Job Enrichment Essay

The cost of not applying this people-oriented philosophy is that workers become unmotivated, and dissatisfied which leads to low productivity and quality and high absenteeism and turnover rates. The average turnover rate in the building service industry is more than 100 percent. This means that if you have a crew of 10, you will have to hire more than 10 new people over the course of a year just to maintain your crew. You will spend a lot of time filling in for the employees who quit, adjusting work schedules, training replacements and answering a thousand questions from people who don’t have the authority or the knowledge to make decisions on their own. High turnover in the industry is even more significant for another reason: It means that we aren’t doing our job well as supervisors and managers. All levels of management must know how to work with people. Compensation and the work itself are factors, but management certainly shares responsibility when a worker quits. Study after study shows that workers can be motivated to work hard if they are involved, given responsibility and recognized. Job enrichment is one way to accomplish this. The Case For Job Enrichment Most employees are trying to reach the economic level at which their basic needs for food, shelter, health care, job security and the like will be fulfilled. Usually less fulfilled but equally important, are the employee’s intangible needs for knowledge, achievement and general self-satisfaction. These higher-level needs can be fulfilled only through work that is personally significant or meaningful to the employee. Meaningful work not only improves the motivation of employees and serves their human needs, but also increases their productivity and the overall effectiveness of the organization. 10 Meaningful work: ⠝‹ Involves employees in the identification and solution of problems that affect them and the organization. ⠝‹ Provides employees with the feeling – not the pretense – that they are personally contributing to the organization. ⠝‹ Provides employees with the opportunity to do the work they do best. If employees are performing meaningful work, they are highly involved in solving work problems that touch them personally and they share in the planning, organizing and controlling of what they do. With this comes increased understanding, achievement and stimulation, which combine to boost motivation and the organization’s effectiveness. One of the most effective ways to make work more meaningful is through vertical job loading or job enrichment. It goes a long way toward ensuring that the job satisfies people’s higher level needs and that employees are motivated to greater performance. Job enrichment can reduce turnover and give supervisors more time for work that cannot be easily delegated. Taking the time to build in motivators can result in increased job satisfaction and much smoother operations for your company. The argument for job enrichment can be summed up quite simply: If you have people on the job, use them. If you can’t use them on the job, let them go. If you can’t use them and you can’t let them go, you will have a motivation problem. Principles Of Job Enrichment Job enrichment is essentially a structured system of increasing employee responsibility and authority through effective, welldirected delegation. However, it is important to remember that only responsibility and authority can be delegated; accountability cannot. With that in mind, let’s look at the five principles of job enrichment. Principle 1: Remove controls. The first principle of job enrichment is to remove some controls while still retaining accountability. As dis- BSCAI Services Magazine November 2005 cussed above, the supervisor must always retain accountability but can remove or lessen some of the controls on subordinates when they are ready for it. Obviously, this can’t be done with employees who have just started on the job. If it is, they’ll be overwhelmed and confused, and the results will be disastrous— for them and for their supervisors. But it can and should be done when the employee is ready for it. Example 3. A lead person with a particular knack for training is made an on-the-job trainer. Example. When a cleaner has completed an initial training period, the supervisor checks on his work less often, perhaps weekly instead of nightly. Vertical Versus Horizontal Loading In this example, the employee has achieved a certain level of expertise. That achievement is recognized, not just with words, but also with actions. The fact that some controls are being removed demonstrates confidence in the employee. It increases the employee’s responsibility and control over his or her own work, and that improves motivation. Principle 2: Assign a complete natural unit of work. The second principle of job enrichment is to assign employees a complete project—a complete natural unit of work—whenever possible. Doing this increases their sense of accomplishment. They can see the results of their own work more clearly. It increases their accountability for that work and fosters pride in a job well done. Example. A cleaning team is given complete responsibility for everything within their area. Of course, the employees must see these as positive changes, and be interested in making them. Assigning new or specialized tasks recognizes some special ability in an individual employee, and it provides an opportunity for growth and advancement. One warning: It is important to distinguish between vertical job loading and horizontal job loading. Job enrichment involves vertical loading, or increasing the importance of the job upward. Horizontal loading merely increases the amount of work required without providing for growth and more responsibility. Here are some examples of horizontal job loading: ⠝‹ Rotating the assignments of a number of jobs that need to be enriched. This means general office cleaning for a while, then restrooms, then trash removal, etc. ⠝‹ Removing the most difficult parts of the assignment in order to free the worker to accomplish more of the less challenging assignments. ⠝‹ Challenging employees by increasing the amount of production expected. If the employee cleans 4,000 feet a night, see if he or she can clean 5,000. Principle 3: Give employees additional authority. The third principle of job enrichment is to give employees additional authority and freedom. Whenever possible, people should be given the authority to make decisions about their own work. Example. An experienced work crew is given responsibility for inspecting their own work. Obviously, the additional authority has to be realistic and consistent with the person’s job, and the person has to be ready for it. This is different from just piling on more work. It is giving the person some new authority and responsibility because he or she has demonstrated competence in other areas. This gives people recognition and a sense of achievement, and that again improves their motivation. Principle 4: Make reports directly available. The fourth principle of job enrichment is to make periodic reports available directly to employees rather than just to their supervisors. Example. Inspection reports are given directly to the crew responsible for cleaning the area. Again, this lets employees know that they are important. It gives them recognition, keeps them informed, and gives them direct feedback on their performance. Principle 5: Assign new or specialized tasks. The last principle of job enrichment is to assign people new or specialized tasks, enabling them to become experts. Example 1. A general cleaner is trained to become a floor machine operator. Example 2. An employee is given responsibility for quality control for an entire account or series of accounts. Circle No. 11 on Free Inquiry Card November 2005 BSCAI Services Magazine These examples of horizontal job loading do nothing to make a job meaningful and should be avoided at all costs. They actually reduce the employee’s personal contribution rather than providing an opportunity for growth within the job. In confusing horizontal for vertical loading, supervisors and managers often merely enlarge a job’s meaninglessness instead of enriching it. Developing A Job Enrichment Program Whether or not you apply these job enrichment principles depends on you and the people who work for you. While nearly everyone needs recognition and a sense of accomplishment, not all employees want more challenging work, additional responsibility, and a chance for advancement. Some workers may be meeting their higher level needs off the job, they may have other needs entirely, or they may simply lack the ability. Other employees, though, will have the potential and desire for more. They may need to be coached because of fear or a sense of inadequacy or they may need to be prodded because of a lack of ambition. But they should be encouraged to take advantage of opportunities, if they have the potential to better themselves and the company. For those employees who have the potential and the drive to move up, managers and supervisors have a responsibility to provide opportunities for further training and advancement. According to Steve Garcia, CBSE, of SMI Facility Services of Albuquerque, New Mexico, job enrichment begins when the employee is hired. The employee needs to feel that his or her employment is not a dead-end job. It should be explained to him or her that the goal of the company is to train, develop and promote employees.   And, notes Garcia, it is important that the company follows through with this process. â€Å"In most cases, company training involves learning only how to clean, which is fine, in the beginning, but I think shortly thereafter it should go a step further by teaching employees how to inspect, how to interact with customers and how to train new employees.† â€Å"Imagine telling your cleaner that you will be stopping by tonight to review an inspection report he has filled out himself,† he continues,â€Å"I think you will find in most cases the facility will meet or exceed the expectations of the company and the customer. Your employee will also feel his role with the company is more than just a janitor. He will realize he plays a key role in the entire process.† In addition, Garcia believes job enrichment allows a company to have a pool of well-qualified, loyal employees, which can move into higher positions within the company. Approach these jobs with the positive attitude that they can be changed even though years of tradition may have led managers and supervisors to believe that the content of the jobs is unchangeable. Get Employee Input Once the jobs are selected, the next step is direct participation by the employees whose jobs are to be enriched. Get a group of workers together to develop a list of changes that may enrich these jobs. They will be a valuable source of ideas and their participation will help ensure the success of any changes. Do not be concerned about the practicality of their suggestions at this time. Just generate a list without getting sidetracked into discussions about how they could be implemented. Once the list is complete, you and the group should screen the list to eliminate suggestions that involve dissatisfiers rather than actual motivation. (You may want to implement changes that eliminate dissatisfiers as well, but right now your focus should be on job motivators.) You should also screen the list to eliminate any horizontal loading suggestions. Be sure suggestions are specific and concrete. Generalities, such as â€Å"Give us more responsibility,† are very difficult to implement and are virtually meaningless. You want things you can carry out and measure or observe in some way. For example:The work team will inspect their own work nightly and the supervisor will inspect weekly. This actually gives the team more responsibility but in a specific, defined way that can be implemented and observed for its effectiveness. Use direct participation by the employees whose jobs are to be enriched. They will be a valuable source of ideas and their participation will help ensure the success of any changes. Implement The Program Once the job enrichment program begins, there may initially be a drop in performance. This is because changeover to a new job or way of doing things can lead to a temporary reduction in efficiency. But don’t lose faith! If the above steps are taken and the principles of vertical job enrichment followed, your employees will be motivated to achieve the growth and self-fulfillment they need and want. Clearly, job enrichment takes some work. It has to be built into a job. That takes some time and effort at the beginning but like good training, it will pay off with more motivated employees who are willing to work hard and capable of working independently. Ultimately that means improved motivation and job satisfaction. Select The Right Jobs The first step in putting job enrichment into practice is to select those jobs as candidates for job enrichment that meet the following criteria: $ Current attitudes are poor Motivation will make a difference in performance Changes will not be too costly This article was excerpted from the Building Service Management Program Volume Three – Motivation And Training. The program is a multi-volume training course that covers the technical aspects of cleaning and maintaining buildings as well as the management skills required in an increasingly complex and demanding industry. For more information on the program, contact BSCAI’s Information Central at 1-800-368-3414 or visit www.bscai.org go to the on-line store and click on publications. BSCAI Services Magazine November 2005

Theroies of Child Development

Professor:Linda Derscheid, Ph. D. Office:Wirtz 160Fax: 753-1321 Office Phone:753-6341 with voice mail or 753-1543 (receptionist); Helpdesk: 815-753-8100 E-mail: [email  protected] edu; Blackboard: http://webcourses. niu. edu n development. Thousand Oaks, CA: Sage. Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development (5th ed. ). Boston, MA: Pearson Education, Inc. READINGS:Other assigned readings will be placed on Blackboard e-reserve from the NIU library. COURSE DESCRIPTION: Analysis of the major theories of chilfor syllabus and assignments; computer help email: [email  protected] du Office Hours:Open: M noon-1 p. m. ; Adv. : TTh. 1 2 p. m. & Fri. 11-noon or by appointment REQUIRED TEXTS (These are typed in APA 6 style except they need to be double spaced): Salkind, N. J. (2004). An introduction to theories of humad development and their implications in working with young children. PRQ: FCNS 230, FCNS 280, and at least junior standing. OBJECTIVES: 1. St udents will be able to identify and compare and contrast (in-depth) theories of child development. (Activities: 1, 2, 4, & 5) 2.Students will apply some of the knowledge acquired about theoretical approaches to practical issues in child development using technology. (Activities: 1, 2, 4, & 5) 3. Students will evaluate the contributions and limitations of the major theories of child development. (Activities: 1, 2, 4, & 5) Family and Child Studies (FCS) B. S. Program Obj: Graduates of the FCS program will be prepared for successful professional careers serving children, families, & individuals throughout the lifespan by demonstrating: 1) use of self-understanding for personal & professional development (Obj. ); 2) use of a variety of theoretical & scientific approaches used to study & work with children, individuals, & families (Obj. 1-3); 3) application of methods for affecting change in family and social systems through empowering intervention strategies (Obj. 2); 4) application of professional expertise regarding human development & family relationships when disseminating knowledge to children, individuals, & families (Obj. 2); 5) professional communication skills & use of technology (Obj. 1,2); and 6) integration of knowledge & skills to work with individuals & families of diverse backgrounds (Obj. ). Early Childhood Studies Conceptual Framework: The ECS program is part of the NIU Community of Learners, which builds upon knowledge, practice, and reflection to build exemplary Early Childhood Professionals. EVALUATION: (Grades are based on the 90%, 80%, 70%, 60% scale. ) Undergraduate students 4 Exams (10% each) =200 pts. (50%) 2 Short Papers (10% each) =100 pts. (25%) Quizzes & Question Sets 100 pts. (25%) 400 pts. (100%) Note: Incompletes given at the end of the semester, will only be given if the form has been signed by you and your instructor by the last class period.See your NIU student handbook for approved reasons. Note: Both undergrad and grad students ’ assignments and grades are posted under the same Blackboard posting, so all points will be displayed. Just figure your points according to the above points. 1. Exams: The exams will involve multiple choice questions that will cover the readings, lectures, and class discussions. The exams will be worth 200 points. Quizzes (5) will be given after 1 or 2 theories have been discussed. These will be given at the beginning of class. If you are late; you will miss the quiz. No Make-Ups for quizzes.Leave only when exam is completed; during exams and quizzes, no hats with brims may be worn; no cell phones or other technology equipment; no cheating. Students are expected to arrive for exams and quizzes on time. No student will be allowed to take an exam if s/he arrives after the first student has completed the exam and left the room. If quizzes are given in class, you must be present when quizzes are distributed in order to be eligible to take a quiz. All exams and quizzes must be re turned to the instructor before the student leaves class. A student who removes an exam from the classroom will be given an F for that exam.Bring a #2 pencil. Also refer to #5 and Grading Criteria below. Make-up Exams: Make-up exams will be allowed only when prior notice is given with an approved excuse with proof. Make-up exams are scheduled on Friday afternoons at 1:30 in WZ 118. 2. Short Papers (2, see the due dates on the class calendar): In these papers (4-6 text pages in length), you will be required to integrate, apply, and communicate the appropriate theories. All papers must be typed and written in APA style (with cover page, citations in your text, including citing all theoretical constructs (see end of this syllabus for citation info. , & reference page). Turn in & submit on Blackboard’s Assignments button. Re-do of these papers are available for those achieving a 70% or better. 3. Question Sets (5 Take Home Mini-Exams for study guides): These will be available on Blackboard. Type in your paraphrased responses to each question with the text page number and submit via Blackboard through the Assignments button by 9:15 a. m. Tuesday morning. Late question sets & those with quotes will be given a 0. Typos, spelling, grammar, and punctuation will be factored into your points (1 pt. /error after 2). So proof read!!!Think of these as study guides for yourself, so be thorough and accurate. Check the chapter lecture outline that is on Blackboard for helpful tips if you can’t find the info in the textbook/s. 4. Class Policies: a. Class Participation: Participation is encouraged and appreciated! Each week you will be assigned readings from the text and/or articles. You are expected to have read or skimmed these assigned readings before class in order for you to participate meaningfully in class discussions and small group exercises. It is important we have a safe atmosphere for discussion and learning.Unprofessional class conduct that impedes oth er class members’ learning (e. g. , eating, talking, whispering, shuffling, reading or writing in a newspaper, cell phone use, sleeping, etc. ) while others (including the professor) are talking or watching videos will result in the lowering of one grade (Refer to the Student Judicial Code). Two tardies will count as one absence. Attendance counts only if attending the whole class period. More than 2 weeks missing class will lower your final grade at least one grade. Students must ask the professor’s permission before any guests can attend class. b. Americans with Disabilities Act.Any student who, because of a documented disability, may require some special arrangements in order to meet course requirements should contact the professor as soon as possible to make necessary accommodations. c. All written assignments must be completed. A missing written assignment will result in lowering your final class letter grade by double the original points. Keep a hard copy of all written assignments when you submit them. Save your files in multiple places. d. Professional behavior. You are in college or graduate school because you plan to be a professional (or are enhancing your professional status).Part of what you are here for is to learn/enhance your professional skills. If at work you don’t show up, or come in late, or exhibit grossly unprofessional behavior, you will be fired. Please use this class, and all your classes, as places in which to learn and practice professional behaviors! Then on your own time and when work is done, party hearty! e. Do not bring electronic devises to class. If your beeper/pager goes off or your cell phone rings during class, you will be asked to leave and you will be considered absent for that class period. Refer to the Judicial Code for details. ) If a pager or cell phone is required for your job, please inform the professor PRIOR to class. In this instance, the pager/cell should be on vibrate mode. Any cell phone t hat is out &/or used during a quiz or exam will be confiscated and you will receive an F on that quiz or exam. f. Confidentiality: Students are expected to be professional. One of the issues that you will face when you enter the workforce is the issue of confidentiality. All written work is confidential. During discussions, personal information may be shared with the class.It is expected that what is said in the context of class discussions will be given the confidentiality it deserves. Because some of the topics discussed may touch on personal issues, you are encouraged to regulate how much you decide to share based on your comfort level. Should issues arise as a result of class discussions, please inform the professor. Names of children will not be used in class discussions. g. Contacting your professor: You have several ways to contact me. I check email several times a day every week day and at least once on weekends.There is never an excuse for not being able to contact me. I am available before and after class, by email and phone. Common sense says if you leave me a message and I do not respond within 24 hours, contact me again. I will never accept that a student did not know something, do something, etc. because he or she could not find me. If students need something from me, it is the student’s responsibility to locate the professor. It is not the professor’s responsibility to find students and ask if they need something! Students are professionals and can take responsibility for themselves and their needs.Contact me only after checking your syllabus & assignments first! Do not email me about grades after posting because grades cannot be discussed via email. SHORT PAPERS’ GUIDELINES: There will be two short papers. The 1st paper will include analyses using a social and emotional theories; the 2nd paper will include analyses using cognitive and learning development theories. This paper should tie together observations from your exper iences with appropriate theoretical content from the class sessions. You will be given a choice of paper topics, which will be handed out later.Your papers will be graded with A–F (on a % basis). All papers must be TYPED. They should each be 4-6 text pages (not including title and reference pages) long with citations included, double-spaced in APA 5 style with title and reference pages. Turn in one hard copy & also submit on Blackboard using the assignment button. Any paper with more than 7 typos past 2 per page will be failed. After 3 grammatical errors, 20 pts will be deducted. A paper longer than 6 text pages will drop a letter grade. In other words, take the time to proof read and follow directions! GRADING CRITERIA: A† PaperYour ideas are well organized and presented clearly. Thorough and appropriate course content is used accurately to analyze and discuss the assigned topic. Relevant examples are included. â€Å"B† PaperThe course material may be either acc urately or thoroughly presented. The interrelationships between the course content and the paper topic and examples are either not clear or not integrated clearly. â€Å"C† PaperOverall, the coverage is not integrated and incomplete or inaccurate. Selection of material from one area is not based upon what materials were chosen from other areas.This paper tends to be basically a simple repetition of readings and/or class discussions and/or personal experiences with little integration. There is little analysis, and/or there are some inaccuracies. â€Å"D† PaperThe course content is presented in an incomplete and isolated manner, with basic misunderstandings of course material. Examples, if presented, are fragments. â€Å"F† PaperThe paper is irrelevant to the course or demonstrates plagiarism. Note:Late papers will not be accepted unless arrangements for an extension are negotiated between student and professor prior to the due date.Reminder: Students guilty of or assisting others in either cheating or plagiarism on an assignment, quiz, or exam may receive a grade of â€Å"F† for the course and may be suspended or dismissed from the university. Refer to the University Undergraduate or Graduate Catalog and the Student Judicial Code. Early rough drafts are strongly encouraged. Bring to class, email or fax them to me for early feedback. FCNS 432-Fall, 2009 TENTATIVE COURSE OUTLINE & ASSIGNMENTS DateTopic/sAssignment/s Aug. 25Intro. & Overview of terms & Theories of DevelopmentChap. 1 & 2 (w/o pp. 34-38) Sept. 1Sigmund Freud's PsychoanalysisChap. 5 Sept. Life Stages Approach: Erikson's Psychosocial Chap. 6 Perspective Ques. Set #1 Due 9/8 Sept. 15 Exam 1 over Chap. 1, 2, 5, & 6 minus pp. 34-38Ethology w/ AttachmentChap. 4 Sept. 22Sociobiology & Ecological TheoryChap. 4 & Chap. 2 pp. 34-38; Reading #1 Short Paper #1 Due 9/22 Sept. 29 Exam 2 over Chap. 2 (pp. 34-38), & 4 Behavioral Model: Basic Assumptions & CCChap. 7 Oct. 6Behavioral Analy sis – Operant ConditioningChap. 7 Ques. Set #2 Due 10/6 Oct. 13 Social Learning Theory Chap. 8 Oct. 20Exam 3 over Chap. 7 & 8; PiagetChap. 9 Oct. 27Cognitive-Developmental Approach-PiagetChap. 9; Wadsworth Chap 1-2 Ques. Set # 3 Due 10/27Nov. 3Cog. -Dev. – PiagetWadsworth Chap. 3-6 Nov. 10Vygotsky Chap. 10 Nov. 17Information Processing Reading #2 – Reserve Ques. Set # 4 Due 11/17 Nov. 24 NeoPiagetians & Theories of Moral DevelopmentReadings #3 Short Paper #2 Due –11/24 Dec. 1Theories of Moral Dev. ; Eval. of Dev’al TheoriesWadsworth (ends of Chap 3-6 & pp. 160-161) & Chap. 11 Quest. Set #5 Due 12/1 Dec. 10FINAL EXAM: Thursday Dec. 10 at 10-11:50 a. m. over content since exam 3 E-Reserve Readings found on our Blackboard site: #1. Thomas, R. M. (2005). Ecological psychology, (Ch. 11). #2. Thomas, R. M. (2005). Computer analogues and the self, (Ch. ). #3. Thomas, R. M. (2005). Kohlberg’s moral developmental model, (Ch. 14). FCNS 432 References (APA 6 references are double-spaced) Aldridge, J. , Sexton, D. , Goldman, R. , & Werner, M. (1997). Examining contributions of child development theories to early childhood education. College Student Journal, 31(4), 453-459. Baddeley, A. D. , & Hitch, G. J. (2000). Development of working memory: Should the Pascual-Leone and the Baddeley and Hitch model be merged? Journal of Experimental Child Psypchology, 77 (2), 128-137. Barnett, D. , Butler, C. M. , & Vondra, J. I. (1999).Atypical patterns of early attachment: Discussion and future directions. Monographs of the Society for Research in Child Development, 64(3), 172- 192. Blair, C. , Peters, R. , & Lawrence, F. (2003). Family dynamics and child outcomes in early intervention: The role of developmental theory in the specification of effects. Early Childhood Research Quarterly, 18(4), 446-446. Boom, J. , Brugman, D. , & van der Heijden, P. G. M. (2001). Hierarchical structure of moral stages assessed by a sorting task. Child Developme nt, 72(2), 535-548. Bowen, N. K. (2005). Histories of developmental task attainment in aggressive children and their elationship to behavior in middle childhood. Journal of Emotional and Behavioral Disorders, 13(2), 113-124. Chen, Z. , & Siegler, R. S. (2000). Across the great divide: Bridging the gap between understanding of toddlers’ and older children’s thinking. Monographs of the Society for Research in Child Development, 65(2), 1-96. DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187-213. DeVries, R. , Edmiaston, R. , Zan, B. , & Hildebrandt, C. (2002). What is constructivist education? Definition and principles of teaching. In R.DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales (Eds. ), Developing constructivist early childhood curriculum: Practical principles and activities. (pp. 35-51). New York: Teachers College Press. Dilg, M. (1999). Why I am a mu lticulturalist: The power of stories told and untold. In M. Dilg (Ed. ), Race and culture in the classroom: Teaching and learning through multicultural education. (pp. 99-107). New York: Teachers College Press. Draghi-Lorenz, R. , Reddy, V. , & Costall, A. (2001). Rethinking the development of â€Å"nonbasic† emotions: A critical review of existing theories. Developmental Review, 21(3), 263-304.Edwards, S. (2005). Constructivism does not only happen in the individual: Sociocultural theory and early childhood education. Early Child Development and Care, 175(1), 37-47. Ethridge, E. , & King, J. R. (2005). Calendar math in preschool and primary classrooms: Questioning the curriculum. Early Childhood Education Journal, 32(5), 291-296. Fischer, K. W. & Pare-Blagoev, J. (2000). From individual differences to dynamic pathways of development. Child Development, 71(4), 850-853. Gelman, R. (2000). Domain specificity and variability in cognitive development. Child Development, 71(4), 85 4-856. Gilbert, J. L.Getting help from Erikson, Piaget, and Vygotsky: Developing infant-toddler curriculum. U. of Kentucky. 12 pages. Accession No: ED457968. Golbeck, S. L. (2001). Socioeconomic differences in children’s early cognitive development and their readiness for schooling. In S. L. Golbeck (Ed. ), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice. (pp. 37-63). NJ: LEA. Griffin, S. (2004). Building number sense with Number Worlds: A mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-173. Harwood, R. L. , Miller, J. G. , & Irizarry, N.L. (1995). Culture and attachment: Perceptions of the child in context. NY: The Guilford Press. Hodapp, R. M. (2001). Advancing findings, theories, and methods concerning children with disabilities. Monographs of the Society for Research in Child Devleopment, 66(3), 115-126. Lally, J. R, Lerner, C. , & Luire-Hurvitz, E. (2001). National survey reveals gaps in the public’s and parents’ knowledge about early childhood development. Young Children, 56(2), 49-53. Martin, A. , & Oliva, J. C. (2001). Teaching children about money: Applications of social learning and cognitive learning developmental theories.Journal of Family and Consumer Sciences: From Research to Practice, 93(2), 26-29. Parent, S. , Normandeau, S. , & Larivee, S. (2000). A quest for the Holy Grail in the new millennium: In search of a unified theory of cognitive development. Child Development, 71(4), 860-861. Piaget, J. (1993). Development and learning. In M. Gauvain & M. Cole (Eds. ), Readings on the development of children (pp. 25-33). NY: W. H. Freeman and Company. Piaget, J. ; Smith, L. (Trans. ). (2000). Commentary on Vygotsky’s criticisms of language and thought of the child and judgement and reasoning in the child. New Ideas in Psychology, 18(2-3), 241-259.Raines, S. C. (1997). Developmental appropriateness curriculum revisited and challenge d. In J. P. Isenberg & M. R. Jalongo (Eds. ), Major trends and issues in early childhood education: Challenges, controversies and insights. (pp. 75-89). New York: Teachers College Press. Rothbaum, F. Pott, M. , Azuma, H. , and others. (2000). Trade-offs in the study of culture and development: Theories, methods, and values. Child Development, 71(5), 1159-1161. Smetana, J. G. (1999). The role of parents in moral development: A social domain analysis. Journal of Moral Education, 28(3), 311-321. Suizzo, M. A. (2000).The social-emotional and cultural contexts of cognitive development: Neo- Piagetian perspectives. Child Development, 71(4), 846-849. Vondra, J. I. , Hommerding, K. D. , & Shaw, D. S. (1999). Stability and change in infant attachment in a low-income sample. Monographs of the Society for Research in Child Devlepment, 64(3), 119-144. Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. Journal of Humanistic Counseling, Education and Dev elopment, 39(1), 32-40. Wolfgang, C. H. (2000-2001, winter). Another view on â€Å"Reinforcement in Developmentally Appropriate Early Childhood Classrooms. Childhoood Education, 77(2), 64-67. Note: To cite within your text, remember there are 3 ways: (a) a quote (only 3 per short paper), then put author's or authors' last name/s, year, page # in ( )s, e. g. , â€Å"†¦ † (Salkind, 2004, p. 34); (b) paraphrase, then put author's or author's last name/s and year in ( )s, e. g. , †¦ (Vondra, Hammerding, & Shaw, 1999); and (c) paraphrase after saying, According to Martin and Oliva (2001), †¦. If you use 4 or more words in a row from an author you must quote them and use example â€Å"a† above for proper citation; otherwise, you are plagiarizing =; F for a grade.Not citing any theoretical construct is also plagiarizing even if you paraphrase/put in your own words. These theoretical ideas/concepts/constructs are not yours originally! It is best to cite each se ntence that contains an idea that is not yours. One citation at the end of a paragraph with lots of sentences with ideas that are not yours is not enough! Each idea must be attributed to a source, if it is not a general idea. If all the ideas in a paragraph come from 1 source, you can wrap the paragraph by citing at the beginning of the paragraph (or end of the 1st sentence) and then at the end of the paragraph.Note: All papers must include a typed cover/title page & a reference page when appropriate using APA style. All papers will be graded on accuracy and thoroughness of responses. Note: Your grade will be lowered at least one grade for late work. Note: Come to class with your rough drafts or email them to me so that your questions about accuracy of your responses can be answered. Save your work in multiple places, e. g. , jump drive, email it, etc. Note: All papers are considered late if missed the time for submission on Blackboard, usually 15 minutes before class or at the begi nning of class. STUDENT ACKNOWLEDGEMENT FORMI, _____________________________________________ have been given the syllabus for FCNS 432, (please print entire name) Theories of Child Development for fall 2009. My signature affirms that I have read and that I understand all policies, procedures, and expectations, associated with this class. My signature also affirms that I have been given an opportunity to discuss questions regarding the syllabus and class outline during the first class session, and that I understand that it is my responsibility to seek the professor’s assistance if I have further questions. (student’s signature)(date)

A Randomized Clinical Trial of Mindfulness-Based Cognitive Therapy ver Article

A Randomized Clinical Trial of Mindfulness-Based Cognitive Therapy versus Unrestricted Services for Health Anxiety A Critical Review Affiliation A critical review The article reviewed in this paper is d â€Å"A randomized clinical trial of mindfulness-based cognitive therapy versus unrestricted services for health anxiety (Hypochondriasis)† involving a study done by McManus, Surawy, Muse, Vazquez-Montes and Williams  (2012). The study was conducted to assess the influence of mindfulness-based cognitive treatment on patients with anxiety by relating the effects of MBCT when combined with additional usual amenities (unrestricted services). The research used 74 participants who were randomly picked to either MBCT adding to the US (n=36) or US alone (n=38). The participants were assessed before the intervention (MBCT) or (US), instantaneously following the intervention and one year post intervention. Independent valuations of diagnostic status, consistent self-report assessors and measures ratings of distress and severity were associated with the analysis of hypochondriasis. The results of the study indicated that MBCT participants had significantly lowered health anxiety that US participants both following the intervention. Mediational analysis indicated that the alteration in mindfulness intervened with the group modification in healthy anxiety symptoms. In that, fewer contestants assigned to MBCT than to US confirm with the principles for the identification of hypochondriasis, which occurred immediately following the intervention. The research concluded that MBCT could be used in addition to services for patients who suffer from health anxiety. The research used only 74 participants, which means that it does not give an accurate information or does not represent the United States population. Therefore, the research study has been said to be effective in patients with health anxiety it cannot be used independently. The research design used in this research study was longitudinal study, which is a correlation study that involves repeated observations over a period. In this case, the study was done for a period of two years. Although the participants were randomized, the study the researcher could conduct their research diligently without manipulating in the environment or the participants actions. The longitudinal design that was used in the research was appropriate because it allowed the researchers to distinguish the short and long-term phenomena’s when it comes to health anxiety in the United States. The study is weak in the sense that it has a small group of participants that are used to test to methods of dealing with health anxiety. Secondly, the intervals at which the results are taken is long meaning that the researchers should have should have chosen an interval of six months to ensure that they get proper information other than a one year follow up. The research design chosen by the researchers was expensive and time consuming in that, first it required the researchers to be trained before they went to observe the participants. Additionally, putting together the data might be a problem because it is collected during intervals of one year, which means that they can be distorted. Therefore, it is significant to ensure that the appropriate timing is used to ensure that the correct information is accurate. The information gained from the research can be used to help patients in the United States to deal with anxiety related issues, which can cause stress that leads to suicide. This is because mediational analysis identified that change in mindfulness helped the group changes in relation to health anxiety symptoms. Therefore, the research can play a significant role in the clinical field of psychology when it comes to dealing with health anxiety related issues. However, although MBCT cannot be sued on its own it is an additional provision for the patients with health anxiety. Reference McManus,  F., Surawy,  C., Muse,  K., Vazquez-Montes,  M., & Williams,  J.  M. (2012). A randomized clinical trial of mindfulness-based cognitive therapy versus unrestricted services for health anxiety (hypochondriasis). Journal of Consulting and Clinical Psychology, 80(5), 817-28. Retrieved from http://dx.doi.org/10.1037/a0028782

Geophysical Modelling Essay Example | Topics and Well Written Essays - 1750 words

Geophysical Modelling - Essay Example Firstly, we may declare the thermal conductivity of the soil layers as constant value (2nd assumption). Indeed, if heat transfer is plane and steady, and if is not large (in our case ), one can make a reasonably accurate approximation using a constant average value of (Lienhard &Lienhard 2003, p. 51). Then, we may declare the density and the specific heat of the soil layers as constants and (3rd assumption). It is necessary to note that such assumption is somewhat groundless, especially for the cases of strictly inhomogeneous soils. However, only after this we may introduce a constant diffusion coefficient () of the soil (Bird et al. 2002, p. 268). Finally, we may declare that the rate of internal energy conversion is negligibly small (4th assumption). In fact, such assumption is declaration of absence of the heat generation or consumption within the soil. Again we note that this assumption can be groundless for the inhomogeneous soils with stone inclusions, fluid- or air-filled interstices with internal convective flows. Moreover, the heat transfer in such porous and composite media is very difficult to analyze (Bird et al. 2002, p. 281-283). for the steady boundary conditions and ; is the thickness of the soil upon the rock background. Solution (5) is easy to derive analytically (Haberman 1983, p. 13-14), so we will use it for checking our numerical model by approximation at . Heat transfer model parameters The simplified problem (4) is stated by following values: m, m2s-1. Boundary conditions are: , (1st case), and (2nd case). Initial values are stated by equation . Model discretization is stated by number of soil layers , their thicknesses m, and the timestep (in seconds) which we can modify (240s, or 550s). Model geometry is shown at the figure 1. In our model zero-level () is located at the surface of the rock background because the soil thickness is rather unstable parameter. Indeed, thickness of the real soil cover is a function and for the small areas only. Therefore, we will use more "stable" rock surface to count out -values of the soil layers. Model dynamics (i.e. heat conduction process) is described by (4) which is transformed in a form of difference equation ; (6) here, denotes ; , ; , . The work equation (6) is derived from (4) by FTCS scheme, when forward differentiation was used for and centered differentiation was used for (Boyce & DiPrima 2001, p. 419f). Figure 1 - Model geometry Solutions 1. Let us transform the FTCS scheme (6) into an explicit form: . (7) For the bottom soil layer () we have (8) because of . For the layer near the soil surface () we have (9) because of . 2. To create a Matlab script for solving equation (4) in the explicit FTCS form (7), we can use both initial script and examples of (Mathews & Fink 1999, p. 526-536). Work model code is in

The Effects of Animal-Assisted Therapy on Anxiety and Depression among Research Paper

The Effects of Animal-Assisted Therapy on Anxiety and Depression among Nursing Home Patients - Research Paper Example   The relation between animals and humans has always been a powerful bond. For many years, this bond has remained a source of relief and solace for many people who are suffering or have suffered from emotional or physical pain. This relationship regarding healing power is practiced today and is known as Animal Assisted Therapy or pet therapy (Le Roux and Kemp, 2009). Animal-assisted therapy Animal Assisted Therapy or AAT is a form of therapy in which animals are involved for treatment. AAT helps in improving patient’s emotional, social or cognitive functioning. The animals which assist in the therapeutic treatment include farm animals, domesticated pets, and marine mammals. Animal-Assisted Therapy is used to help children and adults in cases where they have experienced neglect, abuse, depression, anxiety, undergoing chemotherapy or through other medical treatments etc. Today, Animal Assisted Therapy is gaining much importance and it is noted that it will grow into mainstream healthcare practices. Dogs are mostly used for this therapy as they are classified as facilitators to recovery, preventers of sickness and as the predictors of bad health. Moreover, dogs also have excellent sociability and training skills. AAT therapy is now recognized by almost all medical and healthcare professionals. The therapy is basically meant to treat depression, mental disorders, anger, stress, anxiety, loneliness, other mood disorders and psychological health of individuals (Stasi, Amati, and Costa, 2004). Anxiety and stress are regarded as a major cause of diseases of cardiovascular areas. It has been hypothesized by researchers that comrade animals may provide to lessen anxiety and stress levels (Siegel, 1990). Numerous instigators have reported lesser readings for blood pressure among children and adults in the presence of such a companion animal during worrying activities.Animals have been associated with positive effects on patients in a variety of healthcare setting s (Friedman et al, 1983). The initial introduction of animals to such settings involved frequent visits to the treatment programs. However, now animals are intentionally involved in treatments via numerous interventions included in the animal-assisted therapy. Over the past few decades, Animal-assisted therapy or Pet Therapy has gained extensive application and support in almost all parts of the world. In this therapy, the animals are provided with special pieces of training before their interaction with patients. AAT has been shown to have positive mental, physical, motivational and educational effects on participants (Johnson and Haubner, 2008). That is the reason why this therapy is largely used for rehabilitation and recovery of mood disorders. The studies by Muschel, Gagnon et al., Wells, Schnipper and Weber (1984, 2004, 1998, 2005 and 2004) investigated the effect of Animal Assisted Therapy on the cancer patient. All these studies concluded that cancer patients were benefitted from this therapy.  Ã‚  

THE GENERAL ELECTRIC AND THE HEWLETT PACKARD (HP) Essay

THE GENERAL ELECTRIC AND THE HEWLETT PACKARD (HP) - Essay Example The competitive advantage refers to an advantage gained over competitors either by providing greater value to consumers, by lowering the prices, or by offering more benefits and service which justifies the higher price. Corporate strategies are the central point of achieving the competitive advantage by making assumptions on an organization’s external environment and its resources, and by creating policies on how the organization should operate. General Electric and Hewlett Packard are the two most influential companies in the technology market. A comparative study of the strategies used by GE and HP reveals that both have formulated analogous strategies in the various aspects of their business operation. ----------------- Introduction The Hewlett-Packard Company, commonly known as the HP, is a well established and very large global firm founded in 1939 by Bill Hewlett and Dave Packard and headquartered in California, United States. Their products focus mainly on technology li ke computer, printing, digital imaging, and also software services. General Electric (GE) is the producer of diversified technology, media, and services, and was incorporated in 1892. It offers products and services ranging from aircrafts engines, power generation, technology in medical imaging, business and consumer financing, and many more over 100 countries. The GE has a long history of success in their technological trade and their achievements prove the value of their view, â€Å"why predict the future when you can create it?† (Our history). The Economical Environment The economical environment of the business consists of four elements, they are Political, Economic, Social, and technological. The economic environment today is moving through vibrant and unstable phases due to globalization and increasingly competitive markets. However, the Hewlett Packard Company takes advantage of exploiting new markets all around the world, engaging with other multinational corporations . A big advantage to the company is their product diversity which helps them to survive the recession. At the same time, the GE is faced with many social issues regarding environmental pollutions. It has become a topic for controversies with regards to the immense ownership and control over the media sources. The company has been alleged for spending millions of dollars on commercial ads and television program sponsorships to ensure its environmental friendly image. The General Electric Company performs its functions in micro and macro environment. The micro-environment consists with customers, suppliers, and other stakeholders of the business. The GE treats its customers as an integral part of the company in the successful running of the business. The GE has taken higher efforts to integrate the company’s view with the customers’ view rather than considering them as mere investors. As customer service has been considered as the vital part of the performance, it mainta ins three crucial components regarding the quality offered to customers; the employees, the process, and the customers themselves. On the other hand, the organizational culture of HP is built up progressively over a time, which helps the employees to define how they feel about their job. The HP has succeeded in creating a positive influence of the culture on their employees. A positive culture helps to stimulate commitment towards the job and to achieve the proposed goals. Decision Making The General Electric Company employs some basic strategies in their decision making. One among them is to invest and tap the internal market within the reach of the company. This strategy seems to have utilized the principle that ‘a business must be employee-oriented if it wishes to be customer-oriented’

The History of Management Theory Research Paper Example | Topics and Well Written Essays - 750 words

The History of Management Theory - Research Paper Example The classical school of management outlined the scientific management principles and suggested to use scientific methods to deal with the problems of handling assembly lines. More emphasis was placed on achieving specialization so that productivity can be improved. The Human Relations School however, attempted to add more dimensions to the management and suggested the psychological dimensions of the management also. (Roth, 1994) The open system school attempted to reconcile the differences of classical and human relations school and provided a system approach to view organizations as a complete system with humans operating as one part of the whole system. The social action school has also put forward the arguments of viewing the employees as individuals having their own interests and goals. The social action school of management is one of the latest advancements in the theory of management. Comparison and Contrast between Classical and Human Relations School Classical School of Manag ement is considered as the oldest school of management and it started with the advent of industrial revolution in developed countries. ... however, refused under the human relations school wherein it was outlined that organization is not just a mechanical thing with employees working like mechanical objects. Employees being the humans also possess feelings and have their social needs and it is the responsibility of the management to actually account for such social needs of the employees. My current organization, considering employees having social needs and responsibilities, tend to provide different facilities such as leaves, bonuses, paid vacations etc which actually help employees to free themselves from the stress of work and to become more productive in nature. This also serves as the source of intrinsic motivation for most of the employees as it outlines that the organization is taking care of the needs of the employees and employees feel the part of the organization. Work is also delegated to the employees and there is more need to develop employees which can perform multiple tasks. There is therefore a clear di version from the principles of scientific management which advocates for the specialization of the tasks whereas my current organization focuses on developing the capabilities of the employees in different areas of the work so that can better perform for the overall organization level. Scientific management also advocated the use of things like following best practices, complying with the policies and manuals of the company. This view has been held till now also wherein management still believes that employees work as economic agents with their own self-directed interests to achieve monetary gains. In order to provide such monetary gains to the employees, management must force them to comply with their policies and manuals. Though human relations movement did not negated this position but

Corporate Business Responsibility Essay Example | Topics and Well Written Essays - 750 words

Corporate Business Responsibility - Essay Example According to him, he opposes Milton’s theory and states that the business entity has an added responsibility of taking care of consumers and other workers on top of achieving its core purpose of making profits. These two viewpoints have had very many reviews and the comprehension and general assessment assist largely in determining the more noble theory. Both the ideas have their strong points, and this is based from the vast research and knowledge that the experts behind them have. Focusing on the views offered by Milton, he stated that the sole responsibility of a business should be to maximize profits. The positive aspect of this statement is that the business thus has the ability to offer full concentration to profit making agendas. With less association with the exterior environment, the company is assured of having maximum profits and thus leading to increased money drawn back to the company, and the subsequent result is always having the business expand to a greater asp ect. However, the theory does not accommodate all aspects of contemporary business ethics. This is from the fact that the 21st century has many people taking the social responsibility of a business rather seriously for them to acknowledge the services offered. The theory is thus rather biased from the fact that people pay more attention to a business that offers more attention to them. If a company involves the community through various activities such as brand testing before marketing and other social responsibilities like funding several events and offering financial aid, people are personally attached. This personal attachment is rather necessary in that it assists in ensuring that the community offers much attention, and to the company and the company has an upper hand in the competitive atmosphere in the location. Another aspect that is rather expounded by Milton from his theory is that a business thus has the ability of remaining anonymous by carrying out its activities in pri vate without letting in the general public in its ideas. This privacy policy is advantageous as it assures the company of originality and assurance that there will not have any theft of concepts and ideas that the company comes up. Moreover, it is said that a company that keeps to itself gets respect from the community in that it portrays its ability to have a financial bearing without assistance from others (Shaw & Barry, 2004, 232). However, looking at the 21st century from a general perspective, going through with Milton’s theory is not the best decision that a company, whether big or small, should take up. The best advice to follow is that relating to Edward Freeman. Caring about the welfare of the workers is one key point to the success of many companies. For instance, a company that sets standards to which the employees have to reach and subsequently gifts the employees that actually attain the standards is well on the course to success. The gifts may come in different packages depending on the success rate of the employees. These may range from family picnics to even salary raises. All these work better to offer motivation for the employees that eventually leads to better corporate results. Freeman and Milton have diverging corporate viewpoints but bear the same subsequent goal for each business criteria taken. The goal is success of the company. Caring about customers is also very

The Effects of Education on Youth Smoking Essay

The Effects of Education on Youth Smoking - Essay Example Moreover, legislation has been passed around the globe which seeks to reduce the impact that certain marketing strategies can have on adolescent for instances. Legislation has recently it has United States which is that cartoon characters or other visually suggestive marketing strategies, such as Joe Camel, it should not be used due to the fact that the underage individuals to engage with cigarette merely because the marketing is specifically targeted to their demographic. Even though these changes have taken place, the sad reality is that young people continue to start smoking cigarettes each and every day. This is all particular importance not only due to the fact that children are just as susceptible to the health impacts that cigarettes entail as adults, it is also of high importance due to the fact that once a young person begin smoking, they are oftentimes likely to continue this habit well into adulthood; oftentimes until they develop a severe medical condition which can take their life. As a means of understanding this reality, the following analysis will focus upon the reasons for why young people begin smoking as a means of seeking to diminish these causal forces that exist within society and promoting a more healthful nation. A great deal of research has indicated that one of the causal reasons for adolescents to begin smoking has to do with whether or not their parents smoke. As such, a statistically higher level of likelihood exists for those adolescents whose parents, or parent as the case may be, smoke as compared to those you do not have such an influence within the home. Naturally, a further reason for why this is a factor has to do with the fact that individual adolescents whose parents/parent smoke are presented with the widespread availability of cigarettes all through their youth (Sohn, 2014).

RETAIL STRATEGY Essay Example | Topics and Well Written Essays - 2500 words

RETAIL STRATEGY - Essay Example In the face of economic growth and radical economic volatility at home, the most attractive retailing options may lie in Asia. Although few domestic retailers are positioned to capitalize on international opportunities, virtually all retailers will be affected by the emergence of the one-world marketplace. As the international borders and barriers come down and the free flow of products goes up, even the smallest mom-and-pop store will be swept up in change. The main trends in the retail industry include fragmentation, specialization and differentiation. Increasing cultural diversity and ethnic insulation lead to market fragmentation. Certainly a number of established retailers are poised to capitalize on the one common denominator that cuts across racial and ethnic diversity--the persistent emphasis on bang-for-the- buck, or value. However, currently most retailers are ill equipped to capitalize on the new opportunities promised by market fragmentation because they do not have access to the expertise required to understand the behavioral manifestations of cultural heritage and ethnic identification (Levy and Weitz 2004). The leading retailers of the 1990s will be those that shore up the knowledge gap by recruiting, hiring, training, and promoting people or by employing outside consultants from cultural and ethnic backgrounds corresponding to those market fragments that promise the greatest profit potential (The Committee for the Histor y of Retailing and Distribution 2009). Although the UK market has grown in absolute terms, the 1990s promise smaller targets of opportunity, both in sheer size and in duration. The factors fueling population growth are conspiring to produce what some have termed "the death of the mass market--and mass marketing" (Levy and Weitz 2004). Although birthrates continue their downward trend,

Rabindranath Tagore Story & Poem Essay Example for Free

Rabindranath Tagore Story Poem Essay A Nandalal Bose illustration for The Hero, part of the 1913 Macmillan release of The Crescent MoonThe Sadhana period, 1891–1895, was among Tagores most fecund, yielding more than half the stories contained in the three-volume Galpaguchchha, itself a group of eighty-four stories. [18] They reflect upon Tagores surroundings, on modern and fashionable ideas, and on mind puzzles. Tagore associated his earliest stories, such as those of the Sadhana period, with an exuberance of vitality and spontaneity; these traits were cultivated by zamindar Tagore’s life in villages such as Patisar, Shajadpur, and Shilaida. Seeing the common and the poor, he examined their lives with a depth and feeling singular in Indian literature up to that point. [79] In The Fruitseller from Kabul, Tagore speaks in first person as a town-dweller and novelist who chances upon the Afghani seller. He channels the longing of those trapped in mundane, hardscrabble Indian urban life, giving play to dreams of a different existence in the distant and wild mountains: There were autumn mornings, the time of year when kings of old went forth to conquest; and I, never stirring from my little corner in Calcutta, would let my mind wander over the whole world. At the very name of another country, my heart would go out to it I would fall to weaving a network of dreams: the mountains, the glens, the forest . . [80] Many of the other Galpaguchchha stories were written in Tagore’s Sabuj Patra period (1914–1917; also named for one of Tagores magazines). [18] A 1913 illustration by Asit Kumar Haldar for The Beginning, a prose-poem in The Crescent MoonTagores Golpoguchchho (Bunch of Stories) remains among Bengali literatures most popular fictional works, providing subject matter for many successful films and theatrical plays. Satyajit Rays film Charulata was based upon Tagores controversial novella, Nastanirh (The Broken Nest). In Atithi (also made into a film), the young Brahmin boy Tarapada shares a boat ride with a village zamindar. The boy reveals that he has run away from home, only to wander around ever since. Taking pity, the zamindar adopts him and ultimately arranges his marriage to the zamindars own daughter. However, the night before the wedding, Tarapada runs off—again. Strir Patra (The Letter from the Wife) is among Bengali literatures earliest depictions of the bold emancipation of women. The heroine Mrinal, the wife of a typical patriarchical Bengali middle class man, writes a letter while she is travelling (which constitutes the whole story). It details the pettiness of her life and struggles; she finally declares that she will not return to her husbands home with the statement Amio bachbo. Ei bachlum: And I shall live. Here, I live. Haimanti assails Hindu marriage and the dismal lifelessness of married Bengali women, hypocrisies plaguing the Indian middle classes, and how Haimanti, a sensitive young woman, must—due to her sensitiveness and free spirit—sacrifice her life. In the last passage, Tagore directly attacks the Hindu custom of glorifying Sitas attempted self-immolation as a means of appeasing her husband Ramas doubts. Musalmani Didi examines Hindu-Muslim tensions and, in many ways, embodies the essence of Tagores humanism. Darpaharan exhibits Tagores self-consciousness, describing a fey young man harboring literary ambitions. Though he loves his wife, he wishes to stifle her own literary career, deeming it unfeminine. Tagore himself, in his youth, seems to have harbored similar ideas about women. Darpaharan depicts the final humbling of the man as he acknowledges his wifes talents. As do many other Tagore stories, Jibito o Mrito equips Bengalis with a ubiquitous epigram: Kadombini moriya proman korilo she more nai—Kadombini died, thereby proving that she hadnt.

Expansion of Spanish clothing retailer Zaras

Expansion of Spanish clothing retailer Zaras This article examines the case of the Spanish clothing retailer Zaras experience of and plans for further expansion into Southern and Northern American markets. It argues that given the unique distribution and production functions of the retailer that possible problems exist for continued expansion in the US market. The problems associated with this given the characteristics of local markets and pressures from rival operators means that a recommendation is made for an adjusted international strategy for the company despite its broad successes elsewhere globally. Introduction Globalisation has become an essential element of international marketing principles and it has been argued that one of the keys to success in global markets is the effective development and marketing of standardised products and brands (Douglas Wind, 1987). Jay (2000) suggests that the development of international enterprises is as a consequence of reduced barriers for trading due to developments in information technology. Jones (2002) argues that successful international operations are those which integrate and cooperate in business activities across national boundaries. It is clear that the clothing industry is a significant part of the internationalisation process in terms of the critical growth of the clothing retailing sector in global markets and attendant activities such as global sourcing. The international expansion of Zara is led by its parent company Grupo Inditex which is based in Spain and Zara has achieved an impressive annual growth of 26% over the last five years (DAndrea Arnold, 2002). Based in Spain Zara has grown from 180 stores to 1.080 stores in 33 countries and in 2002 150 stores were added in 9 countries and further expansion has been planned and expected. As the biggest economy in the world the American market is an attractive one for Zara and stores located in New York were announced as being successful indicators towards future market penetration. The huge American market and especially the North American marketplace was highlighted as the next move for the companys expansion plan yet the diversity in this market and high level of competition creates challenges for continued Zaras success. Environmental Analysis A clear understanding of the business environment is essential for companies in competing in the global economy. This is particularly important in relation to international strategy. Environmental analysis can be made from both a macro and micro perspective and both the PESTEL and Porters industrial analysis are useful instruments of analyses (Johnson Scholes, 2002). PESTEL analyses the political, economic, social, technological, environmental and legal events that have impacts on a business. Of interest in this case is the signing of the North American Free Trade Agreement (NAFTA) which helped regional economic growth among member countries through eliminating tariffs and government encouragement of foreign direct investment. This creates threats to Zara in terms of an entry model as well as marketing strategy. The American market is highly attractive for multinational companies such as Zara. The US is the number one economy in the world although since the terrorist attacks in 2001 the American economy slowed down accompanied with a reduction in consumer confidence. According to Jobber (2001) where national economic performance and customer confidence is poor consumers will reduce consumption of non essential products. This poses problems for Zara in competing in a highly competitive marketplace where demanding for clothing has decreased. Zara however provides luxury clothing products at a reasonable price which provides the company with competitive advantages in terms of price, quality and brand name. The success of Zara depends on an effective logistics system and it is one of the few companies with in-house design and production enabling them to provide new clothing lines within 15 days instead of the 9 months average lead-in time of the textile and clothing industry. It is fair to say that this logistics system based on information technology and computerized design and production programs enables Zara to maintain competitive advantages over other international competitors. However previous experiences in operating in South America where a complex and large distribution centre was established in order to supply the southern region saw challenges in the integrated supply chain being created. Language as one of the most important elements of culture plays a vital role in shaping international marketing strategy simply because people under different social and cultural environments share different value systems and display varied consumer behaviour (Bradley, 2005). Additionally it is useful to be aware of the new form of political economy which suggests that economic phenomena are highly linked with political issues in that governments seek to use political power to achieve economic benefits (Rugman Hodgetts, 2003). Examples of this can be seen in the increasing role of developing countries in the world economy. In the case of the textile and clothing industry more and more retailers and manufacturers source from lower labour cost developing countries res ulting in significant competitive pressures on Zara which insists on sourcing mainly from Europe and relying on its in-house design and production. Porter (1980) provides a useful framework in understanding the industrial environment in which companies are involved in. The competitive level in an industry shapes a firms strategy in competing in its marketplace and in turn this is shaped by the performance of operators within the industry. It is obvious that competition levels are high in both the North and South American marketplace. Zara entered the South American market where American brands such as GAP and the Swedish brand HM were major competitors within the middle clothing market. Similarly buyer power has increased in the modern business environment and Zara needs to effectively satisfy customers globally from different nations and cultural backgrounds. Improvement in US consumer confidence demonstrated in the research creates opportunities for Zara in expanding its market from south to the north (BBC News, 2005). Nevertheless the issue of different supply systems needs to be resolved utilising Zaras integrated global sup ply and logistics chain. The strategic plan to establish a specific supply and distribution centre for the North America market aims to control cost and maintain competitive capabilities in competing with companies from member countries of NAFTA such as Canada and Mexico as well as local players who source from cheaper overseas suppliers. Due to the nature of the clothing retailing industry the diversity of retailing forms in the US is complex including both large numbers as well as different formats for retailers including large retailers, department stores, merchandise shops, small specialty operators and discount stores. There are potential new entrants into this marketplace and hence it is critical for Zara to be aware of the high competition level in the US clothing retailing industry at all levels of the market. Market Segmentation Market segmentation aims to provide relevant information for a basis for the selection of target markets (Bradley, 2005). Zaras targeted customers are people who seek for higher quality clothing products at reasonable prices. In this case targeted American customers were those who expressed interest in European branded clothes. First of all Zaras women collection is divided into three categories: Zara Women, Zara Basic and the sporty Trafaluc representing market segments for women who look for a more formal style, younger women for a more informal style and younger women and teenagers while menswear included Mens Line at Zara, Zara Basics, its club-wear brand 100Zara and Zara Sport (DAndrea Arnold, 2002). In this sense the general public from all age groups can be seen as potential customers targeted by specific sub-brands of Zara. A second important variable in defining segmentation is based on psychographic characteristics such as lifestyle which will be discussed in detail in the next section (Jobber, 2001). As one of the most famous and successful European brands Zara in its existing south American market targeted people who were especially interested in European styles at affordable price levels. This targeting strategy remained the same for Zara in expanding in the North American marketplace. One definition of consumers suggests that it can be seen as individuals as well as groups of people purchase products or services for personal use, household or gifts. In other words they can be classified as end users of particular products (Solomon et al, 2002). Retailers are situated in the final steps of the distribution chain and are closely linked with end users or customers. Therefore it is useful to look at the concept of consumer behaviour in relation to clothing buying in light of target segmentation strategies pursued by Zara. Blackwell, Miniard and Engel (2000) define the initial step of consumption processes as the recognition of needs which can be influenced by various factors such as reference group values, self esteem and external cultural and social value systems. Particularly modern customers have become more sophisticated and learn more from their purchasing experiences with price often deployed as a key indicator as to the quality of goods (Jobber, 2001). This is arguably the case for buying activity in the clothing sector with brand name, price, style as well as quality tending to have important effects on the decision making processes leading to purchasing. According to Entwistle (2000) clothing is not simply about physical garments but takes on a multi-faceted significance where people use fashion to define and negotiate their identity in wider social contexts. Increasing power for consumers enables them to bargain for lower priced clothing yet it remains the case that pure discount on price is not necessarily important for them in make purchasing decisions. This aspect of consumer behaviour offers a useful insight for Zara in establishing its competitive advantages based on an effective logistics and supply chain through ensuring quality with reduced costs matched to a strong brand name. Foxall, Goldsmith and Brown (1998) argue that there are several stages after need recognition leading to final buying activity and as such the co mmunication strategy used to build up effective customer relationships and brand image by clothing retailers is most useful at the early stage in order to have a lasting impact on purchasing decisions. In this retail context women are suggested to constitute a major proportion of consumers (Domosh, 1996). Particularly women are more involved in both social and economic life functions which results in increasing demands on fashion in terms of style and self identity. Additionally a determinant of the degree to which customers evaluate a brand is the level of involvement with high involvement meaning extensive evaluation of the product and/or alternatives (Hawkins, Best and Coney, 1989). For clothing products the degree of involvement is suggested as being typically medium to high (Breward, 2000). Bearing in mind the concept of involvement and the role of women in purchasing Zara used a suite of effective marketing tools in maintaining customer loyalty through providing value added clothing relevant to identified market preferences. This is because in terms of fashion a stylish and sophisticated brand image in terms of trends, styles and tastes is a key success factor in building a b rand name for a retailer such as Zara. Similarly effectively maintaining customer loyalty in terms of repeat buying is a major contributor to successfully expanding its market share in the US market. Marketing Strategy Analysis and Evaluation Based on its successful experience in operating in New York Zara pursued a strategic market expansion strategy in order to maintain organisational growth in terms of market share and the accruement of financial benefits. The establishment of a distribution centre in the outskirts of Buenos Aires enabled Zara supply the southern region as well as played a strategic role in supplying the new northern market (DAndrea Arnold, 2002). With Zara being one of the few companies utilising in-house design and production meant sourcing locally was its main strategy rather than switching to overseas suppliers. This strategic choice did enhance the competitive capabilities of Zara in terms of short lead time and effective logistics control but added to pressure from competitors who sourced abroad resulting in competitive pricing in the middle market by rivals such as HM and GAP. In addition in considering an integrated supply chain the distribution centre to some extent caused inefficiencies in the overall system in that decisions on the choice of local manufacturers had been made difficult due to the closure of American textile and clothing manufacturers who moved production lines to Asia. As such the market expansions strategy remains unclear in terms of it achieving growth based on effective franchises rather than through adding new stores and entering new markets. This can be said to be especially the case for the North American market. Although the market size is large and entry barriers are low due to the cultural differences between south and north US regions means significant attention must be paid to the marketing mix in order to achieve synergy from integration. Life styles are different in North and South America hence the branding strategy used by Zara is essential in differentiating itself with both from existing rivals and attracting new custom ers within each of the respective markets. Evaluation of marketing mix In the context of international market and keeping in mind different macro and micro environmental conditions an international marketing mix needs to be varied from one context to another (Keegan Green, 2003). Based on the branding marketing mix strategies it is of importance to look at international marketing models in the North American market considering different operational environments and different consumer behaviour in southern and northern markets. Product and brand The term product not only refers to tangible goods but also entails intangible attributes such as customer service and brand name (Keegan Green, 2003). As a retailer Zara provides a similar range of products in both the southern and northern markets in the US as those provided in its domestic market. However the intangible resource which Zara as a strong brand in New York occupying the middle fashion market appears to be less visible more broadly in the North American markets in comparison with the national brand image of GAP. Traditionally the brand image of Zara as a retailer is one targeted on middle income consumers seeking high fashion styles at reasonable prices. As a result of successful operation in the EU market as well as Asian and South American markets Zara was able to create a strong brand image in the middle fashion market in order to compete with GAP and HM who are also two major operators in the wider global market. Price Price is argued as being an important indicator for customers in evaluating the quality of products and within the clothing sector this also holds true (Easey, 2002). The price mix deployed in the US market is double that found in its domestic region in Spain due to higher operational cost and higher labour costs. It has been suggested that the clothing industry is labour intensive and that effective human resource management strategy contributes in a key manner to effective cost control and in turn allow for competitive pricing in the market (Jones, 2002). As a result the operational strategy employed by Zara has been consistently challenged by competitive pricing from competitors who source from cheaper developing countries. As a result the efficacy of an integrated logistics and supply chain can be questioned along with the ability of maintaining this over the long term given the diversity and complexity of the clothing manufacturing industry in the US. In sum Zaras operation in i nternational markets appears to be experiencing rapid growth in terms of new branches and improving sales and profit but longer term challenges need to be addressed as a priority. Easey (2002) argues that pricing regimes for clothing products may need to change depending on different characteristics in each national market but that communication and management of these changes need to be directed from a strategic level. Communication An integrated communication strategy is an important part of the marketing mix within a branding strategy framework. This seems to be even more essential in the clothing retailing industrial context involving the use of celebrities as a critical communication tool in communicating with customers. For Blythe (2000) marketing communications objectives are created in order to develop a customer base and improve sales through increasing both new and existing customers expenditure on a brands products. However Zara has rarely exploited advertising campaigns except in the case of its launch of two main product ranges occurring seasonally each year. This can help explain its low brand awareness in the North American market which is a threat to successful entry into this marketplace. Additionally visual merchandising such as store design and layout has become widely regarded as important communication tools with consumers (Lea-Greenwood, 2002). In the case of Zara store design such as clear lighting, white walls and ceiling and style-related decorations such as photographs were deployed in order to create an elegant atmosphere emphasising a brand image reflecting European trends. Likewise employee uniforms helped Zara maintain a visual and physical presence of the brand image and helped in communicating with customers and needed only minor adjustments between southern and northern stores. It is believed that the format and experience of a trading environment particularly in clothing retailing interacts closely with merchandise, customer service and the success of communications strategies (Walters Hanrahan, 2000). It can be argued that the communication strategy used by Zara is effective in terms of communicative effects and of a lower cost than its competitors. On the other hand establishing a significant nationwide presence in North America may require either a large expenditure on a celebrity endorsed campaign or the ef fective use of novel techniques such as viral marketing. Distribution The distribution channel is the network which links producers with users yet international distribution strategies are difficult to manage since distribution structures differ from one country to the next (Keegan Green, 2003). For Zara the US market presents unique challenges. As mentioned earlier the closure of US local manufacturers and moves to Asian manufacturing operations poses major threats to Zara which traditionally exploits local sources in supporting its in house design and production. Due to the highly fragmented nature of fashion retailing it is vital for Zara to differentiate itself from other competitors during its entry stage into the North American market. In considering these difficulties in enter this market and the different cultural backgrounds involved Zara pursued an organic growth in terms of opening stores in its expansion. This is because a strong financial background based on its successful operation both in New York and support from its parent company Grupo Inditex allowed for a longer term fiscal view to be taken. However the use of English in the US market is likely to present challenges for the Spanish company but successful international human resource management should counter this and lead to successful implementation of its strategic expansion plans. Conclusion In order to maintain organizational growth Zara employed an aggressive expansion strategy in responding to internationalisation and globalisation. Research demonstrates that a strong global brand name is one of the most vital elements contributing to the success of international operations (Wigley et al, 2005). However a key consideration is cultural influences which have shaped international marketing strategies for Zara in the US market. An international marketing strategy to some degree remains the same as strategies used in other markets satisfy targeted customer groups effectively. However because of local differences and consumer complexity in the American market adjustments were used such as the establishment of a dedicated distribution centre for the American market. Recommendations The marketing mix used by Zara in the US market has been more effective in New York than in other locations. Brand name is a significant part of product concept hence it is useful for Zara to cooperate with local fashion magazines in conducting magazine campaigns in order to improve brand awareness at the market entry stage. Lea-Greenwoods (2002) suggestion that the communication process involves three key participants namely sender, message and receiver must be added to in the sense that practical contexts of business operations in the clothing retailing sector makes this model more complex due to changing forces in the external environment such as developments in media technology and changing characteristics/preferences of consumers. This is also of particular importance in international markets as different cultural and social backgrounds have substantial impacts on consumer behaviour as well as effective communication models. Secondly higher costs resulted in higher prices for Zara in these locations. This phenomenon is able to generate potential risks to its brand image of quality clothing products at reasonable prices. It is undoubted that in house design and local sourcing provides Zara with competitive advantages such as short lead times and high response rates to clothing trends but an awareness of local characteristics in the marketplace is essential. In the case of international expansion currency rates have a major impact on operational and labour costs. In turn competitiveness on price might be eliminated because of pressures from competitors who are able to provide even cheaper but goods which are of high quality. As Jones (2002) highlights global sourcing is a key trend and will continue to be so due to globalisation. Although sourcing abroad raises concerns on supply chain related risks which are often called the Iceberg theory it is imperative that Zara be aware of the significant advantages of sourcing from countries with lower labour costs especially given that quality levels have improved (Jackson Shaw, 2001). With the North American market there were difficulties for Zara in maintaining its famous on an in house production model simply because of a lack of local suppliers and manufacturers. Additionally labour costs in America are considerably higher compared to its operation in Europe. It is hard for Zara then to enjoy cost advantages offered by Eastern European countries as well as cheap domestic cost in Spain (Jones, 2002). The suggestion here is to consider expanding operations to Mexico which is comparably cheaper than the US yet offers a distribution channel to the North American market. The establishment of a distribution centre in Mexico is more likely to be cost effective rather th an building specific manufacturing factories in order to supply the North American market.

Importance of Communication in Social Work | Essay

Importance of Communication in Social Work | Essay People continually communicate with each other in one form or another whether it be through spoken or written language. Communication is fundamental to social work enabling interactions with service users, carers, communities, professionals and organisations. The following assignment discusses how social workers communicate with a variety of individuals, how this can positively or negatively affects individuals and legislation which affects communication. The assignment will also look at barriers which affect communication and how this can affect individuals, the role self-awareness has ensuring social workers have an understanding of themselves and the effects of personal and professional values on communication. Finally the assignment will look at skills required for effective communication and ways in which these enable empowerment of individuals. Barker (2003) defines communication as ‘the verbal and nonverbal exchange of information, including all ways in which knowledge is transmitted and received.’ (Cited in Trevithick 2005: 116). Everyone communicates something, social workers need to understand how to and how people communicate enabling relationships, gaining understanding of personal circumstances and experiences through carrying out assessments, writing reports, access resources to address need e.g. multi-agency collaboration. If individuals experience a negative communication the individual may become suspicions, doubt and mistrust the social worker leading to a loss of belief in the possibility of change, however positive experiences can result in individual’s being left with a feeling of hope. (Trevithick 2005). When communicating social workers require knowledge of legislation regarding the transfer of information, the Data Protection Act (1988) controls how individual’s personal information is used by organisations and government, who are required to follow a set of ‘data protection principles’ including ‘information used fairly and lawfully’ (www.gov.uk). The Wales Accord on the Sharing of Personal Information (WASPI) framework provides protocols and agreements enabling effective collaborative working throughout organisations, enabling barriers to be overcome for ‘sharing information legally, safely and effectively’, while still ensuring the safeguarding individuals. (wales.gov.uk) some individuals experience barriers which disenable communication, individuals with learning disabilities or specific communication issues including hearing loss or visual impairment experience social issues such as being ignored, treated as stupid, shouted at or people losing patients if they require more time, resulting in individuals being excluded from communication interactions leaving people isolated from society (Cree and Myers 2010). Thompson (2007) suggests age as a barrier stating Children and young people can be seen as unable to ‘legitimately participate in decision making’ being on the ‘periphery of what are seen as adult matters’, some older individuals state they feel the same as becoming ‘elderly’ they are no longer adults having a valid point. An individual’s language is not just a means of communication it is part of their culture and identity, being able to use a preferred language can impact on professional relationships. Some people feel languages such as English are more important than others, however for Individuals with Welsh as their first language are unable to express need clearly in English due to the issue being discussed or lack of confidence, resulting in a need to swap from English to Welsh, being unable to may leave individuals feeling disempowered and oppressed as needs are not identified. Welsh Language Act became law in 1993 ensuring Welsh became equal to English enabling individuals to access services in Welsh (Davies 2011). This also impact individuals from ethnic minorities whose first language is not English. To enable effective communication social workers need to become aware of how they interact and communicate with individuals. Burnard (1992) defines self-awareness as ‘the process of getting to know your feelings, attitudes and values [and] learning about the effect you have on others’ (Cited in Thompson 2002: p3). Thompson (2002) suggests self-awareness is gained by understanding own strengths and weaknesses in different situations, recognising any prejudice and accept diversities within individuals enabling confidence in own practice. If self-awareness is not acknowledged there is a risk of creating barriers between themselves and individuals by concentrating on their issues not the issues presented by the individual e.g. traveller communities may require a female social worker to request permission from a senior male to work within their community, the social work may not agree with this but they need to understand the cultural requirements to enable engagement. Thompson (2009) suggests personal values develop from ‘upbringing, experiences and learning’, impacting attitudes, practice and ability to empower individuals. These values impact us with or without our knowledge and influence every decision social workers makes. Warren (2007) suggests social workers need awareness of own value base for two reason, firstly for awareness of ‘manipulation and control’ which may disenable social workers to fully empower service users. Secondly to enable social workers to identify conflicts which may arise between their and the service users values, such as social workers valuing a good work ethic and the service user not working claiming benefits. Service users and carers also have individual values which impact on how they engage with the social worker. Professional values are core values within codes of practice and organisations grounded in anti-oppressive practice. The care council for Wales has a set of 6 core values which impact the practice of social workers and employers including ‘strive to establish and maintain the trust and confidence of service users and carers’, social workers need to use good verbal skills such as interviewing skills to enable this (Care Council for Wales 2011) . Biestek (1961) suggests seven traditional social work values which can be reflected in how social workers communicate with individuals. Four of the suggested values link directly to social work engagement with individuals to ensure ensuring a ‘non-judgmental attitude’ which does not including professional judgements which are made by social workers, while showing the individual ‘respect’ and ‘acceptance’ of individual’s strengths and weaknesses as an individual. Social workers need to react appropriately in a sensitive and supportive way understanding the uniqueness of individual and their feelings about situations, acknowledging individuals have knowledge and experience of need, if social workers fail to acknowledge this they are at risk of treating everyone the same and not meeting the individual need. Two values relate to individuals ensuring ‘Client self-determination’ and ‘Purposeful expression of feelings’ by encouraging individuals to discuss and express their feelings openly, enabling partnership working and individuals making decisions about their lives. The final value ‘Confidentiality’ enables the individual to discuss sensitive and personal issues in a confidential environment recognising confidentiality to the organisation not the individual, which social workers need to make service user and carer aware of in the initial meeting as this may impact on relationships making individuals feel deceived if they are no t informed. (Cited in Thompson 2009: 127) Society also portrays values which are reflected in political policy and implemented in legislation, such as how individuals act within society, if individuals do not comply with societies norms they could be arrested, taken to court and issued an ASBO, however there are some values held by certain sections of society which cause the oppression of certain members of society such as people who claim benefits seen as work shy. (Warren 2007) Thompson (2007) states social workers need to understand communication can oppress individuals, to ensure communication is anti-oppressive and empowering social workers need to ensure they use appropriate communication skills to enable individuals to give their views through involvement in planning, developing and evaluating services resulting in a positive impact on individuals who engage and highlight any barriers which include issues of discrimination and oppression. Communication skills required depend on the situation and individual e.g. using basic language for a child or adults with learning disabilities would differ to giving evidence in court where more professional language is required (Trevithick 2005). Social workers need an awareness of words including gestures, meanings and understanding which may accompany them. The words a social worker uses can create relationships with individuals, but if the wrong words are chosen it can also have a negative impact on the individua l, such as using large complex words with individuals could cause feelings of inadequacy and reduce engagement. Good communication involves the use of tone, timing, body language and choice of words which convey information and meaning to what needs to be communicated. Without clarity of purpose and language to describe what is being done social workers are not able to see clearly what individuals’ needs are and if interventions are working. Thompson (2002) states verbal communication can be separated in to two different areas which are what is said and what is heard. Social workers need to be aware of the speed a conversation is conducted, if they speak to fast it can appear they are feeling angry or anxious which the individual may reflect, it can also be hard to follow especially if the person has a hearing impairment or they are not speaking their first language. However if the social worker speaks to slowly it can portray the social worker is unmotivated, very cautious o r defensive. Hanley (2009) states having good communication skills is central to empowering and anti-oppressive practice. Social workers need to ask a wide range of questions as part of interviews which have a wide range of functions including stimulating self-reflection and returning individuals to their knowledge base where self-determination and empowerment can be located. Open questions enable service users to express their thoughts and feelings in their own words, in their own time, this type of questioning forms a major part of an initial interview, however some individuals feel intimidated by this type of questions and might guess the answers. Closed questions are usually answered by yes, no or short answers such as name or age, this sort of question is good for fact finding, where time is limited and keeping the individual focussed. However this type of questioning can lead the service user away from what they perceive as the main issues leading to frustration (Trevithick 2005). Thompson (2002) states empowering interviews are built on strengths to overcome weaknesses or turn weaknesses into str engths. Appropriate interviewing can make an important contribution to empowerment however inappropriate interviewing can cause great harm. Good listening skills are required in a variety of situations such as carrying out assessments, requiring the social worker not only listen to what someone says but how it is said, when they say it and if certain themes occur. Social workers need to create an environment free from distractions to enable the social worker to listen appropriately. Trevithick (2005) states social workers need to be able to listen to what is not being said which is referred to as a ‘third ear’, being aware of the wider social and cultural context of the individual. By adopting a non-selective approach to listening the intention is to minimise the social workers bias and stereotypical assumptions and follows the lead of the individual to create an opportunity for change. Non-verbal communication accounts for two thirds of meaningful communication, there can be miscommunication between messages sent and what has been received. Egan (1982) suggests the mnemonic ‘SOLER (Straight position, Open body, Leaning, Eye contact, Relaxed) as a model for non-verbal communication through body language (cited in Hanley 2009:177). The body language of a social worker in relation to what is being said can be confusing if they do not convey the same message e.g. sitting slumped in a chair, avoiding eye contact while carrying out and assessment of need can be perceived as disinterest (Hanley 2009). Trevithick (2005) suggests observational skills are important in understanding non-verbal interactions, enabling social workers to gain understanding of a situation. Observation skills can be used as a general or specific part of an intervention to gain an understanding of the environment as well as the individual. Koprowska (2005) states by using silence this can give people the opportunity to speak, but the social worker needs to appear to show interest in the individual to encourage them to fill the silence. Lishman (1994) states symbolic communication is important to practice, being ‘punctual, reliability and attention to detail can show the social workers ‘care, concern and competence’ which can make the individual feel they are important. (cited in Trevithick 2005) The way a social worker dresses can also reflect something about the social worker and have a lot of influence on individuals depending on their age, culture and social standing. Returning phone calls can communicate a lot and can start or stop creating a working relationship. Fanon (1967) states ‘Language is a central aspect of discourse through which power is reproduced and communicated’ (cited in Thompson 2007:5). Social workers have power through decision making and statutory powers, through using effective communication skills, knowledge of value bases and legislation social workers empower individuals to gain equivalent power where appropriate. Social workers collaboratively work with individuals through sharing information, opinions and asking questions based on information and ideas of the individuals to ensure engagement is positive ensuring goals set are specific and achievable, empowering individuals to make positive changes within their lives. References Adams, R., Payne, M., Dominelli, L., (eds) (2009) Social Work themes, issues and critical debates, third edition. Hampshire: Palgrave Macmillan Care Council for Wales (2011) Code of Practice for Social Care workers and Employers of Social Care Workers. Cardiff. Care Council for Wales. Cree, V. and Myers, S. (2008) Social Work: making a difference. Bristol: Policy Press Gov.uk, Data Protection. Available from www.gov.uk [accessed on 01/02/15] Koprowska, J. (2005) Communication and Interpersonal skills in Social Work. Exeter: Learning matters Ltd. Thompson, N. (2002) People Skills. Basingstoke: Palgrave Thompson, N. (2007) Power and Empowerment. Dorset: Russell House Publishing Ltd. Thompson, N. (2009) Understanding Social Work, third edition. Hampshire: Palgrave macmillan Trevithick, P. (2005) social work skills: a practice handbook. United Kingdom: Open University Press Welsh Government, Wales Accord on the Sharing of Personal Information (WASPI). Available from wales.gov.uk [accessed on 13/02/15] Warren, J. (2007) Service User and Carer Participation in Social Work. United Kingdom: Learning Matters Ltd Williams, C. (eds) (2011) Social Policy for Social Welfare Practice in a Devolved Wales. United Kingdom: British Association of Social Workers