Motivation Plan Essay Example | Topics and Well Written Essays - 750 words

Motivation Plan - Essay Example Each of the employee were asked to fill the two forms i.e. Employee Passion Survey and Team Alignment Survey. Both of the forms allowed the team responsible for motivating employees, the factors they are important for motivating them and they are shown in the table. Some research was done to identify the most effective strategies for motivating the employees and the most effective and easily implemented motivational strategies for different kinds of employees are deduced from the researches of Shanks (2011) and Ukandu and Ukpere (2011). The details of the motivational strategy for each employee alongwith the Action plan are detailed in the table. Team Member Name Summary of Individual Characteristics Motivational Strategy and Action Plan Relevant Theory Employee X Self-motivated and satisfied with the job Understands and handles all the responsibilities very well Demonstrates potential of handling critical tasks Well-organized and enjoys his work Performance can be improved when more critical tasks are assigned Since the employee is self-motivated, the supervisor will have to develop the leadership skills in him. The supervisor will have to arrange a meeting with him, discuss his positive qualities and then recommend him areas of improvement. The employee must be given feedback about his performance so that he knows how he is performing in the organization. Once the employee will see that he can handle additional responsibilities and that supervisor trusts him, then he must rewarded for his additional contribution. The team will have to ensure that the employees are rewarded for improved performance and also for performing critical tasks efficiently. The supervisor must give feedback to his employee after reviewing his performance after completion of the project. When the employee will feel that his work is being appreciated, he will be willing to make more valuable contribution and will be more satisfied with his job. Two theories can be applied for Employee X : 1. Herzberg’s Two Factor Theory 2. Mc Gregor’s Theory X and Y Employee Y Proper instructions alongwith guidelines need to be given Multiple tasks are difficult to manage Communication is difficult for the employee as he gets easily distracted Lack of self-confidence leads to inability of multiple tasking Gets emotional quickly and does not think logically The manager of employee Y will have to first work with his employee to understand why he is lacking confidence. The survey revealed that he found himself to be less competent. Hence, the manager will have to act as a role model for him and will develop his confidence in him. The emotional element of the employee needs to be controlled and it will be done solely by sending him on the workshop in which he should be trained about controlling his emotions and not letting it impact on his work. Once the employee is able to control his emotions and not get distracted while performing his tasks, then he will be able to han dle multiple tasks without stress and he will start feeling motivated and satisfied with his job. Hence, the manager will have to prepare him to handle tougher tasks and control his emotions to a greater extent. The manager should review the performance during and at the end of the project and acknowledge when he performs well. The appreciation should also be shown in the form of some reward that is of value to him. Theory that can be implemented for Employee Y is McClelland’

Motivation and Performance Factors for Bombay Palace Essay

Motivation and Performance Factors for Bombay Palace - Essay Example ey feel with appraisal at work.questionaires were used so as to get feedback of the employees and this made the study less cumbersome for the researcher. This is important to note that was conducted in a span of month month so as to ensure that each and every staff was interviewed. Motivation of employee is one key issue that is facing every organization. It is the responsibility of every leader in an organisation to ensure employees are motivated and also create a very conducive environment for them in the workplace (Koontz 1993). Though an employee may be capable to perform his/her job description without motivation every human being needs to feel a little bit of appreciation as this will spur inner urge to work well in an organisation. It is this role of a leader that he has to ensure that his workforce is motivated and if not he should identify a strategy on how to make them moretivated as this will enable him achieve his organisational goals(Marginson 1986). Motivation cannot be understated as it is always a key ingredient to help an organisation in achieving its goals. Issuinig of instructions that are well and clealy friendly (Marginson 1986). A manager first has to understand he has the right team and after it is when he should ensure that the team is motivated so as to keep the focus on objective goals.The role to motivate employees depends on very different dimesions and they cannot be for one department like the human resource but the whole organisation.Itis thus important to understand all humans have different needs and may be motivated in different ways but one of the most important task is to ensure it is done (Alous 2002). Strong needs in directing and satisfying latent needs in employees harness them in a manner that is functional for the organization. For motivation to be successfully implemented the factors that trigger motivation should be identified and analysed properly.The goal here is to identify the causes of motivation and not the

Belonging Essay Example for Free

Belonging Essay Belonging, in essence, refers to the notion associated with the connections individuals make with people, groups and places. Conversely, by belonging to a certain group or place others are indirectly excluded from belonging in the process. Belonging is a connection that we all, as humans, instinctively seek out; it forms part of our natural behavior. Through this process of belonging we ultimately conform and grow as a person, the outcome through which is our place in society is established. The Immigrant Chronicle† by Peter Skrzynecki illustrates how difficult finding a sense of belonging can be by raising the issues experienced when attempting to assimilate in a new cultural environment with all the associated physical, personal and social changes. Similarly, Jeffery Smart’s painting â€Å"The New School† and the short film ‘Mr Cheng’ explore how barriers can hinder our sense of acceptance and belonging. Though it is an innate need to belong it is not always achieved. This idea is accentuated throughout â€Å"In the Folk Museum† as the composer struggles to relate to a history and culture which is not his own. The visit highlights his inner conflict of not knowing where he belongs. He does not feel like a ‘true’ Australian who may look at such ‘relics’ and see cultural significance to them and understand their historical value. Rather he views them in a detached sense â€Å"To remind of a past/ Which isn’t mine†. The poet uses a faceless caretaker as a representative of Australia’s past. She sits next to a â€Å"winnowing machine† an agricultural machine that separates grain from chaff, creating a metaphor for separating the ‘true’ Australians from new migrants. The poet illustrates the caretaker as dull and uninviting, matching her hair colour with the grey clay bottle that is in the museum; causing them to appear be made from the same entity adding to the composers discomfort and estrangement. The composer emphasises his lack of belonging by describing the colour of the museum as well as its â€Å"cold as water† touch showing the disconnection and isolation the composer experiences. The poem reinforces this idea, when the composer is asked to sign the visitor’s books emphasising that he is only a viewer of the Australian history rather than a part of it. Likewise â€Å"St Patrick’s College† also portrays the need to belong; however, it reveals that belonging does not always come naturally despite his mothers attempt to find a way to connect through uniform and the schools reputation. The poet explores this attempt to belong in the third stanza by the stress of â€Å"eight years† passing by and yet he is still â€Å"Like a foreign tourist, Uncertain of my destination, Every time I got off. † The poet reinforces this idea again by the repetition of time in the start of the fourth stanza, establishing that no matter how long, he is still not able to belong. Despite the use of uniform, it is evident that it is only a facade, used in order to create an illusion of belonging. It is not the uniform that binds students together, but rather a unique connection shared with individuals and place. (Link to question here and back to thesis). Jeffery Smart’s painting â€Å"The New School† establishes that although belonging is an innate need, it is not always achieved. Smart is described as a social commentator, a witness to the alienated city dweller or worker in a dehumanized landscape. Elements of his paintings are taken from real places but they are modified and generalised. The effect is that he creates universal scenes which could be renderings of any large modern city rather than being anchored in Australia or Europe. The concept of isolation is shown through the individual’s body language and placement of the hands as well as positioning in the painting. She is distant from the other students, as well as the school, showing she does not fit, emphasising her disconnection and lack of belonging. Jeffery Smart also creates a negative feel through the dark colour of the sky and the sadness the girl displays through her facial expression, showing the difficultly to belong and how the individual feels isolation as she has no connection with these people place or groups. Similarly â€Å"In the Folk Museum†, the composer feels alienated not being able to relate to the Australian culture and history. The poem initiates feelings of isolation and disconnection as the poet questions himself and his place in society as he does not experience a link with the history viewed. Both â€Å"St Patrick’s college† and â€Å"The New School† relate to a place and a lack of belonging. Smart furthermore highlights the struggle to belong by the vectors in his painting. This is shown by the lines of the basketball court, fading as they progressively near the individual, emphasising the student’s estrangement from the school. In the same way Mr Cheng experiences a lack of belonging through the vectors employed by the director, as images of his family appear however they fade emphasising his uncertainty of where he belongs. The director revisits the idea of isolation, illustrated through the severed family connections that Mr Cheng has suffered. Mr Cheng’s alienation is echoed throughout the piece as the director emphasises his exclusion throughout the film through Mr Cheng’s portrayal as being secluded from society. This struggle is shown by the projections of his memories on a brick wall throughout the film, creating a metaphor, representing the wall as a barrier, showing that although he possesses these memories he is blocked from accessing his true identity. Peter Skrzynecki’s, ‘The Immigrant Chronicle’, allows one to see the difficulties the poet, as a second generation migrant; experiences, this being, the dichotomy of belonging to a culture which is not his own and the feeling of estrangement from his parents’ culture. This concept is also shown through Jeffery Smart’s painting ‘The New School’ as the individual struggles similar to that of Mr Cheng to relate to an environment which is unfamiliar.

Feminist Geographies: Applications and Theories

Feminist Geographies: Applications and Theories Modern feminism began in 1960s in the United States with the Women’s Liberation Movement. This political movement subsequently spread to Europe and initially focussed on equality between men and women. Women saw themselves as ‘subordinate’ and nothing more than â€Å"imaginary figures, the objects of another’s desire, made real† (Mackinnon, 1987) and thus tried to raise awareness of the social inequality experienced by women. Social feminist geography (adopting a Marxist ideology) revolved around the question of how best to articulate gender and class analyses, with the theorisation of a ‘sexual division of labour’. Haraway (1991) thus claims â€Å"a feminist is one who fights for women as a class and for the disappearance of that class†. From these roots drawing inspiration from women’s movements of the 1960s, feminist geographies have developed considerably and diversely over the last 30 years and now hold, without doubt, a considerable institutional presence. This essay will overview the development and progression of feminism as a ‘critical discourse’ and argue that although scholars such as Bondi, in McDowell and Sharp (eds) (1997), contend â€Å"†¦feminism has never achieved a high profile in geography†¦Ã¢â‚¬  and that the â€Å"†¦potential of feminism is ignored†¦Ã¢â‚¬  this is NOT necessarily the case. I will argue feminist theory has shaped theory and practise in geography through raising the awareness of gender issues, helping remove blatant sexism from academic journals and institutions and contributing hugely to the ‘cultural turn’ within the discipline. A huge volume of literature has amassed on feminist geographies over recent decades meaning that in the current era there are numerous ‘feminist geographies’ spanning across the discipline. This is clearly apparent in the number of books that have been published on the topic, the formation of the journal Gender Place and Culture in 1994 and the volume of articles that can be found in other contemporary human, cultural and social geography journals. Although feminist perspectives and outlooks vary in theory and content, common concerns cut across them all (Johnston et al., 2000). Developing out of the radical separatist ideas and oppositional politics associated with the ‘global sisterhood’ of the 1960s and 70s, came a more theoretical outlook associated with the ‘cultural turn’. Feminism thus developed as a critical discourse. The discipline of geography itself was criticised for its inherent masculine bias and for â€Å"excluding half the huma n from human geography† (Monk and Hansen, 1982). Haraway (1991) argued that women â€Å"do not appear where they should in geographical literature†. However, as part of the cultural turn, the shift away from grand theories and a concentration on diverse and interconnecting global micro-geographies, gender was understood to interact with race and class and therefore to understand gender, one â€Å"had to constantly go beyond gender† (Connell, in McDowell and Sharp, 1997). The massive literature on contemporary feminism thus reflects criticisms that ‘Western feminism’ has played down sexual, racial and class differences. Western feminism had been strongly criticised for being ethnocentric, as it obscured or subordinated all other â€Å"Others† (Haraway, in McDowell and Sharp (eds) 1997). Black women argued they were not constituted as ‘women’ as white women were, but instead constituted simultaneously racially and sexually as marked female (animal, sexualised and without rights), but not a women (human, potential wife, conduit for the name of a father). This critique expanded into development studies where it was argued although ‘cultural barriers’ can impede policy progress, many of these barriers may in fact have been magnified and reinforced by Western interventionist ‘gender blind’ development policies, through an ignorance of local traditions (Crewe and Harrison, 1999). The further development of ‘feminist geographies’ and the attempt to make women visible through ‘geographies of women’ has also resulted in a large literature on feminist methodologies (Moss, 1993; Nast, 1994, Farrow, Moss and Shaw, 1995, Hodge, 1995), including experimental writing and self-reflexivity (Rose, 1997). Work by Rose (1993) criticised geographical fieldwork as being â€Å"masculinity in action†, using historical examples such as Tansley’s (1939) ‘Man and Nature’. McDowell (1992) also details sexist biases in research methods, culminating in an absence of statistics about women, for example, detailing their unpaid labour (i.e. housework). In many studies there also seems to be a lack of women that were interviewed. For example, William Whyte’s Street Corner Society (1955), in which he seemed unaware that he had only interviewed men! There has thus been an application of feminist ideas to research and fieldwork. F eminist enquiry now works for an egalitarian research process between the researcher and her ‘subjects’. A further similarity between ‘feminist geographies’ is that they trace the inter-connections between all aspects of daily life, across sub-disciplinary boundaries of economic, social, political and cultural geography. From Linda McDowell’s extensive research on the feminist geographies of the labour force involving ‘glass ceilings’ and discrimination (McDowell, 1997), to Hoschchild’s (1997) ‘dual role’ women and the ‘second shift’ (women having to be carers and mothers as well as career women). There has also been a huge volume of literature over recent years regarding the rise of women workers in the service industry (for example, call centres) and women as the ‘new proletariat’. Conversely, as part of this new ‘identity politics’, gender is argued by some to be a competitive advantage for women in the current workforce in terms of their roles as ‘emotional managers’ (Hochschild, 1983). McDowell (2001, 2004) has also recently tracked the development of a ‘crisis of masculinity’ associated with the collapse of Fordism, unemployment and a ‘lost generation of males’. Thus, it is argued by some the best ‘man’ for a job is now a woman. This thorough, multi-disciplinary application of ‘feminist geographies’ at a variety of different scales in various sub-fields of the discipline clearly highlight its impact in shaping modern theory and practise within geography. From its beginnings of liberal feminism and oppositional politics (1960s and 70s), feminist geography has developed through feminist Marxism involving a gender/class interface (late 70s/80s) to feminist geographies of difference (late 80s-present) as part of identity politics and the ‘cultural turn’. Feminist geography now concentrates on gendered identities within a post-structural, post-colonial, cultural theoretical framework, studying gender relations across races, ages, ethnicities, religions, sexualities and nationalities. Most recently of all, the discipline has undergone further internal-critique, calling for more intensive study of relations and equality between women themselves. It is for these reasons I believe ‘fem inist geographies’ have had a huge ideological impact on geographical theory and practise over recent decades and will continue to do so for years to come. References: Crewe, E. and Harrison, E. (1999) Whose development?: an ethnography of aid, London, St Martin’s Press. Farrow, H., Moss, P. and Shaw, B. (1995) Symposium of feminist participatory research, Antipode, 18:2, 186-211. Haraway, D. (1991) Simians, Cyborgs and Women: the reinvention of nature, London, Free Association Books. Hochschild, A.R. (1983) The Managed Heart: Commercialisation of Human Feeling, University of California Press, Berkeley. Hochschild, A.R. (1997) The Time Bind: When Work Becomes Home and Home Becomes Work, Henry Holt, New York. Hodge, D. (ed) (1995), Should women count? The role of quantitative methodology in feminist geographic research, The Professional Geographer, 47, 426-66. Johnston, R.J., Gregory, D., Pratt, G., Watts, M. (2000), The Dictionary of Human Geography, Blackwell. Mackinnon, C.A. (1987) Feminism unmodified: discourses on life and law, Cambridge, Mass., Harvard University Press. McDowell, L. (1992) Defining women: social institutions and gender divisions, Cambridge, Polity Press. McDowell, L. and Sharp, J. (eds) Space, gender, knowledge: feminist readings (London: Arnold, 1997). McDowell, L.M. (1997) Capital Culture: Gender at Work in the City, Oxford, Blackwell. McDowell, L.M. (2001) Father and Ford Revisited: Gender, Class and Employment Change in the New Millennium, Transactions of the Institute of British Geographers, 26, 448-64. Monk, J. and Hansen, S. (1982) On not excluding the other half from human geography, The Professional Geographer, 32, 11-23. Moss, P. (1993) Feminism as method, The Canadian Geographer, 37, 48-61. Nast, H. (ed) (1994) Women in the field: critical feminist methodologies and theoretical perspectives, The Professional Geographer, 46, 54-102. Rose, G. (1993) Feminism and Geography, Minneapolis, University of Minnesota Press. Rose, G. (1997) Situating knowledges: positionality, reflexivities and other tactics, Progress in Human Geography, 21, 305-20. Whyte, W.F. (1955) Street Corner Society: the social structure of an Italian slum, Chicago, University of Chicago Press.

Wedding Speech Delivered by the Brother of the Bride -- Wedding Toasts

Wedding Speech Delivered by the Brother of the Bride For those of you who don't know me I'm Anna's brother Kevin and I'm here today to say a few words on behalf of our father. Unfortunately Ron is unable to be here today due to ill health. Nevertheless it goes without saying that he passes on all his love and best wishes to Anna and Melvin on their special day. When Anna asked me to give her away I was deeply honored. But all I could think was God I'll have to make a speech. To be honest standing here I feel a bit like a sheik walking into his harem for the first time. I know what I've got to do, I just don't know where to start. All I can say is thank God for the Internet. First of all, on behalf of my mother Linda and I, I would like to welcome Melvin?s parents Lyn and Michael, who I'm sure are very proud of their son today. I'd also like to welcome relatives and friends of both families and thank you all for being here, especially those of you who have traveled a long way to make this special occasion so memorable. Anna and Melvin have obviously worked really hard organizing everything for today but your hard work has definitely paid off. I'm sure everyone here agrees that the ceremony was wonderful. I'd also like to take this opportunity to thank everyone else involved in making the day so special, including Chris and Joanne for their efforts with the wedding invitations and order of service.... ... words of advice as they enter into this next stage of their lives together. However I think you know each other well enough to know how to stay on each others good side. So all I will say is this. Anna - If you want something from Melvin just ask for it. Don't forget he's a man and hints don't work. Melvin - Always remember as a great philosopher once said, a man who gives in when he is wrong is a wise man. Whilst a man who gives in when he is right is married. And finally everyone all that remains is for me to ask that you all join me in a toast. Anna and Melvin may you both live as long as you like and have all that you need for as long as you live. Ladies and Gentlemen I give you Anna and Melvin.

Indigenous Art History and the Education System Essay -- Indigenous Ar

â€Å"His Buffalo and horses are always in motion--they're running for their lives. They can't be caught. That's real freedom†(Lee). In the American educational system the curriculum is supposedly designed to enrich the hearts and minds of all the students who wish to become enriched. Professional educators throughout western civilization compose their contributions as to what is considered to be in the best interests of the students. However, some oversights have been made apparent. The history of Indigenous American Art has been ignored, for too long, at the expense of the students who happen to be the descendants of the first peoples of this continent. Furthermore these students also happen to be the majority within the Los Angeles Unified School District; whether these students are of American, Canadian, Mexican, or Central American ethnicity they almost always have one thing in common, the indigenous blood that runs through their veins. Science has established that environment greatly influences behavior, whether that environment is a classroom, a home, or the American Continent. Subsequently, this continent is reflected within the hearts and minds of its people, and inevitably in our artistic expression. We the first people of this continent have existed here for thousands of years before the western civilization stumbled its way to this side of the planet. Indigenous American Art and its history play a vital part in our facet of the human experience. What's more, it is fundamental for fulfilling our potential and responsibilities as human beings. In addition to the contribution to our collective psyche, indigenous art is a historical and anthropological timeline of natural and supernatural phenomena. It is apparent that ... ...de as we all account for each other and ourselves with clear wisdom and responsibility before creation. Works Cited Gangel-Vasquez, Janice. â€Å"Re: Native Art History II†. Email to the author. 17 August. 2003. Lee, Jeff and Donna Hand. â€Å"2 dimensional Art-Ed Defender†. Trophies of Honor. 9 Aug. 2003. www.msstate.edu/Fineart_O...troph1.htm Martà ­n del Campo, Edgar. â€Å"Mesoamerican Deities†. Edgar†s Mesoamerican art page. 7 Oct. 1996. 9 Aug. 2003. members.aol.com/emdelcamp/edgar2.htm McMaster, Gerald R. â€Å"Towards an Aboriginal Art History†. Native American Art in the Twentieth Century. Ed. W. Jackson Rushing III. New York. Routledge. 1999. 81-96. Moreno, Lisa M. â€Å"RudyResponse†. E-mail to author. 15 Aug. 2003. Surrounded by beauty: History and Culture. 9 Aug. 2003. The Minneapolis Institute of Arts. www. Artsmia.org/surrounded-bybeauty/history_culture.html

Note on the Character of Angulimala

Ans: Angulimala was a thief, a vicious robber, a murderer without mercy, who made villages into non-villages, families into non-families, slaughtering them and cutting off and wearing their fingers in wreaths around his neck. As he wore the garland of fingers, he was called Angulimala. The word â€Å"Angulimala† means ‘a garland of fingers’. In the region, where he lived, he was called the second ruler after the king. People were afraid of him. They obeyed him as they obeyed the king. People were so much scared of him that they never dared to travel alone. They even were afraid to travel in groups.Angulimala was a strong man and a great runner too. No one could escape him. He even caught elephant, deer, horses, even a group of acrobats from the circus. Even though Angulimala was a vicious robber, a merciless slaughter, there was a little goodness inside his heart which even he himself did not know. When Buddha explained a simple truth of life, he was pierced by th e words. His goodness, the softness of his heart emerged with great force. A sudden change came to his heart. At once he surrendered himself to Lord Buddha. He buried his evils with his swords and weapons and became a monk.After that Buddha sent him to the city for alms. There Angulimala witnessed the poor condition of the people; he could feel how much he had tortured the people. When he entered the city for the next time he was also tortured by the people very badly. As Buddha said, that act made Angulimala sinless and a pure monk. Then Buddha gave him his own begging bowl and robe and left him. Angulimala came in this way to understand the joy of freedom. Thus, though Angulimala was a cruel, merciless villain, he was later transformed into a sinless, soft hearted monk with full of goodness inside him.