Accountable Practitioner Essay

As registered nurses you are legally and professionally accountable for your actions, irrespective of whether you are following the instructions of another or using your own initiative (Griffith and Tengnah, 2010). The consideration of what accountability means in nursing practice is a key part in the foundation of nursing, some would say that being accountable means being responsible, and as a consequence taking the blame when something goes wrong. To be accountable is to be answerable for your acts and omissions, this is the approach adopted by the Nursing and Midwifery Council (NMC) the nursing regulatory body. It states within its code â€Å"You are personally accountable for your actions and omissions in your practice and must always be able to justify your decisions† (NMC, 2008). Therefore accountability is being answerable for your acts to a higher authority with whom you have a legal relationship. A wider view of accountability is defined as an inherent confidence as a professional that allows a nurse to take pride in being transparent about the way he or she has carried out their practice (Caulfield, 2005). In order to provide maximum protection to the public and patients against misconduct of registered nurses, four areas of law are drawn together which individually hold you to account. These are society through public law, patient through tort law, employer through the contract of employment and profession through statute law, such as the NMC. This assignment will reflect on the work and study carried out within the Accountable Practitioner module including lectures and facilitated group sessions in which reflective diaries were completed [see appendix I-IV]. By completing a Root Cause Analysis (RCA), a system used to find flaws and opportunities for improvement of health care, on the Pamela Scenario, it was highlighted that the theme ‘consent’ was an area of concern (Transition to Practice, 2012). I will therefore be looking into the three pillars of accountability which are professional, legal and ethical and relating each of these to my chosen theme and applying this to the Pamela Scenario. Professional Accountability Professional accountability consists of an ethos in nursing that is based on promoting the welfare and wellbeing of patients through nursing care. This all comes together within the heart of nursing. Within our group sessions we discussed who registered nurses are accountable to, these being through the provisions of the Nurses, Midwives and Health Visitors Act 1997 and the Nursing and Midwifery Order 2001. The NMC was established under these provisions in 2002 to protect the public by establishing standards of education, training, conduct and performance for nurses to ensure these standards are maintained (Nursing and Midwifery Order, 2001). Professional accountability allows nurses to work within a framework of practice and follow principles of conduct set out by the NMC that maintain the patients trust in the individual nurse and nursing as a whole (Caulfield, 2005). Obtaining consent affirms the patient’s right to self-discrimination and autonomy. The NMC code of professional conduct has a separate section on consent (NMC, 2002). Clause 3 requires that ‘as a registered nurse, midwife or health visitor you must obtain consent before you give any treatment or care’. The professional duty recognises the value of autonomy in clause 3.2 and states that a refusal to receive treatment must be protected even where this may result in harm or death to the individual. The professional duty also requires that the nurse gives information that is accurate and truthful and this must be presented in a way that is easily understood (Bowman, 2012). Within the Pamela scenario there is no suggestion as to whether consent was gained. At the beginning of her care, when she was admitted to an orthopaedic ward they suggested a skin traction should be applied to the affected limb, however no consent was gained and the staff on the ward took it upon themselves to determine whether this was the best action. Within our group we discussed that at this point Pamela was mentally capable of giving informed consent [see appendix II]. Pamela later became very agitated and confused and was eventually referred for a CT scan which showed findings of Alzheimer’s disease. From this point onwards there is no evidence to suggest that consent was gained from someone with capacity following the Mental Capacity Act (2005) where they state â€Å"a person is unable to make a decision for themselves if they are unable to: understand information given to them, retain that information, use or weigh that information as part of the process in making a decision and communicate that information†. In this instance it is not possible to determine whether Pamela was able to give informed consent herself or whether any family members gave this for her. Professionally the staff within the ward that made this decision on her behalf would be held accountable. Legal Accountability The law is a major area of accountability for nursing practice. The law is a set of rules, regulations and cases that provide interpretation of the rules and regulations that apply to society. There are very clear penalties for anyone, including nurses, who fail to follow the rules set out by law. Within our group sessions we discussed the two systems of law within the UK [see appendix I]: civil law and criminal law, each one consists of its own structure and different rules apply for each system (Young, 2008). The types of civil law that affect accountability in nursing practice include disputes with employers, cases of patients suing due to allegations of negligence and cases where a nurse sues her employer due to injury at work. All these cases are heard in civil courts and the judge can award compensation. Criminal law is the system designed to assess that rules set out by parliament are followed. The acts of parliament deal with issues such as medicines, suicide, organ and tissue donation, mental health and decisions about health care where a person does not have the capacity to make their views known. Criminal penalties include fines or imprisonment (Caulfield, 2005). The law recognises that adults have a right to determine what will be done to their bodies. Touching a person without consent is generally unlawful and will amount to infringe to the person or, more rarely, a criminal assault. Unlike other civil wrong doings such as negligence which requires harm, any unlawful touching is actionable despite whether being done with the best of motives (Tingle and Cribb, 2007). When obtaining consent, you must ensure that the patient agrees with all the treatment intended to be carried out. Proceeding with treatment that the patient is unaware of, or has refused to agree to will be a trespass to the person and actionable to law. Nurses must therefore take care to explain all the treatment or touching that will occur when obtaining consent from a patient and ensure that any additional treatment is subject to further consent (Savage and Moore, 2004). â€Å"Consent is an expression of autonomy and must be free choice of the individual. It cannot be obtained by undue influence† (Griffith and Tengnah, 2010, p.82). In law, undue means that the influence must remove the patient’s free will and be so forceful that the patient excludes all other considerations when making their choice. It is an established part of law that no treatment may be given to an individual, whether it be clinical or nursing unless the patient has consented (Johnstone, 2009). Therefore as consent was not gained within the Pamela scenario when deciding whether to apply traction to her leg the doctors and nurses involved in making the decision on her behalf would be held legally accountable and could face criminal prosecution. Within our facilitated group sessions we discussed the following established principles which must all be satisfied before consent is sufficient [see appendix III]: ‘consent should be given by someone with capacity’. Within the scenario it is stated that Pamela was diagnosed with Alzheimer’s disease, however the family were not asked to consent on her behalf following the Mental Capacity Act (2005). ‘Sufficient information should be given to the patient’ is the second principle. Pamela’s family state they were unaware of what was happening with her care and within the complaints letter, Pamela’s daughter states staff did not give her relevant information even when Pamela was  diagnosed with Alzheimer’s. The third principle ‘the consent must be freely given’, due to the staff not gaining any consent and taking the decision into their own hands this principle like the previous two was also not followed. The negligence and consent alone within this scenario would place the staff involved directly into legal accountability. Ethical Accountability Accountability is an important ethical concept because nursing practice involves a relationship between the nurse and the patient (Fry, 2004). Within our group sessions we discussed Beauchamp and Childress (2001) who developed a framework which offers a broad consideration of ethical issues. This consists of four principles: respect for autonomy which means respecting the decision-making capacities of autonomous persons; enabling individuals to make reasoned informed choices. Beneficence,  this considers the balancing of benefits of treatment against the risks and costs; the healthcare professional should act in a way that benefits the patient. Non maleficence, this means  avoiding the causation of harm, the healthcare professional should not harm the patient. All treatment involves some harm, even if minimal, but the harm should not be disproportionate to the benefits of treatment. And finally, justice, this includes distributing benefits, risks and costs fairly, the notion that patients in similar positions should be treated in a similar manner. Consent is a moral and legal foundation of modern health care. Treatment that proceeds without consent of the patient immediately requires a thorough moral investigation. Despite the fact that consent may have been given it is important to ensure this means more than the mere fact a form has been signed. The main role of consent is to protect patients and in particular to protect their status of autonomy and enable them to remain in control of their own lives (Fry and Johnstone, 2008). In ethical terms, consent is important because it demonstrates respect for autonomy, therefore through participating in a consent process the person’s autonomy may be further enhanced by having the choice to accept or decline care. For some individuals their ability to consent may be compromised by their position within their cultural group. For example, women within certain cultures might have the capacity to consent but would not expect to have the right to  determine what happens to them (Chadwick and Tadd, 2003). If consent was not gained and treatment was carried out on a person within an ethical group who did not agree to the treatment, then that person would be held ethically accountable. In the scenario, nurses did not apply skin traction to Pamela’s leg despite the admitting doctor suggesting that it be applied. Ethically, this related to non-maleficence as it can be assumed the traction was not applied due to the treatment having a conservative nature and the nurses believing it would be of no benefit to Pamela in regards to pain relief. Also a large majority of care was carried out after Pamela was diagnosed with Alzheimer’s which leaves her vulnerable to treatment being carried out without consent from her or her family. Conclusion Throughout the module I have developed my awareness of the professional, ethical and legal issues that are associated with providing accountable health and social care. I was able to reflect on my own learning and development as an accountable practitioner and participate in the facilitated group sessions. I have increased in confidence and developed communication skills by having the opportunity to speak and voice my opinion in front of other colleagues; this will enable me to participate in handover and various team meetings whilst out in practice. Analysing the scenario in groups enabled me to gain a clearer understanding into the issues raised and this allowed the assignment to be completed with confidence. I was able to strengthen my ability to appraise and use related evidence based literature to back up my statements which were from a variety of sources. Finally, being able to choose our own theme from the scenario enabled me to have a greater awareness of consent which will benefit me when out in practice. Part B I shall be using the Gibbs Reflective Cycle (1988) to reflect upon a critical incident that I have witnessed out during a ward based placement. The Gibbs reflective cycle suggests that theory and practice supplement each other in a never-ending circle which was coined from Kolb’s experiential learning  cycle. By using the Gibbs reflective cycle I shall be looking into how I felt during the time, what I felt and thought after the incident and most importantly what I would do differently next time. Event The incident I will be looking back on occurred whilst on placement within an orthopaedic ward when I was given the opportunity to assist a registered nurse on her drug round. I had previously assisted her on drugs rounds she was happy for me to administer the medication which was Enoxaparin on this particular patient. As I joined her with the drug round part way through, due to helping another patient she had already confirmed the patients name and date of birth and the patient had verbally consented to the administration and therefore I was told me to just administer it. I followed all the relevant policies and procedures whilst administering the medication however I did not understand why the registered nurse would allow me to administer the drug without myself gaining consent from the patient to ensure he was happy for a student nurse to carry out the administration. I therefore explained to the patient that I was a student nurse and I had previously carried out an administration of enoxaparin but explained to him that I would not be offended if he was not happy for me to administer the drug myself. I had been looking after this patient over a number of days and had therefore gained his trust so he verbally consented to me administering the drug and allowed me to continue. Thoughts and Feelings Whilst I was administering the medication I felt very confident as I had administered a number of these previously and also having a patient who was happy for me to carry this out enabled me to complete this competently. The patient also spoke to me throughout about his personal life so I was reassured that he was not feeling worried or anxious and therefore placed me in a confident frame of mind. The registered nurse was also shadowing me whilst I administered the drug so I was happy I was not going to make a mistake. Evaluation There was nothing bad about this experience apart from the confusion of the registered nurse telling me not to follow protocol and double check his date of birth and consent, however I felt I did the correct thing. I enjoyed administering the Enoxaparin as I felt it would enhance my experience and it was good practice for me, especially as this drug was a very common drug used within most hospital wards. Analysis Although I felt confident administering the Enoxaparin, I did not feel all that confident when asked to administer the medication without checking the patient’s name and date of birth and gaining consent which is a vital protocol of administration of medicines set out by the NMC (2010). Looking back I should have voiced my concerns and asked why she did not want me to confirm these; however I did not want to question my mentors’ experience or authority. A number of accountability issues were raised within this practice in which I later discussed with my mentor so I could confirm I did the correct thing. The Nursing and Midwifery Council (NMC) states that the administration of medicines is a vital aspect of professional practice for registered nurses which are to be performed in strict compliance with the written prescription of a medical practitioner requiring exercise of professional judgement (NMC, 2010). The NMC (2010) also state within their consent code â€Å"To make the care of people their first concern and ensure they gain consent before they begin any treatment or care† I did carry out this principle although asked not to by the nurse I was working with. If I did not carry out these checks although only a student nurse I would still be held accountable for my actions when I knew this was against protocol. Conclusion As a student nurse it is acceptable to assist with drug ward rounds and administering medications, however when I was asked to administer the medication without the patients identity confirmed and consent gained I should have said I did not feel comfortable with the task as it was not working in conjunction with the NMC’s standards of medicines administrations  but I would observe. When teaching a student and to improve general practice overall the nurse in question should have asked me to confirm the patients name and date of birth and gained consent before administering the medicine. Although there was no issue with administering medicine to the wrong patient or any ethical issues due to not gaining consent on this day, this could have been a very big nursing error causing a potentially big problem with accountability on my behalf. Action Plan As a student nurse it is important to take opportunities to learn new skills when following a mentor that you might not necessarily feel entirely confident with however ultimate responsibility remains with me if I do not feel confident in the situation that I have been assigned. Although I was confident with the task in hand I was not happy with the way I was asked to carry out this procedure by missing out vital NMC code protocols. The only thing I would have done different in this situation would be to say I did not feel comfortable with administering medication to a patient without carrying out the relevant checks and I should have confronted the nurse in question and asked why she did not tell me to ask for these details. Although she had carried these out previously she did not explain to the patient that I was a student nurse and this could have gone very wrong. If placed in this situation again I would not change anything which I personally did myself, I would still follow the NMC guidance on medicines administration (NMC, 2010) which therefore takes me out of the accountability question if anything was to go wrong, however I would confront the nurse and ask why these checks were asked to be skipped. References Beauchamp, T and Childress, J. (2008) Principles Biomedical Ethics. 6th ed. Oxford: Oxford University Press. Bowman, D. (2012) Informed Consent: A Primer for Clinical Practice. Cambridge: Cambridge University Press. Caulfield, H. (2005) Accountability. Oxford: Blackwell Publishing. Chadwick, R and Tadd, W. (2003) Ethics and Nursing Practice: A Case Study Approach. Hampshire: Palgrave Macmillan. Fry, ST. (Ed.) (2004) Nursing Ethics: Encyclopaedia of Bioethics. 3rd ed. New York: Macmillan. Fry, ST and Johnstone, MJ. (2008) Ethics in Nursing Practice; A Guide to Ethical Decision Making. 3rd ed. Oxford: Blackwell Publishing. GIBBS, G. (1998) Learning by Doing: A Guide to Teaching and Learning. London: FEU Griffith, R and Tengnah, C. (2010) Law and Professional Issues in Nursing. 2nd ed. Exeter: Learning Matters Ltd. Johnstone, MJ. (2009) Bioethics: A nursing perspective. 5th ed. Sydney: Elsevier. Nursing and Midwifery Council (NMC) (2002) Code of Professional Conduct. London: NMC. Nursing and Midwifery Council (NMC) (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives. London: NMC. Nursing and Midwifery Council (NMC ) (2010) Standards for Medicine Management. London: NMC. Nursing and Midwifery Council (NMC) (2010) Regulation in Practice: Consent. London: NMC. Nursing and Midwifery Order (2001) Article 3. London: NMC. Savage, J and Moore, L. (2004) Interpreting Accountability. London: Royal College of Nursing. Tingle,J and Cribb, A. (2007) Nursing Law and Ethics. 3rd ed. Oxford: Blackwell Publishing Transition to Practice (2012) Root Cause Analysis Steps. [online] Available at: http://transitiontopractice.org/files/module4/QI%20-%20Root%20Cause%20Analysis%20steps.pdf [Accessed 12 September 2012]. Young, A. (2008) Review: The legal duty of care for nurses and other health care professionals. Journal of Clinical Nursing. 18: pp. 3071-3078. Bibliography Confidentiality Act (1991) Great Britain. London: HMSO. Data Protection Act (1998) Great Britain. London: HMSO Hendric, J. (2000) Law and Ethics in Nursing and Health Care. Cheltenham: Stanley Thornes Ltd. Nursing and Midwifery Council (NMC) (2006) Standards of Proficiency for Nurse and Midwifery Prescribers. London: NMC Royal College of Nursing (RCN) (2006) Nurses and Medicines Legislation: An Information Paper. London: NMC. Reeves, M and Orford, J. (2002) Fundamental Aspects of Legal, Ethical and Professional Issues in Nursing. Wiltshire: Mark Allen. Tschudin, V. (1996) Ethics: Nurses and Patients. London: Bailliere Tindal. Watson, R. (1995) Accountability in Nursing Practice. London: Chapman and Hall. Appendices Appendix I Personal Diary Sheet 1 (25/06/12) Appendix II Personal Diary Sheet 2 (09/07/12) Appendix III Personal Diary Sheet 3 (16/07/12) Appendix IV Personal Diary Sheet 4 (23/07/12)

Comparison and Contrast between the Chicago Bears and Green Bay Packers Essay

The rivalry between the Chicago Bears and Green Bay Packers of the National Football League is a tale of two iconic franchises engaged in a figurative war. No guns or bullets, just pigskin and gridiron. The tussle between these two major leagues has been long going and is one of the longest in the National Football League. While the Bears seem better advantaged with their 92 wins, 88 losses and 6 ties against the Green Bay Packers, Packers have won in all their last six encounters with the Bears since 2011. What reinforces the rivalry even further are the more Superbowls, NFL titles and the Conference titles the Packers have clinched in comparison with the Bears. The rivalry may seem long lasting and is expected to last even longer, but these two rivals share similarities. Both the Chicago Bears and the Green Bay Packers were each established in 1919. The Bears franchise was founded in Illinois in 1919 before moving to Chicago in 1921. On the other hand, the Green Bay Packers is currently based in Wisconsin and was founded in 1919. Together with the Bears, the Packers are among the oldest franchises in the NFL. Considering their location, both franchises are members of the same division of the NFC (National Football Conference) in the National Football League (diffen.com). When it comes to differences both the rivals have a number of differences than similarities. One difference is in ownership. The Bears is privately owned with Virginia McCaskey and her family controlling 80% of the franchise, Patrick Ryan, the chairman of Aon Corp, and Andrew McKenna, Aon director, 19.7% of the franchise. On the other hand, the Packers is a non-profit, community owned team, the only professional sports team with such ownership in the United States. Yet another difference between the two rivalries is with their team colors. Pride of any team is with their team colors. The team colors of the Bears are Navy blue, burnt orange, and white while the Packers are noticed with their Dark green and yellow. It is a law that no two teams in the NFL should have the same team colors for ease of identification and to foster sense of belonging among the team fans. For these two rivals, their team colors are a black and white affair, a sky-earth phenomenon considering that the team colors of the Bears is bright compared with that of the Packers that is rather dull. With such colors, one would understand the rivalry (diffen.com). A final difference between the two rivalries is with regard to their fan base. The Bears are reputed a having the most devoted fan base as compared with the Packers. Research places Bears at the sixth place regarding their Fan Equity rankings, which is basically a measure of brand equity centered on fans enthusiasm to financially support the team. The Packers on the other hand have an equally good Fan Equity rankings, but not as much as Bears, this according to research. While the Packers are highly placed in analysis on the NFL Social Media Equity, the Bears do not appear anyway in the top five. In conclusion, apart from their similarity in terms of their respective founding dates and their placement in the same division, both teams also share the similarity of having a penchant for competition. From their respective successes, it is evident that both rivals are highly competitive in setting records. They would stop at nothing in their bid to outperform each other. This fact makes for a better rivalry that is expected to last and make their meets eagerly anticipated and talked about. References Diffen. Chicago Bears vs. Green Bay Packers. Accessed on 25 November 2014. Retrieved from http://www.diffen.com/difference/Chicago_Bears_vs_Green_Bay_Packers Source document

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Taxation - research Paper Example | Topics and Well Written Essays - 250 words

Taxation - - Research Paper Example It is important to align alimony payments on both parties, in that the amount received by the spouse from the ex is the same. This is advisable to avoid any audit by the IRS. As concern the issue of Adam Smith, its total payment to Judy was $45,000.02, this constituted both child support and unallocated maintenance. However, Adam claimed alimony payment of $ 41,695 during that period. Since not all payments made to Judith constitute alimony payment it is thus right for the IRS to divide the amount of $41,695 into alimony payment and other payments including child support, thus the amount of alimony claim should be $15,552. Adam should claim this amount from the IRS as tax deductible. To avoid future problems like this it is important to classify the amount of alimony payment from other payments like child support etc. it is important also that both the spouses file separate tax returns as a perquisite to alimony payments. Child support is never deductible. Since Adam’s decree provided for both alimony and child support and he paid less than the total required, the payment applies first to child support hence the amount of $26,143and the remaining amount is considered alimony

These other packet provides information Essay Example for Free

These other packet provides information Essay Nmap done tells you how many IP addresses were scanned and how long it took 8. How many total IP hosts (not counting Cisco device interfaces) did Zenmap GUI (Nmap) find on the network? 5 IP host on the network 9. Based on your Nmap scan results and initial reconnaissance and probing, what next steps would you perform on the VSCL target machines? Use the file transfer buttons to download the Lab #1 LMAP scan. xml and Lab #1 topology fisheye chart. pdf Soft copy of the Zenmap GUI Intense Scan report in XML format . xml Topology fisheye bubble chart in PDF format Perform a Vulnerability Assessment Scan Using Nessus This lab demonstrates the first three steps in the hacking process that is typically performed when conducting ethical hacking or penetration testing. The first step in the hacking process is to perform an IP host discovery and port/services scan (Step 1 : Reconnaissance and Probing) on a targeted IP subnetwork using ZenMap GUI (Nmap) security scanning software. The second step in the hacking process is to perform a vulnerability assessment scan (Step 2: Scanning) on the targeted IP subnetwork using [emailprotected] vulnerability assessment scanning software. Finally, the third step in the hacking process (Step 3: Enumeration) is to identify information pertinent to the vulnerabilities found to exploit the vulnerability. 1 . What is the application Zenmap GUI typically used for? Describe a scenario in which you would use this type of application. This application is used to perform an intense scan of all 36 test scripts using the profile selection or you can Just select a specific IP address using the Target selection. I would use this application to determine the vulnerability of my computer by completing an assessment scan of my ntire system. 2. Which application is used for Step 2 in the hacking process to perform a vulnerability assessment scan? Nmap-Zenmap GUI 3. What must you obtain before you begin the ethical hacking process or penetration test on a live production network, even before performing the reconnaissance step? Create a custom Security Policy 4. What is a CVE listing? Who hosts and who sponsors the CVE database listing website? CVE listing is standardized identifiers for common computer vulnerabilities and exposures. Cybersecurity and Communications at the U. S. Department of Homeland Security, the MITRE Corporation 5. Can Zenmap GUI detect which operating systems are present on IP servers and workstations? Which option includes that scan? Yes, service info: OS: Linux 6. If you have scanned a live host and detected that it is running Windows XP workstation OS, how would you use this information for performing a Nessus vulnerability assessment scan? I would know that would be able to perform this scan 7. Once a vulnerability is identified by Nessus, where can you check for more information regarding the identified vulnerability, exploits, and the risk mitigation solution? Ports/Protocols, 443/tcp, Plugin Name: Service Detection 8. What is the major difference between Zenmap GUI and Nessus? Nessus scans for vulnerabilitys and Zenmap GUI is used to map network host within an open port. 9. Why do you need to run both Zenmap GUI and Nessus to perform the first three steps of the hacking process? The Zenmap has already run an intense scan on the 254 IP address to map out the network which makes Nessus able to find the vulnerability located within the 254 IP address. Zenmap GUI scan report in soft copy with your notes on what you found Nessus vulnerability scan report in HTML soft copy

The Effects Of Gibberellic Acid

The Effects Of Gibberellic Acid The main objective for this experiment was to examine the effects of Gibberellic Acid which is a plant hormone on different genotypes of a plant called Brasscia rapa, which included wild type, petite, elongate, and rosette. The wild type and petite have the same amount of Gibberellic Acid, but the elongate over produces it and rosette under produces it. The experiment was placed on top of a wick, while the wick is leading the underneath to keep the plants moisturized. The project took place over eight days. Each group member came in each day and measured the height plant growth with a small ruler in mm. We recorded the information and collected them into a chart. Introduction: A hormone is a chemical that is released on cell or part of a body and travels to some target cell where a receptor protein will bind that hormone and trigger of some change within the cell of the receiving cell. Since plant dont have a nervous system, hormones are the major way that plant tissues communicate each other (Campbell Reece, 2010). Gibberellic Acid is plant hormone that occurs in plant growth. Gibberellic Acid also known as GA3 is involve in stem elongation and increasing the size of plant parts. GA3 works on germination by supporting growth in the embryo of a seed. In other words, GA3 causes quick germination of the seed and break out of dormancy (Seed Dormancy and Effects of Plant Growth). They are also involve in having the plant become active again if they loose their leave during the winter. The main focus for this experiment is to prove how much hormones effect the plant growth. Cycocel is plant growth that provides height control by reducing stem elongation. When shoots and stems are treated with Cycocel, they are more impact and stronger with deeper green growth. Cycocel inhibits GA3 from elongating the stems of the plants (The Effects of Gibberellic Acid and Cycocel on The Growth of Cultured Leaf Tissue). The plant that was used for this experiment was Brassica rapa plant. It is a fast growing plant, complete its life cycle in around forty days also mostly related to the mustard group. There were four different genotypes used to complete this experiment. They were wild type, petite, and rosette(McKeon and Warren, 2012). The rosette plant is much shorter than a wild type plant. The elongated is much taller than a wild-type plant. The petite plant is about half as tall as a wild-type plant. Three different experiments were done on the genotypes. First water was added to the control, second the Gibberellin Acid 3, and then Cycocel was added to the genotypes. Then comparison was made to their growth to see much they were affected. The purpose of this experiment was to make a comparison of the effects of the GA3 and Cycocel on brassica plants. Then this will allow us to measure the growth of the plants. The hypothesis for this experiment is that when adding GA3 to the rosette of Brassica rapa the plants will increase in its height compared to the plants that have just water when adding GA3 to the wild type of Brassica rapa the plants will again increase in it height compared to the plants that have just water added to them. Material and Method: The four different genotype used for this experiment were wild type, petite, and elongated, rosette. The plants were planted in Styrofoam container that had squares and each square had one plant planted on. The Styrofoam was placed firmly on top of a wick material that led to water under the plants (figure 1). The wick absorbs water and carries it into the plants and this provides a constant source of water for the fast plants. The plants were divided into three separate sections because they were sprayed with three different solutions: water for control, Gibberellic Acid (100ppm solution), and Cycocel (1:100 dilution) or B-Nine (McKeon and Warren, 2012). A tube was placed around the plant and sprayed three times over the plants. The tube was used in order to protect the other two plants. A small ruler was used to measure the plants. The plants were measured once a day for eight days in mm, they were measured from the top of the Styrofoam to the top of the plants. We followed their growth and effect of the solutions against the plant for eight days, and then we organized the information into graphs to compare their growth for eight days. Figure 1 Plant Set-Up and Treatments: This is the actual setup for the plants. Each square was planted with one plant. Results: These graphs were collected from the experiment and the measurements were done in mm. Figure 2 Wild Type Treated Growth Chart: This explains the growth for the wild type when Brassica rapa plants are treated with GA3 and Cycocel. As this figure shows, the GA3 treated plants grew much bigger than the other plants. The Cycocel did not grow as big as the GA3. Figure 3 Petite Treated Growth Chart: This result is from the petite of the Brassica rapa. The graph shows that the results look similar to figure2. The GA3 treated plant expanded its growth but the Cycocel treated plant did not. Figure 4 Elongated Treated Growth Chart: These results are from the experiment of Elongated of brassica rapa. It shows that GA3 treated plants are still expanding and the control seems to be expanding too but not as much as the GA3 treated plants. Overall, the control and the GA3 grew a lot taller than the Cycocel treated plants. Figure 5 Rosette Treated Growth Chart: these results show the Rosette of Brassica rapa experiment. It shows that GA3 treated plants show the most growth. They also show that there were small differences between the control plants and the Cycocel treated plants. They grew in unity together, but the Cycocel has only small effects on the plants. Discussions: For the results for the wild types experiments, the plants that were treated with the GA3 solution grew an extraordinary amount compared to the control. They grew about 2 mm a day. The plants that were treated with Cycocel solution grew about the same as the control. This shows that the Cycocel treated plants did not have that great effect on the plants metabolism. At the end of experiment the control a little more than the Cycocel treated plants, as seen in Figure 2. The results of Petite experiment were roughly the same as the Wild Type. The plants that were treated with the GA3 solution grew a few mm more than the control and the Cycocel treated plants. As Figure 3 show, the control and the Cycocel treated plants grew equally. On the final day of the experiment, the control showed a dramatic increase in its growth, but the Cycocel treated plants did not increase at all, as seen in Figure 3. The results for elongated experiment were a little different from the other two experiments. The GA3 treated plants grew even more. The control grew a large amount of growth. The Cycocel treated plants had a very small amount of growth compared to the other two experiments, as seen in Figure 4. The final experiment that was completed was the Rosette of Brassica rapa. The experiment showed the most growth with GA3 treated plants. The Cycocel treated plants and the control grew almost at the same length in each experiment, as seen in Figure 5. The results of the experiment do support the hypothesis. It was hypothesized that if we add GA3 solution to the Rosette of Brassica rapa the plants will increase in its height compared to the plants that have just water. It was also hypothesized that if we added the GA3 to the Wild Type of Brassica rapa the plants will again increase in it height compared to the plants that have just water added to them. The GA3 solution added to Rosette and The GA3 added to the Wild Type did increase in every experiment until the last. Conclusion In conclusion, experiment show the GA3 does effect the growth of the plant, but only it is only effective when it is used to treat it with plants. When GA3 is added to a plant with an equal amount of gibberellins, it increases its growth compared to the plants treated with water. The experiment also shows that GA3 is extremely important in germination of seed and plants. Literature Cited : Bristow, Michael. The Effects of Gibberellic Acid and Cycocel on The Growth of Cultured Leaf Tissue. 20 Dec. (1965): 1-8. Print. McKeon Sr, Brian, and James T. Warren Jr. Biology 240: Form and Function A laboratory Manual. 8th ed. Penn State Erie, The Behrend College: School of Science, Biology Program, 2012. 41-43 Reece, Jane B., Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, and Robert B. Jackson. Campbell Biology. 9th ed. San Francisco: Benjamin Cummings, 2010. Yomi, Fadimu O. Seed Dormancy and Effects of Plant Growth Substances on the Seeding Growth of Hog Plum (Spondias mombin) Linn.. Apr. (2011): 1-2. Print.

Kirkpatricks Evaluation Of Training Management Essay

Kirkpatricks Evaluation Of Training Management Essay Kirkpatricks model of evaluation is being applied. This model consists of four levels of evaluation. The first level is the reaction level in which the reactions of the trainees are understood to mean the way in which they perceive and subjectively evaluate the relevance and quality of the training. It attempts to answer questions regarding the participants perceptions Did they like it? Was the material relevant to their work? This type of evaluation is often called a smileysheet. According to Kirkpatrick, every program should at least be evaluated at this level to provide for the improvement of a training program. At this level, evaluation measures the satisfaction of the people who followed the training. In conjunction with that, positive reactions are of critical importance in creating sufficient learning motivation. In this sense, the participants reactions have important consequences for learning (level two). Although a positive reaction does not guarantee learning, a negative reaction almost certainly reduces its possibility. Learning can be described as the extent to which the attitudes of the participants change, their knowledge increases or their skills are broadened as a consequence of the training. This is a second level of evaluation of learning behavior whereby evaluation is intended to measure the progress made in terms of knowledge, skills or attitudes. In other words, evaluation tests the participants to see whether new skills have been acquired. At this point, evaluation can relate to the method used to transfer the knowledge, skills and attitudes. To assess the amount of learning that has occurred due to a training program, level two evaluations often use tests conducted before training (pretest) and after training (post test). Assessing at this level moves the evaluation beyond learner satisfaction and attempts to assess the extent students have advanced in skills, knowledge, or attitude. Measurement at this level is more difficult and laborious than level one. Methods range from formal to in formal testing to team assessment and self-assessment. If possible, participants take the test or assessment before the training (pretest) and after training (post test) to determine the amount of learning that has occurred. A third evaluation level is that of changes in job behavior or performance. This involves studying the change in job behavior which takes place as a result of the training. Evaluating at this level attempts to answer the question Are the newly acquired skills, knowledge, or attitude being used in the everyday environment of the learner? At this point, evaluation sees whether tasks are performed differently before and after the training. In order for positive reactions and learning effects actually to lead to changed job behavior, the transfer of acquired skills to the work situation must especially be ensured. The quality of this transfer is strongly dependent on the support the participant receives after the training, especially from his immediate supervisor or coach. From a study by Bergenhenegouwen, which explain the low effectiveness of training courses, are found in this area in which immediate bosses who have more of a discouraging effect, who themselves do not set a satisfact ory example or provide insufficient supervision. For many trainers this level represents the truest assessment of a programs effectiveness. However, measuring at this level is difficult as it is often impossible to predict when the change in behavior will occur, and thus requires important decisions in terms of when to evaluate, how often to evaluate, and how to evaluate. Level four evaluation attempts to assess training in terms of organizational results. At this point, evaluation checks how the results are evaluated at the end of the training initiatives. An evaluation of the results therefore measures the progress made at organizational level. Frequently thought of as the bottom line, this level measures the success of the program in terms that managers and executives can understand increased production, improved quality, decreased costs, reduced frequency of accidents, increased sales, and even higher profits or return on investment (ROI). From a business and organizational perspective, this is the overall reason for a training program, yet level four results are not typically addressed. Determining results in financial terms is difficult to measure, and is hard to link directly with training. According to Kirkpatrick, the subject of evaluation or the level at which evaluation takes place is dependent on the phase during which the evaluation takes place. In Kirkpatricks four- level model, each successive evaluation level is built on information provided by the lower level. Assessing Training Needs often entails using the four-level model developed by Donald Kirkpatrick. According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next levels evaluation. Thus, each successive level represents a more precise measure of the effectiveness of the training program, but at the same time requires a more rigorous and time-consuming analysis. 3.2. Transfer of Training Training transfer generally refers to the use of trained knowledge and skills back on the job. Baldwin Magjuka mentioned that for transfer to occur, learned behavior must be generalized to the job context and maintained over a period of time on the job. Meanwhile, Saks Haccoun views training transfer is the generalization of knowledge and skills learned in training on the job and the maintenance of acquired knowledge and skills over time. According to the transfer of training framework by Saks Haccoun, the transfer of training activities could be segregated into three phases which is before, during, and after training to facilitate and improve the transfer of training. However, for the purpose of this study, only transfer of training after training is being applied. In this case, the management must ensure that trainees have immediate and frequent opportunities to practice and apply what they learn in training on the job. The management should also encourage and reinforce trainees application of new skills on the job. There are many other things that managers do to facilitate transfer such as develop an action plan with trainees for transfer and show support by reducing job pressures and workload, arrange practice sessions, publicize transfer successes, give promotional preference to employees who have received training and transfer, and evaluate employees use of trained skills on the job. The trainer should conduct follow-up or booster sessions following a training program. Trainers should maintain their involvement in the training and transfer process by conducting field visits to observe trainees use of trained skills, provide and solicit feedback and provide continued support and assistance to trainees. Trainees should be able to use new knowledge and skills on the job as soon and as often as possible. At the same time, trainees should meet with their supervisor to discuss opportunities for transfer. Trainees might also establish a network of peers who also attended a training program that can provide assistance and support each other for using their trained skills on the job. Trainees should also set goals for practicing their newly acquired skills on the job. 3.3. Factors Influencing the Effectiveness of Training and Development In the real world, there are some other factors that influence the effectiveness of training and development in an organization. One of them that have been identified by Haywood is the human resource policy of training and development. He mentioned that too many training program place emphasis on ease and the very purpose behind the design of programs namely, learning, skill development and behavioral change, has defeat the original purpose and goals of training are lost and the means all too readily becomes the end. Furthermore, the human resource policy would determine a clear link between training and an organizations career development and reward system in which training might leads to recognition and advancement. Indeed, the trainers capabilities as a subject matter expert would determine the effectiveness of training and development. Training programs can be trivialize if the organization hiring unqualified trainers that could defect the transfer of learning to the employees. In addition, employees attitude and motivation are one of the factors that might influence the effectiveness of training and development. Therefore, the positive attitude should be foster through the constant emphasis on team building program to enhance the employees motivational effort. In relation to this, the employees motivation in transfer and transfer climate are crucial to ensure the effectiveness of training and development. Finally, the commitment of top management to the training and development is critical to its success. Organizations whose top management view training as a way to meet organizational goals by making sure that employees take an active part in the delivery of training and in the planning of training objectives; and by maintaining a financial commitment to training.

Arguments Against Distance Learning :: Teaching Education

There have been many critics that strongly advocate against the use of distance learning in elementary schools. With the increased availability and choice of new technology, comes many new concerns about the quality of instruction and the threat it may pose to the already established methods of teaching. Many believe that this new teaching method may replace the existing classroom all together, and won’t give students the adequate face-to-face contact they need. Most critics fear that â€Å"ineffective face-to-face teaching methods could be made even worse when they become technology based† (Truell, 2001, p46). The computer and internet have become dominant distance learning technologies, and hold the potential to take away from the human aspect of learning, so students do not learn the proper social skills they need to develop early on. Children need to learn to interact with one another, and function properly in a social setting, they learn this primarily within the classroom, and if these classroom settings are altered by distance learning, then they will no learn how to function in the normal social school setting. Many critics also say that all schools do not have the appropriate technological support and infrastructure to make distance learning programs effective for students. Since all schools do not have the tools and financial means needed to establish and support effective distance learning programs, they would not be able to keep up with the advancing technology in education, and therefore their students would not receive the same advantages as other students in the schools around them (Ravaglia & Sommer, 2000). Greenwood (1998) states that schools using distance learning are just contracting out their educational responsibilities and that such courses result in the elimination of teaching jobs. He feels that by using distance learning to teach students, they are minimizing the teacher’s job of actually teaching the stud ents and designing lesson plans, and therefore slowly eliminating the need for teachers in the classroom at all. It is thought that there is more emphasis being placed on teaching than learning, and as a consequence schools are using distance education as merely a means to extend the classroom walls . While the critics of distance learning feel that this is just a way for schools to educate students, and relieve themselves of their responsibilities, there has been even more substantial evidence that these programs improve the elementary curriculum, rather than replace it altogether.

Jacque Onassis :: essays research papers fc

JACQUELINE LEE BOUVIER KENNEDY ONASSIS Jackie Kennedy will always be remembered for her courage after her husband’s death. Few people know what her life was actually like. In this paper I hope to inform you about the good and bad times of Jackie’s long and at some times treacherous life.   Ã‚  Ã‚  Ã‚  Ã‚  Jacqueline Lee Bouvier Kennedy Onassis was born July 28, 1929. She was the oldest of two daughters born to Janet and Jack Bouvier . She grew up with her parents fighting constantly. Only months after her sister was born her parents got a divorce. Most of her classmates and teachers thought that the divorce was the reason Jackie acted up in class. Her mother said it was because Jackie finished all her work before the other children and she just got bored. In 1942, when she was thirteen, her mother married Hugh Auchincloss. Jackie divided her time between her father’s home, â€Å"Merrywood† and McLean, Virginia where her mother lived. Jackie’s junior year of high school she convinced her mother and stepfather to let her study in France for the year. They agreed and soon four of her classmates and her were on their way to France. When in France Jackie found a love for foreign countries that would help in the future. When Jackie came home she foun d out that she had won a photography contest for â€Å"Vogue† magazine. She was invited to work as a photographer for the magazine. Her stepfather thought it was a bad idea and talked her out of it. After Jackie graduated from high school she went to George Washington University where she studied photography. After she graduated her stepfather got her a photography job for a newspaper in New York. Not long after she started she convinced her boss to also let her write columns. In 1942 Jackie met and fell in love with John Husted. They soon got engaged, but her friends and family were skeptical. They thought that Jackie and John didn’t share anything in common. They convinced Jackie to call off the engagement. After she called off her engagement Jackie met John F. Kennedy who was running for senator of Massachusetts. In April of 1953 John was sworn-in as senator. As time went on Jackie and John’s relationship grew and on June 24, 1953 John proposed.   Ã‚  Ã‚  Ã‚  Ã‚  On September 12, 1953 the couple were married in Newport, Rhode Island. As Jackie took on the role of senator’s wife she found herself attending many banquets and balls.

Mac Cosmetics-the Marketing Mix Essay

M ·A ·C Cosmetics, was founded in Toronto, Ontario, Canada by Frank Toskan and Frank Angelo in 1985. The first U.S M ·A ·C store opened in 2003, in Greenwich Village, New York. The company’s products were initially specifically designed for professional make-up artists, but are now sold to consumers worldwide. Products The collection includes blush, eye shadow, eyeliner, lip gloss, lipstick, mascara, mineral powder and nail polish. Most M ·A ·C products are oil free. These oils provide benefits for the skin such as prevention of water loss, as they build up in the skin and are not washed away, so the protection is believed to last longer. Pricing strategy Mac cosmetics are generally priced higher than average cosmetics but consumers don’t mind paying more as they are aware of the quality which the product provides. Core product- M.A.C. gives you the look you want. Actual product- face products that have some flasher fun with mirrored compacts. Limited-edition sets packaged in a chic and reusable M.A.C. Holiday tartan tin, M.A.C. glamorous and my scottish fling mineralize Kits. New collection every season Communication M.A.C cosmetics inform, persuade and reminds potential buyers through the word of mouth strategy as they know their target market and they rely on them as their communication strategy. The company uses celebrities as representatives or models. Also, they have fashion parties for different occasions, where it brings the celebrity world and the outside world together. This way, M.A.C. benefits a great deal for their publicity. The highlight of M.A.C. is their sales promotion which stimulates their immediate increases in demand. Their employees are well trained for their job. Their sales representatives offer the best-personalized customer service. Probable target market From what we have researched, our observations show the following: MAC’s target market is compatible with its goals and desired image. The probable target market is aimed at younger to middle aged women (approximately ages 18, 25) based on the advertisement. Products are of high quality, and were originally created by makeup artist’s exclusive use by professionals. The consumer can expect a product that will last longer than an average quality makeup, this is why the price is at the level it is. The tangible product is classed as a consumer â€Å"want† Pricing is at the higher end of the market, with the average product costing approximately $80. This pricing strategy is effective as it suggests that the products are of exceptional quality and that the consumer is essentially paying for what they get. This higher price range helps mac communicates status and exclusivity amongst other brands. MAC branded makeups are not commonly marked down or discounted, as the company’s aim is to help consumers recognize the status and prestige of the brand name. The products are strategically placed, providing MAC products in a place that provides maximum visibility and convenient access. This includes not only physical advertising such as billboard and magazine coverage and stores located not only in large shopping centres and stores such as Myer, but in specific Mac stores. MAC, like most companies has evolved with the technological word and provides consumers with limited spare time and access (due to geographical location and other preventing factors) online purchasing opportunities with their online store. MAC uses two types of distribution strategies to promote their product. 1. Selective distribution- This is not uncommon, with the specialised stores that sell high quality brands, stock MAC as one of their chosen products, usually in makeup stores or large shops e.g. Myer, where a section of the shop is dedicated to beauty and makeup, and a portion of that section such as a counter is dedicated to MAC. 2. Exclusive distribution – This is where only authorised dealers and selected resellers or dealers, including those in selective distribution or licensed to sell MAC products. This includes individual stores restricted to selling only the chosen brand’s products such as certified MAC stores. Segmentation strategies The MAC Cosmetic Company provides a wide range of different yet similar products to cater for individuals that are all looking for a similar outcome, good quality makeup suited to their skin type. This is a factor that must be taken into consideration when creating segmentation strategies. Appropriate marketing segmentation is beneficial to the company as it is effective as it can more precisely fulfill the desires of targeted groups. Market segmentation can be divided various categories including geographic, demographic, psychographic behavioral. Geographic- this includes the size, population and climate. MAC designs products suitable for the climate and population that they believe will potentially buy their products Demographic- Relates to the income, gender, family life cycle stage and ethnicity. MAC’s range of products may be pricey and seem out of reach in comparison to other brands, however the halo effect is created through this and the quality of product outweighs the price for those who value quality highly. Psychographic- Is about social class, personality and lifestyle of the consumer. MAC products create an image of status and prestige; people may find themselves paying for the brand based on reputation, without considering other, less known brands. Behavioral – includes usage rate, benefits desired and the consumer’s loyalty/buying status in regards to the product. Many consumers who use MAC will stay loyal to the brand, finding comfort in what they know works. Positioning Macs competitive positioning in regards to the marketing mix is achieved well. It’s pricing is higher end, but delivers top quality products which leads to brand trust achievement. Consumers are prepared to pay a higher price in order to receive higher quality products that they can trust.

Rational Planning Essay

Verifying, defining & detailing the problem (problem definition, goal definition, information gathering). This step includes recognizing the problem, defining an initial solution, and starting primary analysis. Examples of this are creative devising, creative ideas, inspirations, breakthroughs, and brainstorms. The very first step which is normally overlooked by the top level management is defining the exact problem. Though we think that the problem identification is obvious, many times it is not. The rational decision making model is a group-based decision making process. If the problem is not identified properly then we may face a problem as each and every member of the group might have a different definition of the problem. Hence, it is very important that the definition of the problem is the same among all group members. Only then is it possible for the group members to find alternate sources or problem solving in an effective manner. Generate all possible solutions This step encloses two to three final solutions to the problem and preliminary implementation to the site. In planning, examples of this are Planned Units of Development and downtown revitalizations. This activity is best done in groups, as different people may contribute different ideas or alternative solutions to the problem. Without alternative solutions, there is a chance of arriving at a non-optimal or a rational decision. For exploring the alternatives it is necessary to gather information. Technology may help with gathering this information. Generate objective assessment criteria Evaluative criteria are measurements to determine success and failure of alternatives. This step contains secondary and final analysis along with secondary solutions to the problem. Examples of this are site suitability and site sensitivity analysis. After going thoroughly through the process of defining the problem, exploring for all the possible alternatives for that problem and gathering information this step says evaluate the information and the possible options to anticipate the consequences of each and every possible alternative that is thought of. At this point optional criteria for measuring the success or failure of the decision taken needs to be considered. Choose the best solution generated This step comprises a final solution and secondary implementation to the site. At this point the process has developed into different strategies of how to apply the solutions to the site. Based on the criteria of assessment and the analysis done in previous steps, choose the best solution generated. These four steps form the core of the Rational Decision Making Model. Implement the preferred alternative This step includes final implementation to the site and preliminary monitoring of the outcome and results of the site. This step is the building/renovations part of the process. Monitor and evaluate outcomes and results This step contains the secondary and final monitoring of the outcomes and results of the site. This step takes place over a long period of time. Feedback Modify the decisions and actions taken based on the evaluation. 1. Planner defines the problem (not goal) 2. Planner considers several alternatives and analyzes each 3. Preliminary choices of the alternative for best fit considering feedback and impact of the client group 4. Planner designs and implements course of action in the form of an experiment 5. Evaluation of effects of the course of action. Did it alleviate the problem? Any feedback from course of action? 6. On the basis of the feedback should the project or course of action be continued, changed, etc. If effective institutionalize the course of action.[2] Requirements and limitations However, there are a lot of assumptions, requirements without which the rational decision model is a failure. Therefore, they all have to be considered. The model assumes that we have or should or can obtain adequate information, both in terms of quality, quantity and accuracy. This applies to the situation as well as the alternative technical situations. It further assumes that you have or should or can obtain substantive knowledge of the cause and effect relationships relevant to the evaluation of the alternatives. In other words, it assumes that you have a thorough knowledge of all the alternatives and the consequences of the alternatives chosen. It further assumes that you can rank the alternatives and choose the best of it. The following are the limitations for the Rational Decision Making Model: ââ€" ª requires a great deal of time ââ€" ª requires great deal of information ââ€" ª assumes rational, measurable criteria are available and agreed upon ââ€" ª assumes accurate, stable and complete knowledge of all the alternatives, preferences, goals and consequences ââ€" ª assumes a rational, reasonable, non – political world Current status While the rational planning model was innovative at its conception, the concepts are controversial and questionable processes today. The rational planning model has fallen out of mass use as of the last decade. Rather than conceptualising human agents as rational planners, Lucy Suchman argues, agents can better be understood as engaging in situated action.[3]. Going further, Guy Benveniste argued that the rational model could not be implemented without taking the political context into account[4]

Ethical Leadership in the 21st Century Essay

Leadership is a critical component of the organization’s culture as leaders can create, maintain, or change culture. Thus, leadership is significant to establishing an ethically oriented culture. The idea that corporate leaders are accountable for organizational ethics is not a new one. In 1938, management theorist Chester I. Barnard described the executive’s role in â€Å"forming morals for others† in his book The Functions of the Executive. Barnard suggested that the purpose of developing organizational morals is a distinctive characteristic of executive work going far beyond the moral challenges faced by individuals usually. Besides superior technical skills, a high capability for responsibility, and an intricate personal morality, this task requires moral ingenuity in defining an organization’s code of ethics and instilling the basic attitudes that support it. According to a report from the Business Roundtable, a group of senior executives from major American corporations, leadership is crucial to organizational ethics. To achieve results, the Chief Executive Officer and those around the CEO need to be explicitly and strongly committed to ethical conduct, and give constant leadership in tending and mending the values of the organization. † (Business Roundtable, 1988). In surveys of practicing managers, honesty and competence appear as the most important qualities identified as essential to good leadership (Barry Z. Posner and William H. Schmidt, 1992, 33). This view was echoed by Vin Sarni, former CEO of PPG Industries, a large multinational firm, in a 1992 speech to Penn State business school students. Sarni said that the title CEO stands for Chief Ethics Officer, a statement that recognizes how important it is for the organization’s leader to set the firm’s ethical standards (Trevino and Nelson, 1995). If the organization’s leaders seem to care only concerning the short-term bottom line, employees rapidly get that message too. John G. Rangos, Sr. , the founder of Chambers Development Co. a waste management firm, demanded bottom-line results. When executives reported to him in 1990 that profits would fall short of projections, he is quoted to have said, â€Å"Go find the rest of it. † And so they did, until an outside audit in 1992 found that the company had erroneously reported strong profits in every year since 1985, though it was losing money all the time. Former employees say that, in the pursuit of growth, influenced numbers were tolerated, or perhaps even encouraged. One former employee who found discrepancies in 1988 was told, â€Å"This is how the game is played. (Trevino and Nelson, 1995) Leaders symbolize significant others in the organizational lives of employees, with considerable power qua behavior role models or simply power, in the meaning of being able to force others to carry out one’s own will. Leaders’ example and decisions affect not simply the employees who report to them, but also the stockholders, suppliers, customers, the community, the country, and even the world. Considerations of the ethical component in day-to-day decisions will set the tone for others who interrelate with the company. Thus, the image of the business leader will affect how others choose to deal with the company and will have continuing effects, as all managers and employees look to the highest level for their cues as to what is suitable. Top executives must live up to the ethical standards they are espousing and imply ethical behaviors in others. Leadership can make a difference in forming an ethical or unethical organizational culture. Work on ethical and unethical charismatic leaders also highlights the significance of the leader in the ethics equation. More particularly, charismatic leaders can be very effective leaders, yet they can vary in their ethical standards. Such differences determine the degree to which an organization builds an ethically oriented culture, the types of values followers will be exposed to, and the role models with whom employees will have their most direct personal contact (Howell and Avolino, 1992, 43-54). One way to pull together the contributions concerning how organizational culture is shaped and reinforced by leadership style is to understand organizational culture as ethical climate. One could also ask to what extent the moral maturity of organizational cultures or climates, controlling reference group types, or dominating ethics types are interdependent or interacting with leadership styles. One could also ask if unethical leadership styles encourage an unethical climate or vice versa, if the effect of unethical leadership is reinforced or counteracted by the organization’s ethical climate. Ethical dilemmas will frequently result in unethical behavior if an organization’s leadership furthers an immature, indistinct, or negative ethical climate. Such unethical behavior is, of course, not only furthered by an unethical climate, but also reproduces such an ethical climate, in a system feedback fashion, being contagious and self-reinforcing (or perhaps infuriating internal or external counter reactions). In such instances, an organization’s culture predisposes its members to perform unethically. Kent Druyvesteyn, former staff vice president, ethics, General Dynamics Corporation, made a similar point concerning leaders as ethical role models. People in leadership need to†¦set the tone by instance of their own conduct. We could have had all the workshops in the world. We could have even had Jesus and Moses and Mohamed and Buddha come and speak at our workshops. But, if after all of that, someone in a leadership position then behaved in a means which was differing to the standards that instance of misbehavior by a person in a leadership position would teach more than all the experts in the world (Trevino and Nelson, 1995). Clearly, the development of an ethical corporate culture depends on the tone set at the top. The earliest and most continuing normative formulation has underlined the responsibilities of business corporations to those affected by a company’s decisions and policies. From the beginning, it has been felt that business has fiduciary duties and compulsions of performance that extend beyond the company’s legal boundaries and economic goals. This view is identical to declaring that those who own the company should run it, or hire professional managers to run it, with an eye to the interests of others as well as their own. Therefore, business owners and managers are said to have a range of social responsibilities additionally to being responsible for the normal economic functions that one expects to find in a well-organized and well-run firm (Shaw, W. H. & Barry, V. 2004). To maintain and diminish this perspective, its advocates have drawn on various economic, political, ideological, and socio cultural sources, though rarely acknowledging them as such. The business mind easily transmogrified this hoary maxim into the corporate context by adopting for executives the mantle of â€Å"steward† of the public interest, â€Å"trustee† of business resources, and â€Å"corporate statesman† anticipated to manifest a broad social vision, while not refuting their company’s economic purpose and objectives (nor, it might be added, did it disturb their power). For the most part, these attributions of moral peerage were what might be called self-coronations or simple declaration, since no visible public selection process had elevated these corporate worthies to such vaunted peaks of public influence and function. Thus capable with self-anointed, regal-like responsibilities, corporate executives everywhere were advocated to adopt an â€Å"enlightened self-interest† perspective in approaching business decisions and originating corporate policies. To act otherwise was to risk serious inroads on business-as-usual. As the Committee for Economic Development put it, â€Å"The policy of enlightened self-interest is also based on the intention that if business does not accept a fair measure of responsibility for social improvement, the interests of the corporation might actually be jeopardized. . . . By acting on its own initiative, management preserves the flexibility needed to conduct the company’s affairs in a positive, efficient, and adaptive manner. † The report averred that looking beyond today’s bottom line would pay off in the long run by reducing social costs, dampening radical antibusiness protest, and attenuation the likelihood of government intervention into business affairs. certainly, the stability and public acceptance of business itself were said to be at risk: â€Å"Indiscriminate opposition to social change [by business] not simply jeopardizes the interest of the single corporation, but also affects negatively the interest all corporations have in maintaining a climate conducive to the effective functioning of the entire business system. (Frank Abrams, 1951, p. 33). Theorists have, generally, identified four broad areas of corporate responsibility: economic, legal, moral, and social. The major premise of the four areas is found in the basic nature of the corporation, which is a surreptitiously based, economic entity with jural standing, whose members are expected to make decisions that will have a noteworthy impact on a number of constituents (Brummer, 1991). Thinkers and researchers do not always agree that a corporation has all four responsibilities. Some do not consider that corporations have a moral responsibility; others believe that moral and social responsibilities come after economic and legal ones. The economic responsibilities of corporations have been distinct in many ways. Milton Freidman, for instance, states that the economic responsibility of a firm is distinct by the corporate intervening goal. To him, a corporate overriding goal is maximum returns to investors. As long as a corporation works on the way to achieving this goal, it is deemed economically responsible (Freidman, 1970). Based on the same philosophy, Manne (Manne and Wallich, 1972) argues that the intervening goal of the corporation is to maximize shareholders’ profits. In the majority of instances, maximizing investors’ returns would lead to utmost profits, and vice versa. Herbert Simon, on the other hand, disagrees with the perception of profit maximization and strongly argues for profit â€Å"satisfying. † He contends that because executives should respond to a number of other objectives, factors, and constraints, and must do so in the framework of what he calls â€Å"bounded rationality,† they in fact seek to reach a mere satisfactory level of profit. Whether maximization or satisfying, economic responsibility proponents consider that the number one responsibility of businesses is, first, its shareholders, and then other constituents. However, the dilemma concerning the issue of harmonizing the firm’s economic association with its social orientation still lingers. A step in the direction of easing the confusion was taken while an inclusive definition of corporate social responsibility (CSR) was developed. A four-part conceptualization of CSR integrated the idea that the corporation has not only economic and legal responsibilities but ethical and philanthropic responsibilities as well (Carroll, 1979). The major point here is that for social responsibility to be established as legitimate, it had to address the entire spectrum of compulsions that business has to society, including the most elemental economic. Organizational responsiveness to social needs had its unveiling when early industrialists reacted to the social problem that industrialization was seen to have caused. Early on, economists as well as philosophers began to argue regarding the role of business in society and regarding what responsibility business has to society. Later, social theorists for instance Bell (1976), Bellah (Bellah et al. , 1985), and Wolfe (1989) continued the debate and raised it to a higher level of concept. They were not just concerned about the responsibility of the corporation as a social body but even more concerned concerning how the corporate revolution has altered social life. A recent evaluation of the literature recognizes no less than nine meanings for social accountability. The nine meanings were categorized by Sethi (1997) into three categories: social obligation, social reaction, as well as social responsiveness. Social obligation entails that a corporation engages in communally responsible behavior when it follows a profit within the constraints of law as forced by society. Consequently legal behavior in pursuit of profit is a communally responsible behavior, and any behavior not legal is socially negligent. Proponents of social responsibility as social compulsion offer four primary arguments to support their views first, they retain that corporations are accountable to their shareholders. Consequently, managers have the responsibility to manage the corporation in a way that would exploit owners’ interests. Second, socially responsible projects such as social improvement programs must be determined by law and left to the contributions of private individuals. Consequently, the government, through legislation, is best equipped to determine the nature of social development programs and to comprehend social enhancements in society. Businesses contribute in this regard by paying taxes to the government that correctly determines how they should be allocated. Third, it is a violation of management contract to give out corporate profits for social improvement programs. These actions amount to taxation without representation, according to Friedman (1970). Management is taxing the shareholders by expenditure their money on activities, which does not contribute directly to maximizing shareholders’ interests. Additionally, because managers are not elected public officials, they are taking actions that affect society without being accountable to society. Fourth, many people who subscribe to this school of thought believe that social programs financed by corporate managers might work to the disadvantage of society. In this sense, financial costs of social activities can, eventually, cause the price of the company’s goods and services to increase, and customers would pay the bill.

Sales

Coming out of the first year of the merger, what new opportunities should the new â€Å"Defining Entity† pursue in order to grow business? EDS Market Strengths ? Heath care ? Insurance ? Communications ? Electronics ? Aerospace ? Defense industries A. T. Kearney Market Strengths ? Manufacturing ? Consumer products ? Transportation ? Chemical pharmaceuticals Combined Strengths ? Automotive ? Financial services ? Energy ? RetailWhen companies combine/merge the whole objective is to gain new opportunities, gain market share, grow the business, to become more innovative and to improve product offerings, utilizing/sharing the existing resources and data. From the case study the company has already been successful in proving that their merger was a win, win. Already they have leveraged off each other by gaining the Rolls-Royce account which would fall under a combined strength category, they were able to provide together more services to Rolls-Royce that individually they previously could not offer.Why these opportunities, and why did I decide this, because each company already possesses and provides services and strengths in individual fields, and has a history of established relationships within given market segments. It is obvious that by combining the two companies, both companies have deepened and widened their new customer opportunity base. They can now unite and build off these pre existing strengths and relationships with more to offer and become the one stop shopping entity that they strives to be. They now also have the opportunity to engage and play in each others sandboxes to say.Not only can they leverage off each other’s existing customers they now have the opportunity to gain new and, competitor’s customers, based on the fact that they now have more to offer then their competition in both arenas. If I was Brian Harrison, I would immediately put in place a team consisting of members from each company that would utilize and compile e xisting data to come up with a list of who are our customers are today, who are our top customers, why are they our customers, what services do they obtain from us today, what services can we provide for them tomorrow now that we are one company.What customers generate the most revenue, why are they loyal to us, does it have to do with price, commitment, quality of service or maybe our technology. Who is our competition what services do they provide that we don’t and how do they market them. This information would provide the company with a strategic target market. How would you sell into each new opportunity you identified? What sales approach or customer interface strategy would you use? Based on the above data collection the sales force could identify which customers to go after first.Our sales approach would be â€Å"one stop shopping†, not only can we consult you on better practices, we have a team to implement them. Just think of the time and money your company w ould save, purchasing would only have to cut one PO, your staff would only have to deal with one company. We could provide services for your company that would allow you to cut your overhead, bottom line savings would be enormous across the board. I would have international sales meetings, combining all sales personal from each company.I would split them up in cross functional workshops to strategize and gain an insight of what works in their marketplace with their customers and how, why, where and when. Cross the board training would have to be a must, each sales personal would have to learn as much as they could about the others business. Sales people would have to engage in workshops that promote trust between each other, â€Å"Only when salespeople trust and respect each other can they successfully work together towards a common goal. † (pg 330).Then based on that information the Marketing team would have to come up with ideal marketing strategies to sell our combined ser vices. Tools would be provided such as websites and manuals to answer each industries questions and start building relationships and merging into one company. I would then break them into territories two by two, manager to manager, bringing the other to customer meetings not only selling their original piece but the whole concept of our combined solutions. Utilizing the expertise of the other to gain the customers loyalty and commitment that we are the best company that can offer you more bang for you buck.EDS acquired â€Å"one of the world’s largest and most respected global management consulting firms† (pg 524). This is on A. T. Kearney’s website â€Å" A. T. Kearney is a global team of forward-thinking, collaborative partners that delivers immediate, meaningful results and a long-term transformational advantage to our clients and colleagues. Since 1926, we have been trusted advisors on CEO-agenda issues to the world’s leading organizations across all major industries and sectors. † http://www. atkearney. com. It would be an epic failure for both companies if EDS and A. T. Kearney could not make this merger work.What sales management implications would the new â€Å"Defining Entity† face in getting the sales job done? As with every new merger, comes the combining of what the case referrers to as ego’s or individual company cultures. EDS has more international business then A. T. Kearney trying to merge on an international level would defiantly create several roadblocks. What maybe acceptable in one company, of course may not be acceptable in another. For example what happens if one of those companies goes by a strict code of ethics, while the other does not always follow those rules, this will quickly cause a conflict, especially in the sales world.Would one company want their customers approached in an un-ethical way, what kind of reputation is this new company supposes to reflect to their customers? What ha ppens if one company is all commission based while the other company believes in a base salary with a company car, commissions and bonuses? How would management work together to overcome such obstacles, what are the education levels of one company over another, in this case your bringing a bunch of IT systems personal and mixing them with those selling solutions to management personal.After extensive training the sales people from the other company still can not fully connect on how to sell your services or concepts. Once culture has their customer service and organization set up on one set of systems and your company is on another, how do you make them talk as one, work as one? Sometimes more manual labor is incurred in trying to integrate these companies. For instance at Carestream Health I have to manually give one of our Distributors – Quantum invoice information so they can bill their customer, our systems do not work together and because of cost they probably will not f or a long time.What is the cost of training everyone and how. Management styles could be completely different; one company uses hands off approach, while the other is a complete hand on organization. How can they combine two sales forces and make them one, to have the same goals to accept the same compensation plan, that could be lower or higher then they are used to. Management would have to face so many internal and external obstacles while trying to reflect a smooth transitional merger to the customer. A consistent set of reports and data collection would have to be done to make sure the merger is benefiting the companies.Regular monitoring of how a business is performing is also important to determine if goals and objectives are being met. In conclusion if the merger produces the revenue, growth and success that the two companies were striving for, then it was well worth the many avenues it took to get there. References A. T. Kearney’s Retrieved On November 11, 2012 http: //www. atkearney. com http://www. albanyhardware. com Spiro, R. L. , Rich, G. A. , & Stanton, W. J. (2012). Management of a sales force. (12th ed. ). McGraw-Hill