree contains all the attributes that pertains to what is defined as EI. As this investigation is narrowing on the EI attributes and traits with leadership performance, the model that best-fits this particular study will be selected. Therefore a brief synopsis of EI models will be reviewed, and a set of attributes provided by a psychologist (Qualified Corporate Trainer) and Network Rails Leadership Development team will assist in identifying the correct model to follow. This will enable the administering of the survey to be appropriate for the organization and for the purpose of the research. Emotional Intelligence models are categorised into 3 areas, and this research will analyse a model in each of the following areas. Ability EI models Mixed models of EI Trait EI model 1.9 The ability EI model In 1997 Savoley and Mayer introduced a four branch model which has since transpired to involve the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). This four branch model pertains to the following: Perception, Appraisal and Expression of Emotion Emotional Facilitation of Thinking Understanding and Analyzing Emotions; Employing Emotional Knowledge. Reflective Regulation of Emotions to Promote Emotional and Intellectual Growth The ability test views EI as a form of intelligence, testing the participant on the above four branches, showing a score for each of the branches and a total EI score. The model has recently received quite mixed reviews with a recent study carried out by FÃÆ' ¸llesdal (2008) which details a study of 111 business leaders based in Norway. In this study business leaders were compared with how their employees described their leader; however no correlation of empathy to being effective leaders, or behaviors for transformational leadership were found. Three papers were completed, all questioning the validity of the MSCEIT, which critically lead to a questioning of the validity of the EI model in general. 1.10 Mixed models of EI Goleman (1998) originally developed this model and describes the mixed model of emotional intelligence as the bedrock for emotional competencies, which actually pertains to the ability to realise what another person is feeling, which Goleman boldly states is a skill that you are born with. He goes on to comment that emotional competence is quite different, this pertains to a personal and social skill set. This personal and social skill can lead to a superior performance in the world of work, and this skill can be learnt and developed to increase performance. The Mixed Model theory describes five domains of EI. Each area has its own set of behavioural attributes and describes these as EQ, unlike IQ which is difficult to change, emotional intelligence can be developed through education and training interventions (Goleman, 1995). 1. Knowing your emotions. 2. Managing your own emotions. 3. Motivating yourself. 4. Recognising and understanding other peoples emotions. 5. Managing relationships, i.e., managing the emotions of others. There are various measurement tools that are based on the Goleman model, the main model is termed The Emotional Competency Inventory (ECI), and later updated to the Emotional and Social Competency Inventory (ESCI). The second is Intelligence Appraisal, often taken as a self-report or a peer assessment termed a 360-degree assessment. 1.11 Trait EI model Trait EI is not to be confused with the first ability model presented, as this model concentrates on self-perception. It is recognising that behavioural disposition and self perceived abilities can be quite different, and by using a self report which in contrast to the ability based model can be scientifically tested much easier than the ability model which tests actual abilities rather than traits. This framework also known as Trait Emotional Self Efficacy (TESE) links well with personality tests. This model has been favoured by recent academics and especially critics of the ability model. The Trait EI model is credited with a more accurate testing rules than the ability model, which has been termed a psychometrically meaningless scoring procedure (Petrides, et al 2007). The Trait EI model is tested using the TEIQUE (Trait emotional Intelligence Questionnaire), the model is freely available and its open access status means that its transparency for testing welcomes scientific challenges. This approach the author feels is a positive step towards developing EI tests further to contributing to a more accurate construct of emotional intelligence. The Trait theory however does differ in its interpretation of EI, with the following differences outlined: Ability EI is defined as a cognitive-emotional ability that relates to emotions that are only measurable through what Petrides (2007) calls maximum performance tests. These tests are linked with extensive psychological emotional testing that requires large sample sizes. Indicating that tests currently established in the mixed models and ability models of EI really may not have much substantial predictive value, aligning the view point of Petrides and Furnham (2004) with Locke (2005). Rather trait EI describes what Petrides (2007) calls emotion-related behavioural dispositions and self perceived abilities, and can therefore be measured through self-report questionnaires. It is the focus on self perception of traits and leadership performance that allows this investigation to conclude a more accurate research hypothesis. The TEQUI has 20 variables with 15 traits grouped into four categories; this is explained in further detailed in the methodology chapter (3.8). 1.12 EI as a core competency in organisations When it comes to improving organizational effectiveness, management scholars and practitioners are beginning to emphasize the importance of a managers emotional intelligence (Sosik Megerian, 1999 pg 367). Despite the shortcomings in establishing EI as a concept, this study recognises that EI is a core competency and the focus will be on what attributes of EI should be developed in order to contribute to improved leadership performance, and to use the findings to improve the current leadership framework in Network Rail. Organisations are starting to recognise the emerging role EI has in the workplace, (Fisher and Ashkanasy, 2000). An investigation completed by Cooper and Sawaf (1996) in to an Executives EQ has exposed evidence that Emotional intelligence is a pre-requisite in leadership and successful organisations should implement strategies to develop this core competency, in order to provide its workforce with a competitive advantage. This competitive advantage has a huge hidden immeasurable value (Cooper and Sawaf, 1996) which if nurtured correctly will ultimately lead to protect organisations working collaboratively for win-win scenarios. EI has not only been used in organisation training, but can now be seen in a variety of scenarios. Selling life insurance was seen as a delicate sales pitch, that often lead to low responses. However, with specific training given to shed a positive light on the subject, sales were positively effected as the quality of interactions improved with comfort levels increasing with clients, this study focused on the topic of self awareness (Druskat and Druskat, 2006). Kaplan et al (2001) comment that recurring blind spots in managers that are striving to attain higher levels of EI are setting unrealistic goals to subordinates, relentlessly striving, and ruthlessly driving others too hard is not an example of a leader with a good level of EI. Kaplan et al (2001) explains that the hunger for power and the need for recognition are also not traits that leaders with high levels of emotional intelligence should demonstrate. 1.13 Linking emotional intelligence with leadership development and performance This requires more thinking than the generic training that is currently delivered to an organisations employees, but a study on what attributes successful leaders tend to possess. The evidence that EI exists in leadership is not questioned with both Goleman, (1995) and Savoley and Mayer (1990) agreeing that it is the ability to combine emotional and cognitive capacities to handle lifes emergent circumstances (referenced in Higgs and McGuire, 2001) , coping with setbacks and dilemmas, and effectively interacting with others requires a form of intelligence. Goleman (1998) has commented that leaders have to make decisions about strategy, employees and situations. It is the leaders ability to make effective decisions that determine the performance of good leaders. Goleman has taken five components from the EI realm and listed them as integral these are: Self-awareness Communication influencing skills Commitment Integrity Managers who do not develop their emotional intelligence have difficulty in building good relationships with peers, subordinates, superiors and clients (Goleman, 1998 pg 95) outlines the importance of relationship management and the mistake of being task focused in the work environment. Sosik Megerian, (1999) carried out a study which addressed how self-awareness components can improve transformational leadership. Transformational leadership is defined by Burns (1978) as a process that assists leaders and followers to enable each other to advance to a higher level of moral and motivation. The study founded empirical support for EI being the foundation of leadership. Sosik and Megerian (1999) went on to comment that if leaders became more self-aware the implications of their own feelings and thoughts could be better managed and understood, and would lead to improved interactions with sub-ordinates. In Druskat and Druskat (2006) it was referenced that Spencer (2001) found that in a study of 28 construction project managers that EI competencies was most strongly related to their job success. Druskat and Druskat (2006) then supported this with a study carried out by Mount (2005) on 74 project managers which demonstrated that nearly 70% of Project managers put their success down to the emotional competencies of the individual. And Finally Butler and Chinowsky (2006) carried out a study in construction with 130 construction executives. Interpersonal skills and empathy were the two most important EI behaviours to be identified in this investigation. The key findings mentioned that additional attention during the development of construction industry executives would be favoured to overcome what the industry suffers with currently. 1.14 Examples of how competency development can bring positive change Self-confidence a form of self awareness is defined by Pryke and Smyth (2006) as having a strong sense of Self worth and capabilities. Although these attributes can often be wrongly identified with arrogance, it is the ability to inspire those around you to subscribe to an idea. This attribute was chosen alongside other emotional competencies to change a problem in an organisation. The problem related to staff retention, with the firm not managing to maintain its division presidents for no longer than two years. This new recruitment strategy hired based on self confidence characteristics, influencing skills and what is termed Inspirational leadership (Goleman, 1998). Though Goleman has not been transparent on what the recruitment questions were specifically, the results are clear. With retention dropping from 50% to 6% with using this new hiring process (Pryke and Smyth, 2006). Self-control is another form of self awareness, and relates to effective communication and integrity. Druskat and Wolff (2001) comment that self control is not a question of dealing with a necessary evil by dealing with emotions as they bubble up and then suppressing them as soon they appear. It is a process of consciously bringing emotions to the surface and understanding how they can affect others. Construction industry suffers with managing emotion in the work place Walker and Hampson (2003) have termed the Construction industry as one that is characterised by disputes, fierce competitiveness and fragmentation all major obstacles to development. With this environment regarded as fact by many practitioners and academics, the relationship approach is seen as an effective stance to deal with the pressures of this complex environment (Pryke and Smyth, 2006; Walker and Hampson, 2003). 1.15 Responsibilities of good leaders It is suggested that leaders that have emotional intelligence tend to align personal and subordinate goals to accomplish company goals. Belasco and Stayer (1993) have suggested responsibilities a leader should possess, the author has taken these suggestions and developed actions and traits in a waterfall format, as they are suggested steps that could be undertaken. 1.16 Leadership Traits and Trait Emotional Intelligence The following principals in the above system have been aligned with traits tested for in the trait emotional intelligence test (TEIQUE). For a full description of the TRAITS the official TEIQUE interpretation can be found in the appendix and a condensed version is found in section 2.8. 1.17 Current Problems at Network Rail The problem owner is of course NR, and the problem is the legacy attitude of the workforce, with the Q12 survey (a survey comprising of 12 questions to gather employee engagement) uncovering some very disheartening results. In 2003 the Gallup organisation reported that NR had fallen in the bottom quartile and stated they had never seen results this low before. With 30% of NRs 33,000 branded actively disengaged, indicating a lack of loyalty and/or allegiance to the firm and its aims and 50% not engaged (Gallup , 2006) it was clearly evident that this problem had to be addressed. With little progress made in 2006, NR introduced a cross-functional management team to implement a plan of change. This agenda addressed management behaviours, unions, communications, basic/root causes, benchmarking, best practices and analysis techniques (Warwick Business School, 2006). Furthermore NR introduced a Leadership Framework to provide guidelines for its middle and junior management (Managers Handbook, 2006). These values are implemented through annual reviews, corporate training and the American 360-degree anonymous peer review. A series of positive responses by the executives is a move in the right direction; however this dissertation wishes to expand on the leadership framework and make some sensible suggestions. Specifically leadership in project management, with NR considered the biggest employer of project professionals in the UK (Telegraph, 2008). 1.18 Chapter Summary This investigation therefore considers the current problem that exists within NR, and attempts to discover the self perceived emotional intelligence of its junior, middle and senior management. The next chapter will detail the correct approach that should be taken in order to administer this sensitive test. The current leadership framework though has been investigated at this stage has been brought into discussion in chapter 4 to explain some of the unexpected and expected results of the trait questionnaire. CHAPTER 2 RESEARCH METHODOLOGY The following chapter aims to discuss the research methods the author employed to answer the questions derived from the critical literature review. The over arching research question is: Does trait emotional intelligence increase with management seniority? With the following sub-hypotheses used to investigate this statement: H1 à ¢Ã¢â€š ¬Ã¢â‚¬Å" The Higher the position level and/or level of seniority the higher the Global Trait EI. H2 In the Self Control factors of trait EI the older individuals will score higher. H3 In the Emotionality factor of trait EI, females will score higher than males. 2.1 Previous Research The authors research builds empirically on previous work carried out within the area of Leadership and Emotional Intelligence. An indication as to what research was previously carried out will be given to give further justification to the research methods that were used. There have been a few studies in the area of emotional intelligence and leadership, with the majority of investigations implementing a single and multi strategy approach. The area of emotional intelligence and its effect on leadership in construction is quite limited with studies all adopting similar approaches. Authors such as Butler and Chinowsky (2006) and Walker (2003) conducted emotional intelligence surveys. Their research targeted a select management type within the construction industry enabling a statistical grounding for stronger analysis. The research discussed took a positivist approach but it can be seen as somewhat unreliable as the emotional intelligence surveys taken were not self perceived tests of emotion. The basis of their EI tests claims to test genuine EI rather than realistically outline that the tests taken are hypothetical in nature; and in reality if not tested using high performance test techniques then the tests are somewhat invalid (Petrides , 2003) with the potential for certain individuals to exaggerate or omit certain truths. This could lead to a weak correlation in EI data for various levels of management. Sunindijo et al (2007) used a mixture of quantitative and qualitative research methods completing direct interviews and EI tests developed by TalentSmart, with over 90 construction management executives. Due to the success of previous research methods outlined above, the author adopted a survey based methodology to gather primary research. Taking the format of Butler and Chinowsky (2006) by identifying various management types and using an emotional intelligence survey that calculated self-perceived EI, the survey selected TEIQUE (Petrides, 2003) recognises that individuals may wish to portray a positive impression (PI), or may have a skewed Negative Impression (NI) and also give varied answers measured by an Inconsistency Index (II). The trait survey has adopted a similar concept and additionally recognises that all traits are self perceived rather than indefinite EI scores. In keeping with Butler and Chinowsky (2006) Sunindijo et al (2007) and Walker (2003) the author distributed questionnaires to the target audience. The underlying assumptions of the research methods chosen formed the basis of the rest of the chapter. 2.2 Research Philosophy and Strategy In order to extend on existing social interpretations found within the literature, a philosophy for this investigation has been used. The concept of empiricism was seen as a relevant philosophy to adopt, as the research findings add to the current body of knowledge (Remenyi et al 1998, pg 31). The questioning nature of this investigation however aimed to have a perspective of realism recognising that research questions can be interpreted quite differently. With Fisher et al (2004) commenting that the subjective nature of research and the inevitable role of values in it should be considered carefully. A primary attribute of realism is that it is common for researchers findings to complement existing explanations. Using this philosophy and drawing on existing presumptions and assessments, the author is able to validate which can be transferred easily. The TEIQUE survey was the ideal as its philosophy and theme married well to the concept of realism and positivism. As the developer of the survey does take the following notion working with an observable social reality and that the end product of such research can be the derivation of law like generalisations, similar to those produced by the natural sciences (Remenyi et al, 1998). However as this investigation is one of very few in the construction industry, the realism aspect is emphasised as the appropriate philosophy. With this form of study often brandished as fuzzy, the pre-existing frameworks in Networks Rails organisation alongside networks, concepts, hypothesis and theories (Czeller, 2003) are used to create theoretical predications concerning peoples experiences (Bryman and Bell, 2003). 2.3 Research Approach An inductive approach is appropriate due to the perspective of theory being the outcome of research (Bryman and Bell, 2003). The deductive approach has been disregarded subject to criticism due to the nature of the methodology being rigid, and the inability to construct any alternative explanations. The author wishes to build on the current body of knowledge. With concepts explored such as; ? The relationship between self perceived emotional intelligence and leaders in an organisation. ? The possibility of traits of emotional intelligence in junior, middle and senior management varying. ? The gaps in this trait analysis to form recommendations for a review of the leadership framework at Network Rail. Thus implementing research methods that can build understandings on these current theories was fitting. However if new issues and understandings arose then they can still be discussed and placed within context. 2.4 Data Collection Methods The data collection method applied was a questionnaire. The advantages and disadvantages of using this research method discussed further on in the chapter. The single method approach was chosen as it incorporated complementary research, with a questionnaire that is tried and tested in many organisational environments. The TEIQUE questionnaire was aimed at three groups of management in the infrastructure investment arm of Network Rail. The groups were junior, middle and senior management. The data collection commenced during the early parts of June, with 100 papers based surveys being administered by the author. The distribution of the questionnaire aimed for a 60% response rate with an even split of junior, middle and senior management. The potential issue is that as Network Rail is a pyramid organisation, the number of senior and middle management is far fewer than junior, and thus could be reflected in the response split. To avoid this happening, more surveys have been distributed specifically to senior and middle management, as they would be more inclined to ignore surveys due to time commitments. 2.5 Justification of questionnaires The use of an emotional intelligence survey and short questionnaire was down to two major reasons. Initially in order to carry out an emotional intelligence test successfully, the participant had to meet certain criterion which was driven from the literature review and forums that the author attended (see appendix for further details). In particular the author chose to use an Emotional Intelligence test that was well respected, recognised by the EI consortium and that could be distributed with limited financial costs. The use of the TEIQUE survey has enabled the author to meet the objectives of the literature review, with its open source approach and internal support from the UCL Psychology department. The questionnaire distributed also provided the author with the ability to test self perceived EI rather than pronounce actual EI performance. This test provides more reliable results, and counters the arguments of others that label EI as an un-testable set of traits. The survey can also be distributed quite easily to a variety of people within the sample population. 2.6 Focus Group The author also did attend a focus group and master class related to emotional intelligence and Leadership as a Network Rail representative. The Appendix shows the content for the focus group, with attendees from engineering and construction related industries, the feedback from this session was invaluable and provided a research focus for this investigation. As the focus group was attended by numerous representatives from public and private organisations it was facilitated by external consultant in the British Council offices. Here issues and preconceptions of the opinion of EI in organisations allowed the author to tailor the format of the questionnaire to not cross personal boundaries and preserve anonymity. The self-administrating questionnaire format was deemed by the focus group as the most appropriate method to test for self perceived EI. The assistance of the focus group was the most feasible approach to gain the information needed to answer the proposed research questions. 2.7 Advantages and Disadvantaged of Questionnaires The use of questionnaires was approved by Network Rail co-ordinators. As they commented they could easily be administered and required minimal explanation and could be done quickly, this allows for a higher response rate. Due to the privacy of the questionnaire the respondents did not need to be concerned of protecting their image or trying to give an unnatural positive impression. The questionnaire was personal and the nature of EI is to try and dig deep with its questioning. However there is a downside to distributing questionnaires and this surrounds the issues of data quality, Gillham, (2000) commenting that surveys are often completed hastily and carelessly. To reinforce this point further it was commented by Bourque and Fielder (2003) that, impersonal questionnaires given to strangers can only expect a 30% response rate. A problem that was countered by being present when administering the questionnaires, so respondents knew what the purpose of the study was and to build some rapport with the teams that participated. With the TEIQUE survey being tried and tested, questions concerning the validity of the format or the quality of the questions asked are countered by the reputation and the number of industries that this survey has been taken in. With no opened-ended questions vague answers are not an option, enabling the author to test for the competencies and traits of the work force. To summarise although the distribution of the questionnaires was not as time consuming as first imagined, the processing was. With a large data entry task proving to be quite intensive as it required accuracy and concentration with large amounts of surveys to process. 2.8 The TEIQUE Method The questionnaires used is a 153-item questionnaire providing an in-depth self assessed trait analysis of your own emotional intelligence. Participants were chosen carefully, with network rail being a British Based organisation; all participants were based in the UK and thus avoiding confusion arising from variations in cultural understanding of the terms (Sanchez and Villanueva, 2007). Sanchez and Villanueva, (2007) Comments that the TEIQUE method has quite an impressive psychometric track record in a number of studies carried out by Freudenthaler et al 2008, and Mikolajczak et al 2007). The survey is structured and has multiple choice questions using a 7 point Likert scale, which is scheduled to last between 15 to 20 minutes. TEIQUE is split into 20 variables which look to assess 15 traits, 4 factors and what is termed a Global Trait EI score (like a general EI score comparable to Bar-on overall EQ score). A brief description of the these facets are displayed above in table 4. CHAPTER 3 ANALYSIS 3.1 Outline of the Data Collection In total 100 questionnaires were distributed, the response rate from this was moderately successful with 60% returning the survey. With eight questionnaires in the sample regarded as void with key questions and even whole pages left blank, the actual usable sample was 52%. Interviews were conducted at the Infrastructure Investment arm in Network Rails Melton street office in Euston. 3.2 Demographic and TEIQUE Findings Findings are displayed from the TEIQUE and about you survey, this section will point out the results variations. The gender split was dominated by male participants. It was commented in the focus group attended by the author that a two third split was to be expected in Network Rails project professional environment. The income categories were found to be spread in respect to the age categories with the age bracket of 17-35 with the largest number of participants. Associations between the two categories and the self perceived global EI , is discussed later in the chapter. The participants of the survey are reflective of most pyramid organisations with far less senior management. Senior, Middle and Junior Management and their self perceived Sociability, Emotionality, Well-being and Self- Control traits have been compared. These results indicate middle management is the group to have scored the highest self perceived ability in three of the four categories. Well being, Self Confidence and Emotionality are three of the four emotion intelligence factors that they seem to be performing in, with junior management scoring the highest in sociability. These results however dont line-up with a more in-depth trait analysis of the groups, and indicate a strenuous link to H1 and H2. 3.4 Full Trait Analysis The full trait analysis will look at the 15 individual traits that make up the TEIQUE assessment. The full names and their descriptions in accordance with what is published can be found in the appendix, however for ease of reading the graphs the acronyms are listed below. The full trait analysis delves more into depth about the original purpose of this investigation, allowing the author to single out traits that are directly linked with good leadership. We can see that when looking at the above trait scores at junior level the highest scoring trait is Relationships at 5.04. This is infact the only trait that junior management has attained a score of higher than 5 in. With rather low scores in Impulsiveness and emotional control, which is somewhat expected with junior management. The higher scores in middle management link to the Trait of happiness, relationships, and Optimism scoring 5.53, 5.38 and 5.17 respectively. With low scores in emotional expression (4.33) and Adaptability (4.45). Senior management scores have a wider variance with extremly low Self percieved adaptability trait at 3.78 but a string of rather good scores in Emotional Expression, Social Awareness, Emotional Appraisal of self and others, Relationships and Assertiveness. Scoring rather high in these traits very much supports that good leaders must possess traits that link to there social environment and them selves. 3.5 Hypotheses Testing The overall investigation was to assess whether leaders within Network rail possessed a high level of Trait EI. The Trait Emotional Intelligence test was used to test the following Hypotheses: H1 à ¢Ã¢â€š ¬Ã¢â‚¬Å" The Higher the position level and/or level of seniority the higher the Global Trait EI. H2 In the Self Control factors of trait EI the older individuals will score higher. H3 In the Emotionality factor of trait EI, females will score higher than males. The following hypotheses were also designed to be tested, but as respondents were heavily weighted to one side or another they were not included. These hypotheses were: H4 Numbers of years of experience in the project profession. H5 Whether these workers are based in office or on-site. H6 Workers that are part of NR and those that are external contractors. Originally the hypotheses that are now disregarded were aimed to discover whether an individuals environment and experience also affected their abilities to perform as leaders. The Infrastructure Investment arm at Network Rail however did not have many employees that fell into the above categories. 3.6 Hypotheses Testing Analysis The H1 of the global trait EI score given in the TEIQUE survey has proven the authors hypotheses to be in inversely correct. The results actually displays that the more junior a manager is, the higher the total global EI score is. Although the variance between the figures is quite narrow, we can see quite obviously that a junior manager is generally displaying a more balanced level of EI. Although when comparing the individual trait analysis we can see that the true profile is quite different, with junior management only having one trait with a score over 5. Though the scatter graph is showing quite a wide spread of results, with quite a weak correlation. There does seem to be a loosely related correlation with age, as though born before the 1970s would not score below 3.5 (the national average) and quite a number of junior born after this date do seem to be scoring below this level. However as the result is not really showing a strong enough correlation, further statistical analysis may not uncover any more details. This hypotheses does reflect a positive correlation with the above graph, indicating that overall women do score higher in the trait of have emotionality with an average score of 5.05 compared to for 4.9 for men. This however is not reflected in the Global EI score (figure 14) below, where we can see than males have generally performed better on average over all the trait scores. CHAPTER 4 RESULTS 4.1 Hypotheses Testing Results The hypotheses results may not provide a strong set of arguments to indicate that leaders in Network Rail have a strong sense of high self perceived emotional intelligence with no scores falling in the region of 6. But the results do show some very interesting relationships in the individual trait analysis, with senior management selecting traits that interlink with more emotional management which links well with what NR presents as attractive attributes which it recommends leaders should strive to attain in its framework. This does not line up directly with results found in the full trait analysis. In the full trait analysis we can see that middle management have clearly out performed both groups in self perceived Trait EI. With the 3.5 score regarded as the national average, the score for over 9 traits of the 15 fell above 5.0 , which supports H1 but does not provide enough evidence to indicate age is a determining factor. 4.2 Results on the four factors of Trait EI It can also be seen that middle management (figure 8) have scored higher in emotionality, well-being and self confidence, with senior management not topping the scores on any of the 4 general factors of Trait EI. A number of reasons for this will be discussed (Chapter 5 Conclusion). Junior management did top the scores in sociability, which could indicate two things that junior management may lead a more social lifestyle or are perceived to do so, and so this could have been an optimism bias answered according to their social position. What provides interesting debate is that the senior management scores are the lowest in well-being, emotionality and sociability. Though the scores are not below national average, H1 predicted results to be above middle and junior management. Speculatively this result is also supported by the Adaptability scores of the various management levels. In Figure 16 below we can see that junior and middle management have a much higher score than senior management. As management resists this trait somewhat and hence not recognising them selves as highly adaptable, developing emotional intelligence training the existing leadership framework may not drive optimum results in senior management, but would achieve a positive change in junior and middle management. 4.3 Results on the Full trait analysis The full trait analysis results directly feed into the recommendations for an improved leadership framework at Network rail. This analysis enables a much more focused discussion of what qualities senior management currently possess. Senior Management did have very high scores in some individual traits (briefly identified in 4.4), upon further inspection (figure 17) we can see here that scores of over 5 are dominated by middle and senior management. Finally Senior management although having the most amount of scores over 5 had less score winners with five high scores compared to nine in middle management. The highest scores were in: Emotional expression. Self-motivation. Social awareness. Emotional appraisal of self and others. Assertiveness. These results more closely support the original aims of this investigation. Uncovering that senior management often regarded as successful leaders in organisations recognise them selves as possessing key emotional intelligence traits that more obviously link to their success. For a further description on petrides (2007) interpretation of the above traits please refer to the appendix where each trait is described according to the TEIQUE interpretation. When looking at the original key traits of a leader in the literature review presented by Belasco and stayer (1993) we can see that all of the above traits were in-advertedly linked by the author. It could be linked with maslows hierarchy of needs in that a more middle manager has achieved the basic, safety and psychological needs yet now seeks to fulfill the esteem phase of the pyramid. With the responses of middle management having self percieved relationship, empathy and emotion management traits all linking to Esteem for middle management. This theme continues with senior management looking to fulfill the self-actualisation phase. Self-actualisation directly links with emotional appraisal of self, social awareness of self, self motivation and emotional expression traits that senior management has come out with high scores in the TEQUI test. 4.4 Network Rail Leadership Framework Gap Analysis The above Leadership framework and its function within the business were exposed to the author during a formal interview with HR manager Lindsey Perry. The framework is used as part of every employees annual review; this is done by first selecting a focus with the manager and employee selecting six capabilities from the above 12 to work on. It is stated by HR that bands 1-4 should be focused on the developing aspect of leadership skills. Table 6 shows network rails interpretation of understanding others, maximising potential and building teams in relation to the TEIQUE traits and scores. We can see from the trait score totals for middle and senior management are positive. With middle management scoring higher on understand others and building teams and senior management scoring highest on maximising potential. These scores reflect the theoretical predictions in chapter 2, and support the theory somewhat, but still indicates that middle management have a stronger leadership performance than senior management. CHAPTER 5 CONCLUSION The focus of this dissertation was to investigate the linkages of self perceived emotional intelligence traits in junior, middle and senior management. Reviewing the scores and analysing the obvious strengths and development areas of each category, the author started with a literature review to established the linkages of EI and Leadership, the problems in construction and some of the problems suffered in Network Rail. The TEIQUE survey was selected and used to effectively measure the self perception of the participants rather than stretching the truth by stating that this is the indefinite emotional intellect level of certain groups. The speculative possibilities and patterns that have emerged are quite interesting and make for relevant further research and discussion in this chapter. 5.1 Summary of Results in relation NR issues and Theory The unexpected results could be for a number of reasons, the below issues are again pulled from the NR Intranet in what is titled succession planning at NR with the title What are the obstacles to developing talent management programs for succession planning? Taking points one and two directly relate to the theory of Belasco and Stayer (1993) in the leadership development cycle (1.15) where it stated that people development is key in achieving optimum leadership performance. We can see that although NR has a dedicated and inspiring system in place to analyse for these skills at annual review stages, the system relies on leaders in the organisation to display good management behaviour. During the focus group session held at the British Counsel, employee engagement was raised as a huge driver of performance. One of the values that drive this is management behaviour. Management behaviour is said to be contagious, with followers mirroring their leaders, this mirroring effect of management behaviour could be an explanation for poor employee engagement. More over, in a recent discovery in behavioural neuroscience the identification of mirror neurons is found to be widely dispersed in areas of the brain (Boyatzis and Goleman, 2008). This discovery supports the concept that followers mirror their leaders, and it may only be finely tuned leaders that use their intuition to drive this trait to provide a positive impact. Relating this to NRs current problem of low employee engagement (Gallup, 2006), we can see that NR a relatively new organisation that was built on a system of older values, in inheriting some of this legacy it may of retained the visions of its predecessor t hrough this mirroring affect. Overcoming this immunity to change is a challenge, but one that looks to have been positively dealt with by middle management out performing senior management on 9 out of the 15 traits. The 1970s was an era of successful economic boom, with firms receiving unprecedented profits, increasing sales, and rising employment. However some economists (Hamel and Prahalad, 1996) and psychologists (McKee et al, 2008) commented that investment of these profits back into developing the workforce was relatively low. Awareness surrounding talent management investment in leadership meant a huge supply problem of great leaders (McKee et al, 2008). 5.2 Global EI scores The Global EI scores for the research was highly unexpected, with junior management scoring the highest and senior management scoring the lowest. The global EI score has a direct correlation to self motivation and adaptability, with these facets not being processed in any other part of the TEIQUE they are seen as pillars to the Global EI score (Petrides, et al 2006). The fact that adaptability is one of senior managements lowest scoring facets leads the author to conclude that the Global EI score has significantly been affected by the low score. Another conclusion that could be drawn is linked with dysfunctional management traits. A subject discussed by Blohowiak (2009) that suggests that leaders may possess what psychologists refer to as dysfunctional characteristics that drive them to improve their leadership performance in a work environment. The un-natural push to develop traits that can be used to lead others (Blohowiak, 2009) may have a number of effects on the employees. The emerging affect is that although senior management perceive themselves to possess the ability to emotionally read subordinates and are very capable of emotionally expressing themselves they also perceive themselves to have a low level of adaptability. Adaptability in leadership could be perceived as a weakness in certain environments, especially if adaptability extended to mean that your opinions have can easily be persuaded. Business Psychology Consulting (2009) state that there comes a point when every leader has to say, my way or the highway. This may of lead senior management in Network Rail into fostering the perception that being adaptable is not necessarily a good trait and can negatively affect performance. Roberto (2005) comments that dysfunctional political behaviour is rife within most leadership roles and it can be this influence that drives dysfunctional characteristics within senior management. 5.3 Recommendations The following research recommendations have been suggested: Further research on the leadership competency gap, building on this investigation as evidence for change. Analysis on specific traits in EI show a certain levels of management to be very competent in some areas, and then lack in others giving an unbalanced EI score. Further research on how a Trait EI specialist facilitator could help correct this in-balance would add value to businesses. How the neuroscience of change can allow best practice sharing rather than provide a negative impact. The author has also classed the practical recommendations for Network rail as actions that can be planned now or in the near future. Adapting a corporate leadership development structure, providing routes for junior management. Adapting the Intention to change (figure 20) a model to encourage engagement and development. Encouraging positive management behaviour to actively display elements of the leadership framework. With the author being a previous employee of the organisation General Electric, it is evidently clear that the leadership and talent management provided there has been through decades of improvement and investment. Clear routes for leaders to grow and thrive in are mapped out for the employees. Providing space for development, networks for employees to explore, across international locations. This created an environment of management behaviour that was positive, pro-active and added value. Network Rail an organisation one-tenth the size of GE has addressed points three and four (Table 7 à ¢Ã¢â€š ¬Ã¢â‚¬Å" problems at NR) in talent management as an area for further development and could adopt a similar approach to developing talent within the organisation. Facilitating change and analysing the competencies needed for the leadership gap calls for further research into what practically can be done to develop authentic leadership, allowing minds to be fired up for future (Gardner, 2007). McKee et al (2008) comments that in becoming a resonant leader an individual should strive to develop there emotional intelligence, renew relationships and sustain effectiveness. Emotional Intelligence development has been suggested to solve the competency gap in leadership (Volhardt, 2009) and this intentional change model is recommended as the type of model that NR could adapt to develop EI. Intentional change embraces plans and vision. A model that acts as a talent management system for NR, one that allows its potential leaders to nurture there development and creates a movement towards positive management behaviour change, requires an environment where habits can develop in a relatively safe and nonjudgmental environment (McKee et al, 2008). REFRENCES Belasco, James A. Stayer, Ralph C. (1993) Flight of the Buffalo: Soaring to excellence, learning to let employees lead. NY: Warner Books, Inc. BRYMAN, A., and BELL, E., 2003. Business Research Methods. Oxford: Oxford University Press. BOURQUE. B. L., and FIELDER, P. E., 2003. How to Conduct Self-Administered and Mail Surveys. USA:Sage Publications Incorporated. Butler, C. Chinowsky, P. S. (2006). Emotional intelligence and leadership behavior in construction executives. Journal of Management in Engineering, 22, 119-125. Burns, James MacGregor (1978) Leadership. NY: Harper Row Business Psychology (2009) Dysfunctional patterns in leadership (last accessed 06/09/09) Blohowiak, D (2009) Dysfunctional Leadership (last accessed 06/09/09) Cooper, R. K., Sawaf, A. (1996). Executive EQ: Emotional intelligence in leadership and organizations. New York: Perigee B ooks. Druskat, V. U., Druskat, P. D. (2006). Applying emotional intelligence in project management. In S. Pryke and H. Smyth (Eds.) The management of complex projects: A relationship approach (pp.78-96). Oxford, UK: Blackwell. Druskat, V. U. Wolff, S. B. (2001). Building the emotional intelligence of groups. Harvard Business Review,79(3), 81-90. Eysenck, M.W., Keane, M.T.(2000) Cognitive Psychology, 4th Edition. FÃÆ' ¸llesdal, H. (2008). Emotional Intelligence as Ability: Assessing the Construct Validity of Scores from the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Unpublished Ph. D., University of Oslo, Oslo. Fisher, N.M Ashkanasy (2000), The emerging role of emotions in working life: An introduction, Journal of Organizational Behavior, Vol. 21 pp.123 129. Freudenthaler, H. H., Neubauer, A. C., Haller, U. (2008). Emotional intelligence: Instruction effects and sex differences in emotional management abilities. Journal of Individual Differences, 29, 105à ¢Ã¢ ‚ ¬Ã¢â‚¬Å"115. FISHER, C., BUGLEAR, J., LOWRY, D., MUTCH, A., and TANSLEY, C., 2004. Researching and Writing a Dissertation for Business Students. Harlow: Pearson Education. Finkelstein (2009) (last accessed 06/09/09) Hamel, Gary and Prahalad, C.K. 1996. Competing in the New Economy: Managing Out of Bounds. Strategic Management Journal, 17(3): 237. Gallup, 2006, Network Rail 2005 Employee Engagement Q12 : Wave 4 Results, 27 January Goleman, D and Boyatzis, R (2008) Social Intelligence and the Biology of Leadership (last accessed 06/09/09) Goleman, D., What Makes a Leader? Harvard Business Review, November-December, pp. 93-102, 1998. Gardner, H (2007). Five minds for the future. Harvard Business School Press: Cambridge, MA. GILLHAM, B., 2000. Developing a Questionnaire. London: Continuum. Goleman, D. (1998). Wor king with emotional intelligence. NY: Bantam. Goleman, D. P. (1995). Emotional Intelligence: Why It Can Matter More Than IQ for Character, Health and Lifelong Achievement. Bantam Books, New York. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Higgs, M.J. and McGuire, M. (2001). Emotional Intelligence and Culture: An exploration of the relationship between individual Emotional Intelligence and Organisational Culture. Henley Working Paper Series, HWP 0113 Kaplan, E.M., and Cowen, E.L. (2001). Interpersonal helping behaviour of industrial foreman. Journal of Applied Psychology, 66, 633-638. Khilstrom and Cantor (2009) Social Intelligence (last accessed 06/09/09) Landy, F.J. (2005). Some historical and scientific issues related to research on emotional intelligence. Journal of Organizational Behavior, 26, 411-424. Locke, E.A. (2005). Why emotional intelligence is an invalid concept. Journal of Organizational Behavior, 26, 425-431. MacCann, C., Roberts, R.D., Matthews, G., Zeidner, M. (2004). Consensus scoring and empirical option weighting of performance-based emotional intelligence tests. Personality Individual Differences, 36, 645-662. McKee, A, Boyatzis, R and F, Johnston (2008) Becoming a Resonant Leader Managers Handbook, 2006, Network Rail Mikolajczak, M., Luminet, O., Leroy, C., Roy, E. (2007). Psychometric properties of the trait emotional intelligence questionnaire: Factor structure, reliability, construct, and incremental validity in a French-speaking population. Journal of Personality Assessment, 88, 338à ¢Ã¢â€š ¬Ã¢â‚¬Å"353. Petrides, K. V., Jackson, C. J., Furnham, A., Levine, S. Z. (2004). Development of a Short Form of the Eysenck Personality Profiler via Structural Equation Modelling. In K. van Monford, H. Oud, A. Satorra (Eds.), Recent developments in structural equation modeling: Theory and applications. Dordrecht, NL: Kluwer Ac ademic Publishers. Petrides, K. V. Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15, 425-448 Petrides, K. V., Furnham, A. Mavroveli, S. (2007). Trait emotional intelligence: Moving forward in the field of EI. In G. Matthews, M. Zeidner, R. Roberts, R. (Eds.). Emotional intelligence: Knowns and unknowns (Series in Affective Science). Oxford: Oxford University Press. Petrides, K. V. (2007) Lecture given on TEIQUE and Trait Emotional Intelligence at UCL. Petrides, K. V., Furnham, A. (2003). Trait emotional intelligence: behavioral validation in two studies of emotion recognition and reactivity to mood induction. European Journal of Personality, 17, 39à ¢Ã¢â€š ¬Ã¢â‚¬Å"75 Pryke, S.D. and Smyth, H. (2006) The Management of Complex Projects: A Relationship Approach, Wiley-Blackwell, Oxford Roberto, M (2005) Why Great Leaders Dont Take Yes for an Answer: The Leadership Challe nge (last accessed 06/09/09) Remenyi, D., Williams, B., Money, A. and Swartz, E. (1998) Doing Research in Business and Management: An Introduction to Process and Method. London, Sage Publications. Sosik, J. J., Megerian, L. E. (1999) Understanding Leader Emotional Intelligence and Performance. Group Oraganization Management, 24 No.3, pp. 367-390. Sunindijo , R. Y. , Hadikusumo B. H. W. and Ogunlana, S. (2007) Emotional Intelligence and Leadership Styles in Construction Project Management. JOURNAL OF MANAGEMENT IN ENGINEERING. OCTOBER 2007. Sanchez, J. C. Villanueva, J. J. (2007). Trait emotional intelligence and leadership self-efficacy: Their relationship with collective efficacy. Spanish Journal of Psychology, 10, 349à ¢Ã¢â€š ¬Ã¢â‚¬Å"357. Salovey, P. Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9(1990), 185-211. Walker, B (2003) Emotional Intelligence within the A/E/C Industry: A S tep toward effective collaboration. Msc Dissertation published at Virginia Polytechnic. Warwick Business School (2006) Bonus track: Leadership and vision in Network Rail. Walker D.H.T. Hampson K.D. editors (2003), Procurement Strategies: A Relationship Based Approach, Blackwell Publishing, Abingdon, Oxon

Wednesday, May 6, 2020

The United States Is A Relatively Young Country When Compared

The United States is a relatively young country when compared to its other Western counterparts; however, in the course of nearly 200 years, it has managed to shape international affairs and become a global power. This does not mean that this transformation from a small group of colonies that band together to fight off their colonial oppressors into a leading nation in the global market went smoothly. The challenges that the United States had to overcome were plentiful and weighty, for instance, the U.S. Civil War, which nearly split the budding nation into two different states, the Union or the North and the Confederacy, also known as the South. One of the primary reasons why there was a split to begin with between the two sections of the†¦show more content†¦These increasing numbers in the population meant that, at least in the Northern states, there was less need for free labor from slaves. Another reason why the North seemed to be less dependent on the need of a populati on of free labor was because of new technology that was being created. Inventions such as the Cotton Picker helped relieved the need for a large amount of manual labor when a machine could do the same job faster, without any objection on moral grounds of whether enslaving people is wrong and does the job for relatively less money. Without that demanding need for free labor, more people had the ability to reflect on whether or not keeping the African American population in the South enslaved. The Southern culture was threatened by this rapid shift from the more traditionalist ideas that the slave population was needed to garner manufactured goods at a low price. These new inventions and a population of immigrants that were willing to do jobs for a low price, saw more Northern states moving away from the Southern economy. The Southern states argued that even with an expanding population and economy it saw that, â€Å"In the North overall an estimated 30 percent of the population held 92 percent of the wealth† (Paludan, XXIII). Also that the influx of immigrants arriving on the shore meant that there was a deep incline from the morals that the United States had once held on high standards. The Southern states believed that the newShow MoreRelatedMany Efforts Have Been Made To Understand Suicidal Behavior.However,1426 Words   |  6 Pagesdisparities in rates and risks of suicide by age. The WHO (2014) reports the highest rate of suicide is found in men and women age d 70 years or over. In some countries, the highest rate of suicide is found in individuals between the ages of 15 and 29 years old. Interestingly, the global trend of suicide is not observed in the United States. 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While the results of the Open Skies policy have been overwhelmingly positive for consumers, 3 of the largest U.S. - based airlines, American Airlines (American), United Airlines (United), and Delta Air Lines (Delta), have been feeling the strain of increased competition from 3 fast-growing airlines owned by Qatar and the United Arab Emirates (U.A.E.). As a reaction to the Gulf Nations’ carriers’ remarkable success, the American Airlines have joined together to form the Partnership for Open andRead MoreNegative Effects Of Bullying Essay928 Words   |  4 Pagesadolescents have increased rates of violence-related behaviors compared to those not involved in bullying (Policy, A. B. 2014). Different studied shows that young people who had been bullied repeatedly throughout middle adolescence had lower confidence and higher depressive symptoms as young adults compared to those who had not been bullied. 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Tuesday, May 5, 2020

Joy Luck Club Essay Summary Example For Students

Joy Luck Club Essay Summary Is it fair to judge someone by their sex? In traditional Chinese culture, many judgments were made about a person just by observing their sex. The women was looked upon as an inferior being. They had little or no status in society, and little was expected from them. They were discriminated against when they tried to stand up for themselves. Chinese culture was customarily male dominated. The male was expected to do most of the work, and the woman was expected to stay at home with their mouth shut. This custom leaves an unwelcome feeling in a womans heart. They feel like nobody cares, and it makes it much harder to live with an optimistic view on life. In the novel, The Joy Luck Club, by Amy Tan, Ann-Mei Hsu, Lindo Jong, and Ying Ying St. Clair are all women who grow up in a traditional China, where there is sexism. They deal with serious problems that corrupt their lives. Through perseverance and the passing of time their lives return to normal. Ann-Mei, Lindo, and Ying Ying subjugat ed by males because of their sex, and Chinese tradition. Ann-Mei is oppressed in many ways. Her mother is invited to spend time at the home of a wealthy merchant named Wu Tsing. During the night he comes into Ann-Meis mothers room and rapes her. Despite emotionally scaring Ann-Mei this demonstrates the lack of respect for a woman in China. Ann-Meis mother is forced into concubinage because of her lack of power as a women. She becomes the third wife. As a third wife she maintains very little status in the home of Wu Tsing. Ann-Meis family disowns her mother because by becoming a third wife she has brought shame to her family. When I was a young girl in China, my grandmother told me my mother was a ghost. Ann-Mei is told to forget about her mother and move on in her life. The fact that Ann-Mei is told to forget her mother because she has become something she could not control, is preposterous. She was raped and forced into concubinage. The lack of appreciation for a female causes this feeling of shame for the Mei family. Since rape and polyg amy is accepted in China, it makes it appear that what Ann-Meis mother has done is wrong, and what Wu Tsing did was right or normal. Ann-Meis daughter Rose, reaps the disadvantages of being a woman because she feels that she cant make decisions. Ted decided where we went on vacation. He decided what new furniture we should buyWe used to discuss some of these matters, but we both knew the question would boil down to my saying, Ted, you decide. This illustrates Roses disability to be assertive, and her dependence on a male. The life of Ann-Mei demonstrated how women were undervalued in society. The story of Lindo Jong allegorizes how women were discriminated against. At the very young age of twelve, Lindo is betrothed to Tyan-yu. This is an example of the insignificance of a females feelings. Nobody wants to have an arranged marriage. Marriage is sacred, and is supposed to be exercised by two people who are in love with each other. This is an act of extreme unfairness to Lindo. This shows how an accepted Chinese practice is in actuality hurtful toward the female sex. I Lindo once sacrificed my life to keep my parents promise. Here, Lindo is talking about her arranged, loveless marriage. Chinese tradition is restricting Lindo from being her own person, and living her own life. She is unable to make her own decisions. Lindo is so willing to sacrifice her life in order to preserve the honor of her parents. There is no honor in forcing someone to be unhappy. On another note, Lindo was quickly blamed for not having children. Actually, their lack of offspring resulted from Tyan-y us lack of interaction with Lindo. It was impossible for Lindo to stand up for herself because no matter what, the male would be believed over the female. Lindo is a perfect example of how Chinese tradition prohibited the female from having status in society. .u79c213a2b14c43d6125972fea94ac21b , .u79c213a2b14c43d6125972fea94ac21b .postImageUrl , .u79c213a2b14c43d6125972fea94ac21b .centered-text-area { min-height: 80px; position: relative; } .u79c213a2b14c43d6125972fea94ac21b , .u79c213a2b14c43d6125972fea94ac21b:hover , .u79c213a2b14c43d6125972fea94ac21b:visited , .u79c213a2b14c43d6125972fea94ac21b:active { border:0!important; } .u79c213a2b14c43d6125972fea94ac21b .clearfix:after { content: ""; display: table; clear: both; } .u79c213a2b14c43d6125972fea94ac21b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u79c213a2b14c43d6125972fea94ac21b:active , .u79c213a2b14c43d6125972fea94ac21b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u79c213a2b14c43d6125972fea94ac21b .centered-text-area { width: 100%; position: relative ; } .u79c213a2b14c43d6125972fea94ac21b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u79c213a2b14c43d6125972fea94ac21b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u79c213a2b14c43d6125972fea94ac21b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(; position: absolute; right: 0; top: 0; } .u79c213a2b14c43d6125972fea94ac21b:hover .ctaButton { background-color: #34495E!important; } .u79c213a2b14c43d6125972fea94ac21b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u79c213a2b14c43d6125972fea94ac21b .u79c213a2b14c43d6125972fea94ac21b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u79c213a2b14c43d6125972fea94ac21b:after { content: ""; display: block; clear: both; } READ: Geothermal Energy EssayYing Ying St. Clairs life suggests a lack of honor for the

Saturday, April 11, 2020

A Crash Course in the Branches of Linguistics

A Crash Course in the Branches of Linguistics Dont confuse a linguist with a polyglot (someone whos able to speak many different languages) or with a language maven or SNOOT (a self-appointed authority on usage). A linguist is a specialist in the field of linguistics. So then, what is linguistics? Simply defined, linguistics is the scientific study of language. Though various types of language studies (including grammar and rhetoric) can be traced back over 2,500 years, the era of modern linguistics is barely two centuries old. Kicked off by the late-18th-century discovery that many European and Asian languages descended from a common tongue (Proto-Indo-European), modern linguistics was reshaped, first, by Ferdinand de Saussure (1857-1913) and more recently by Noam Chomsky (born 1928) and others. But theres a bit more to it than that. Multiple Perspectives on Linguistics Lets consider a few expanded definitions of linguistics. Everyone will agree that linguistics is concerned with the lexical and grammatical categories of individual languages, with differences between one type of language and another, and with historical relations within families of languages.(Peter Matthews, The Concise Oxford Dictionary of Linguistics. Oxford University Press, 2005)Linguistics can be defined as the systematic inquiry into human language- into its structures and uses and the relationship between them, as well as into its development through history and its acquisition by children and adults. The scope of linguistics includes both language structure (and its underlying grammatical competence) and language use (and its underlying communicative competence).(Edward Finegan, Language: Its Structure and Use, 6th ed. Wadsworth, 2012)Linguistics is concerned with human language as a universal and recognizable part of the human behaviour and of the human faculties, perhaps one of the most essential to human life as we know it, and one of the most far-reaching of human capabilities in relation to the whole span of mankind’s achievements.(Robert Henry Robins, General Linguistics: An Introductory Survey, 4th ed. Longmans, 1989) There is often considerable tension in linguistics departments between those who study linguistic knowledge as an abstract computational system, ultimately embedded in the human brain, and those who are more concerned with language as a social system played out in human interactional patterns and networks of beliefs. . . . Although most theoretical linguists are reasonable types, they are sometimes accused of seeing human language as purely a formal, abstract system, and of marginalizing the importance of sociolinguistic research.(Christopher J. Hall, An Introduction to Language and Linguistics: Breaking the Language Spell. Continuum, 2005) The tension that Hall refers to in this last passage is reflected, in part, by the many different types of linguistic studies that exist today. Branches of Linguistics Like most academic disciplines, linguistics has been divided into numerous overlapping subfields- a stew of alien and undigestible terms, as Randy Allen Harris characterized them in his 1993 book The Linguistics Wars (Oxford University Press). Using the sentence Fideau chased the cat as an example, Allen offered this crash course in the major branches of linguistics. (Follow the links to learn more about these subfields.) Phonetics concerns the acoustic waveform itself, the systematic disruptions of air molecules that occur whenever someone utters the expression.Phonology concerns the elements of that waveform which recognizably punctuate the sonic flow- consonants, vowels, and syllables, represented on this page by letters.Morphology concerns the words and meaningful subwords constructed out of the phonological elements- that Fideau is a noun, naming some mongrel, that chase is a verb signifying a specific action which calls for both a chaser and a chasee, that -ed is a suffix indicating past action, and so on.Syntax concerns the arrangement of those morphological elements into phrases and sentences- that chased the cat is a verb phrase, that the cat is its noun phrase (the chasee), that Fideau is another noun phrase (the chaser), that the whole thing is a sentence.Semantics concerns the proposition expressed by that sentence- in particular, that it is true if and only if some mutt named Fideau has c hased some definite cat. Though handy, Harriss list of linguistic subfields is far from comprehensive. In fact, some of the most innovative work in contemporary language studies is being carried out in even more specialized branches, some of which hardly existed 30 or 40 years ago. Here, without the assistance of Fideau, is a sample of those specialized branches: applied linguistics, cognitive linguistics, contact linguistics, corpus linguistics, discourse analysis, forensic linguistics, graphology, historical linguistics, language acquisition, lexicology, linguistic anthropology, neurolinguistics, paralinguistics, pragmatics, psycholinguistics, sociolinguistics, and stylistics. Is That All There Is? Certainly not. For both the scholar and the general reader, many fine books on linguistics and its subfields are available. But if asked to recommend a single text that is at once knowledgeable, accessible, and thoroughly enjoyable, plump for The Cambridge Encyclopedia of Language, 3rd ed., by David Crystal (Cambridge University Press, 2010). Just be warned: Crystals book may turn you into a budding linguist.

Tuesday, March 10, 2020


Becas universitarias para Latinos/hispanos Si eres latino y buscas becas para ayudar a pagar por tus estudios universitarios el Hispanic Scholarship Fund es un lugar fundamental para considerar aplicar. Y es  que en sus casi cuarenta aà ±os que han pasado desde su creacià ³n, el Hispanic Scholarship Fund  ha distribuido entre estudiantes latinos universitarios ms de 150 diferentes tipos de  becas por un monto total de ms de $430 millones.   Las becas concedidas  varà ­an entre los $1,000 y los $15,000 por estudiante. La media es de $2,500 para estudiantes en universidades y colleges de cuatro aà ±os (à ©sta es la diferencia).  Y  de $1,250 para estudiantes en Community Colleges (llamados en algunos estados Junior College o Technical College). 4 ventajas de estudiar en un Community College Los estudiantes que obtengan estas becas pueden utilizar su monto para pagar la matrà ­cula (tuition) o parte de ella o para gastos relacionados con los estudios universitarios, como transporte, alojamiento, libros, etc. Antes de aplicar asegurarse de cumplir con estos tres  requisitos: 1. Ser latino/hispano Son consideradas latinas o hispanas las  personas nacidas en uno de los siguientes paà ­ses  o con padre o madre o uno de los cuatro abuelos nacidos en al menos uno  de los siguientes paà ­ses: Argentina, Brasil, Bolivia, Chile, Colombia, Costa Rica, Cuba, Ecuador,   El Salvador, Espaà ±a, Guatemala, Honduras, Mà ©xico, Nicaragua, Panam, Paraguay,Perà º, Repà ºblica Dominicana, Uruguay y Venezuela. Y tambià ©n los del Estado Libre Asociado de Puerto Rico. 2. Tener uno de los siguientes estatus migratorios Es necesario ser ciudadano de los Estados Unidos (asà ­ se puede acreditar) o residente permanente legal. Aunque tambià ©n es posible aplicar y obtener una de estas becas si se est en una de las situaciones siguientes. Ser un joven con Accià ³n Diferida aprobada (DACA, por sus siglas en inglà ©s).Tener condicià ³n aprobada de refugiado o asilado, entrada condicional o parole y asà ­ tiene que estar seà ±alado mediante un sello en el I-94.Ser un cubano al que se la ha concedido entrada por pies secos pies mojados. En base a todo lo anterior no pueden aplicar los inmigrantes indocumentados (excepto, como se ha dicho, los jà ³venes con DACA aprobada). Tambià ©n estn excluidos las personas extranjeras presentes en Estados Unidos legalmente con una visa no inmigrante. Por ejemplo, los estudiantes internacionales con una F-1, los turistas, las personas con visas de trabajo temporal, etc.   Al final de este artà ­culo, opciones de becas para todo tipo de estudiantes universitarios, incluidos internacionales e indocumentados. 3. Tener un rà ©cord acadà ©mico excelente Se pide una media de GPA de 3.00 (si bien para recibir The Gates Millennium Scholarship es necesario un 3.30).   El GPA es la forma de puntuar acadà ©micamente en los Estados Unidos. El mximo es un 4.00. Si los à ºltimos estudios se realizaron fuera de los Estados Unidos, hay que traducirlos y convertirlos en puntaje GPA.   Seguir las especificaciones del Hispanic Scholarship Fund.Si se aplica siendo estudiante de à ºltimo aà ±o de High School, las calificaciones para obtener esa media se computan desde el grado 9 al grado 11.Si se aplica en el primer aà ±o de estudios universitarios, hay que notificar el GPA que se obtuvo al graduarse de High School.Si se aplica despuà ©s del primer aà ±o, incluir GPA de estudios universitarios, debià ©ndose al menos haber completado 12 crà ©ditos. Si se aplica como estudiante en estudios de postgrado, verificar los requisitos. Aplicar para recibir una beca Por internet en la pgina del Hispanic Scholarship Fund. Y dentro de plazo. Hay que tener en cuenta que es un conjunto de becas, no una sola que luego se distribuye. Y entonces hay que verificar las fecha para aplicar a cada una de ellas. Generalmente el plazo para aplicar para una beca para el curso escolar del aà ±o siguiente se abre en septiembre.   Por lo tanto, si ves que cuando entras en la pgina no hay ninguna beca con plazo abierto, regresa ms tarde. Pero aprovecha para enterarte de quà © becas podrà ­an ajustarse a tu perfil y quà © papeles se necesitan para aplicar. Para asà ­, cuando se abra el plazo, tenerlo todo a mano y no perder la oportunidad. La aplicacià ³n es gratuita. De dà ³nde viene el dinero de las becas El dinero de las becas proviene de donaciones de empresas, fundaciones y tambià ©n de personas privadas. Destacan: Bill and Melinda Gates FoundationCoca-ColaGeneral ElectricGoya FoodsTargetUnivisià ³nThe Chicago Community TrustThe Gilbert and Jacki Cisneros FoundationThe Goizueta FoundationWalmartWells Fargoy muchas ms.   Un dato sobre becas desconocido, pero cierto Un buen nà ºmero de universidades de à ©lite Estados Unidos -entre ellas algunas Ivy League- conceden ayuda financiera en forma de becas basadas en el sistema need-blind. Esto quiere decir que si el estudiante es admitido la universidad se compromete a pagar los gastos demostrados necesarios para poder cursar la carrera. De estas universidades, algunas sà ³lo aplican este sistema a ciudadanos y residentes permanentes legales, pero otras -algunas de las cuales se encuentran entre las 10 mejores universidades del paà ­s- tambià ©n consideran a inmigrantes con la Accià ³n Diferida aprobada (DACA, por sus siglas en inglà ©s), indocumentados no elegibles para DACA y tambià ©n a estudiantes internacionales. Este es un listado de 13 universidades que siguen esta polà ­tica de need-blind admissions. De interà ©s Las 10 mejores universidades para estudiar ingenierà ­a. Edad de consentimiento sexual por estados. Porque tener relaciones sexuales consentidas por un menor de edad puede tener consecuencias legales serias.

Saturday, February 22, 2020

Big Data Analytics Literature review Example | Topics and Well Written Essays - 1750 words

Big Data Analytics - Literature review Example â€Å"Big Data† as its name indicates is a collection of huge amounts of formless and meaningless data which are generated by high-quality and heavy software applications belonging to a varied group of software applications such as social networks, a wide variety of scientific computing applications, medical information systems, e-government applications, and many more. The research has shown that data that is used and processed by these different software applications share some common attributes. Some of these common characteristics can include large-scale data (which defines the distribution and size of data stores), scalability issues (it define the functionalities and features software applications processing across-the-board, huge data repositories such as big data), ensuring and maintaining advanced Extraction-Transformation-Loading (ETL) processing on low-level, unstructured and meaningless data to some extent meaningful information; designing and implementing straight forward and understandable analytics over big data stores with the purpose of attaining intelligence and extracting valuable facts and information from them. Additionally, in the past few years, analytics over big data stores has caught the attention of researchers and organizations. In addition, the research has shown various application areas where these analytics can play a significant role. In this scenario, scientific computing is believed to be one of the most important application areas for the reason than in this domain academic researchers and scientific create huge amounts of data every day in the results of their experiments and tests (for instance consider fields such as astronomy, high-energy physics, biomedicine, biology and many others). On the other hand, extracting valuable information and knowledge for different useful tasks on the basis of these huge, comprehensive data stores seems to be impracticable for common database management systems and other similar analy sis tools (Cuzzocrea, Song, & Davis, 2011; Lopez, 2012). Figure 1Big Data Process In this scenario, figure1 demonstrates the process of big data analytics. First of all data is collected from different sources. As discussed above these sources vary from social networks to different information systems and web applications. Hence, the size of this data is so huge that it is difficult to measure. In this scenario, understanding and using this data for useful tasks is almost impossible. Therefore, there is a need for a framework that could help users understand and make effective use of this data. For this purpose, there are a number of frameworks and users can select a suitable framework according to their needs and requirements. After selecting a framework, this framework is applied to data and some coding is done. After that the users can obtain results that they can use to drive decisions and perform the desired operations (Fisher, DeLine, Czerwinski, & Drucker, 2012; Lopez, 2012). Though, the term â€Å"big data† is used in different ways in different disciplines. However, in their paper (Chaudhuri, 2012) define some common characteristics of the big data idea as they have to do with analytics: Investigating unstructured data and text to determine if these sources can