Accountability and KPI in M-Form Organization Essay

Accountability and KPI in M-Form Organization - Essay Example    Accountability means being answerable to the consequences of one’s actions in the business organization by virtue of the exercise of power given. Personal accountability is preparedness to have responsibility for the consequences of a person’s actions.The leaders and managers of organizations need the same in order to be able to deliver results. They could do the same by first setting a measurable a target to investors that would amount to a promise or commitment. This is where the concept of accountability would have its value at is would mean the leaders and managers can be considered reliable, dependable, or trustworthy in their promises. That what they speak or tell or promise as the organization takes risk its activities would come about. Thus, accountable people are known to have integrity. Investors would, therefore, expect prudence, competence, and wisdom from leaders on how they will deliver on their promise. If they promise a too rosy or optimistic pictur e, they could lose their reliability to investors. They would lose their being honorable. In effect to have accountability is to have honor which must be had in the responsibility, to tell the truth and to have fidelity to their promise. A corporate report that something external and went beyond their control could be acceptable to still to investors and stockholders if such was the truth and these leaders or managers have indeed been faith to their commitments but investors would understand if them if the latter have integrity.   

Current themes in businesses Literature review Example | Topics and Well Written Essays - 750 words

Current themes in businesses - Literature review Example Gender equality is a much talked about fact, but its applicability is less evident and visible in the business world. According to Williams (2013), â€Å"[a]lthough there are more reported gender discrimination statistics related to female employees, men and women can both be victims of gender discrimination.† Summary: This article centers on describing the gender discrimination persisting in the Western business world. As per Vekaik (2005), â€Å"[t]hirty years after Harold Wilson's Labour government put in place the country's first Sex Discrimination Act, Britain's women are still suffering from unequal pay and, increasingly, sexual harassment in the workplace.† The article contemplates that even though the business protocol emphasises that gender neutrality is the ideal concept for an organisation, the business all over suppresses women when it comes to efficiency, promotion and performance recognition. The article reveals that even though the workplace supports a ge nder neutral business environment, there is always an underlying gender discriminative element where masculine characteristics are more prominently reflected. The article points out that the ideological dilemmas existing among people create a tendency for gender discrimination, as it is a provocation to people in building a self-identity of their own. The article mentions that the workplace is an environment which nurtures many types of individuals, and each wants to establish their identity, which evokes gender discrimination. It asserts that mainly the hesitation concerning gender discrimation in workplace is giving an ideal gender-equal status to the Western business organisations. The article also projects two organization, â€Å"Red tech† and â€Å"Blue tech,† where the female staff talk about the gender bias existing in their organisations and their professional experience of discriminated they encountered during their work. The article vividly points out that tw o strategies are needed to evaluate gender discrimination: one is to look into it when gender discrimination occurred in the past and, secondly, individualise one’s own gender discrimination experiences and analyse that particular matter. According to Gluck (2013), â€Å"[v]ictims of gender discrimination lose motivation and morale necessary to perform their jobs effectively.† Critique : The author is extremely knowledgeable, and the journal article is informative and has a descriptive format which can hold people’s attention and interest. The article is professional in many ways, and in the initial stage itself it is reflected, as the article has a well informative title with author’s name and academic identity. The article also mentions the research purpose of the article and the importance of this subject in the current business world. Moreover, the French interpretation of the extract shows the professionalism of author: he is more concerned with spre ading a message to readers who are not well-versed in the English language. The best part of this academic article is that it brings out the truth about the workplace environment with regard to gender discrimination. As per Sharma (2011), â€Å"[g]ender discrimination is deep-rooted so women empowerment through better education, employment opportunities and reservation at various places only, in long term can eliminate this problem†. The article also points out the reason behind gender discrimina

Right of Children to Free and Compulsory Education Act

Right of Children to Free and Compulsory Education Act Erica D’Souza The Right of Children to Free and Compulsory Education Act:  Impediments of Implementation Introduction to the Subject: The present paper basically focuses on the problems and impediments that have been faced in the implementation of the Right of Children to Free and Compulsory Education Act (RTE) in India. The paper primarily analyses and utilizes the secondary data available in the form of scholarly and newspaper articles on the concerned subject. The paper also attempts to understand, in a reverse mode, the advantages and drawbacks of the RTE Act. A new ray of hope became visible for the largely-undermined Public Education System in India when the Right of Children to Free and Compulsory Education Act came into force on 1st April, 2010. It has made free and compulsory education a fundamental right of every child in the (6 14) age group, irrespective of gender or social category (The Gazette 3). Now, it is a shared responsibility of both Central and State Governments to provide free and compulsory education to all children by all means. If a child is not getting access to the education, the State as well as the Central government will be responsible for it. The RTE Act also states that the responsibility of enrollment, attendance and completion of 8 years of schooling of every child will also be borne by the State. There is a special provision for the differently-able children in the Act. They will also be educated in the ordinary schools as well as up to the age of 18 (Soni and Rahman 6). Some important features of the act in brief (Gazette of India II): Every child belonging to the age group of 6-14 has the right to free and compulsory education. Private school will also have to take 25% of their class strength from the weaker section and the underprivileged groups of the society and that is also through a random selection process. It also states that there should not be any vacant seat in 25% quota in private schools. Moreover, these children from weaker background should be treated equally in all ways. Every school will have to follow norms and standards prescribed in the Act and school that does not follow these standards within 3 years will not be permitted to function further. No admission test or interview will be taken for children or parents in order to secure admission. A fixed student and teacher ratio is to be maintained suggested by the central government. The ratio is (30:1). The Government must ensure a Primary school within 1 KM and secondary school in 3 KM of all the territory of the State to ensure 100% enrollment. Impediments of Implementations: Different organizations have carried out various studies to find out status of implementation of the RTE Act focusing both on the educational infrastructure and quality of education. The most comprehensive and important survey is the Annual Status of Education Report (ASER) which is carried out by Pratham, an education foundation bringing such annual report since 2005. ASER is carried out carried out by a local institution in every rural district in India. It is carried out each year in two months: September and November. In 2012, the survey reached 567 districts, 16,166 villages, 331,881 households and 5,96,846 children. About 500 organizations and 25,000 volunteers participated in this effort (Status 7). The ASER report for the status of implementation of the RTE Act in Chhattisgarh, Madhya Pradesh and Rajasthan reveals two major findings which are not very gratifying for the implementation of the RTE Act in India and universalization of education: poor quality of education and privatization (8). The reports also provides some specific findings such as: turn down trend in student and teacher attendance; enrolment is high, but proportion of out-of-school children also high, first choice was given for private schools and declining reading skill, private tution in demand etc. In his article â€Å"Advantages and Disadvantages of RTE Act†, published in The Hindu on 21 May 2013, Mohamed Imranullah S. argues that despite 25% reservation for children from the weaker sections of the society in private schools, they do not end up enrolling themselves in the lack of proper information about it (Imaranullah 2). It shows that lack of awareness regarding the RTE Act and facilities which one can avail under this right is one of the major impediments in the successful implementation of the RTE Act. Siddhartha Shome in her article â€Å"What is Wrong with the Right of Children to Free and Compulsory Education Act† draws our attention to a discrepancy inherent in the law itself which may also affect the proper implementation of the Act itself. She point out that if a private school fails to meet the required norms and standards, it will be fined heavily. But, in the same condition, a government run school will face no punishment (Shome 4). This inherent discrepancy, I feel, will also affect the attitudes of authorities in charge as they will not be responsible to provide answers if they fail to meet the given standards. And that will surely affect the education of children too. In their jointly written article â€Å"Feasibility of Implementation of Right to Education Act† and published in Economic and Political Weekly, Pankaj S Jain and Ravindra H Dholakia argue that insufficient allocation of the funds for the universal school system also weakens the proper impleme ntation of the RTE Act (Jain and Dholakia 38). They argue that government school system is inefficient to fulfill the dream nurtured by the Act and as a kind of solution to this problem they suggest to â€Å"rely on low cost private schools as a significant instrument of the government education policy† (Jain and Dholakia 38-43). In response to their article’s argument, Vimala Ramachandran in her article â€Å"Right to Education Act: A Comment† argues that reliance on alternative schools or private schooling will condemn the poor and marginalized to a second-rate education as they can never afford private and expensive schooling (Vimala 155). Status of Implementation of the RTE Act (2013): The study carried out in the year 2013 in Chhattisgarh, Madhya Pradesh and Rajasthan regarding the implementation of the RTE Act reveals two major impediments in the implementation of the RTE Act: 1) The role of the state and 2) the coordination between the implementing agencies (The Status 26-27). The report reveals that the state is not very much willing to spend money on the proper implementation and there is a lack of coordination between implementing agencies such as the Labor Ministry and the police, the Human Resource Development Ministry, the child rights commissions in each state, etc. For example, In Uttar-Pradesh, the state has no intention of contributing towards implementation of Act and is wholly depended on the central government (Rai 3). The RTE Act states that a child must have access to a school near their home. How many schools would we have to build to meet the needs of the population? Dilara Sayeed in her article â €Å"Hurdles in implementation of Right to Education Act in India† draws our attention towards this problem. She argues that proper infrastructure, poor distribution of budget, acute shortage of teachers and great heterogeneity of citizenry all make proper and smooth implementation of RTE Act very difficult (Sayeed 4). According to her the lack of schools is a major hurdle for the implementation. She argues that for educating every Indian as proposed in RTE Act, not many schools have been built up by the centre or state government to meet the needs of the population (5). Moreover, the alarming growth of private tution-based education with heavy load of fee is also another reason. And because of it children of the poor class lag behind (6). Ramakant Rai in his article â€Å"Challenges in Implementing the RTE Act† draws our attention to another fragile issue which obstructs the smooth implementation of the RTE Act in India. He argues that the Indian Constitution has clear ly stated that implementation of RTE Act cannot be only done by the state but the Centre will have to contribute equally. Lack of funds cannot be the only hurdle for its implementation but lack of intent and political will is the primary obstacle. There is improvement seen in the facilities provided by schools and in infrastructure facilities but still quality of learning could not bring remarkable change over the period of nine years (Madhav Chavan- ASER report). There are many accusations against government school being questioned with mismanagement, skipping, negligence and of appointment made on political expediency (RTE Wiki). The act has provision for orphans to provide admission without seeking any certificates but still schools are not admitting students without required documents (RTE). It has also been argued that the RTE Act has been hastily drafted without concerning many expertise scholars in the field of education. Moreover, it did not properly mention the actual defin ition for quality education. Bibliography: The Right of Children to Free and Compulsory Education Act, 2009 (RTE Act, 2009). The Gazette of India. Web. http://www.ncte-india.org/Norms/RTE-1.pdf>. Soni, R.B.L. and Md. Atiqur Rahman. Status of Implementation of RTE Act-2009 in Context of Disadvantaged Children at Elementary Stage. Deptt. of Elementary Education. National Council of Educational Research and Training. Delhi. The Annual Status of Education Report (ASER). Pratham. Jain, Pankaj S and Ravindra H. Dholakia. â€Å"Feasibility of Implementation of Right to Education Act.† EPW 44.25 (2009):38-43. Print. Ramchandran, Vimala. â€Å"Right to Education Act: A Comment.† EPW. 44.28 (2009): 155-157. Print. Imaranulllah, Mohamed S. â€Å"Advantages and Disadvantages of RTE Act.† The Hindu. May 21, 2013. Sarkar, Chanchal Chand. â€Å"Right of Children to Free and Compulsory Education Act, 2009 and Its Implementation.† India’s Infrastructure Report 2012. Shome, Sidhartha. â€Å"What is Wrong with the Right of Children to Free and Compulsory Education Act.† Manushi: Working Towards Solutions. http://www.manushi.in/ articles.php.> Accessed on October 18 2014. Status of Implementation of the RTE Act: Chhattisgarh, Madhya Pradesh and Rajasthan. Web. https://socialissuesindia.files.wordpress.com/2013/04/status-of-implementation-of-rte-2013.pdf>. Srivastava, Prachi and Claire Noronha. â€Å"Institutional Framing of the Right to Education Act: Contestation, Controversy and Concessions.† EPW 49.18 (2014): 442-456. Print. Rai, Ramakant. â€Å"Challenges in implementing the RTE Act.† Infochange News Features. May 2012. Web. http://infochangeindia.org/education/backgrounders/challenges-in-implementing-the-rte-act.html>. Sayeed, Dilara. â€Å"Hurdels in Implementation of Right to Education Act in India.† India Tribune. Web.http://www.indiatribune.com/index.php?option=com_contentview=articleid=7659:hurdles-in-implementation-of-right-to-education-act-in-india-catid=30:opinionItemid=460>.

Analyzing King Lears Tragic Flaws Essay -- William Shakespeare King L

ANALYZING KING LEAR'S TRAGIC FLAWS King Lear is a play about a tragic hero, by the name of King Lear, whose flaws get the best of him. A tragic hero must possess three qualities. The first is they must have power, in other words, a leader. King Lear has the highest rank of any leader. He is a king. The next quality is they must have a tragic flaw, and King Lear has several of those. Finally, they must experience a downfall. Lear's realization of his mistakes is more than a downfall. It is a tragedy. Lear is a tragic hero because he has those three qualities. His flaws are his arrogance, his ignorance, and his misjudgments, each contributing to the other.   Ã‚  Ã‚  Ã‚  Ã‚  The first flaw in King Lear is his arrogance, which results in the loss of Cordelia and Kent. It is his arrogance in the first scene of the play that causes him to make bad decisions. He expects his favorite, youngest daughter to be the most worthy of his love. His pride makes him expect that Cordelia’s speech to be the one filled with the most love. Unfortunately for King Lear’s pride, Cordelia replies to his inquisition by saying, â€Å"I love your majesty/According to my bond and nothing less';(1.1.100-101). Out of pride and anger, Lear banishes Cordelia and splits the kingdom in half to the two evil sisters, Goneril and Regan. This tragic flaw prevents King Lear from seeing the truth because his arrogance overrides his judgement. Lear’s arrogance also causes him to lose his most faithful servan...

Air Operated Four Wheeler

Four-wheel drive, 4WD, or 4Ãâ€"4 (â€Å"four by four†) is a four-wheeled vehicle with a drive train that allows all four wheels to receive torque from the engine simultaneously. While many people associate the term with off-road vehicles, powering all four wheels provides better control in normal road cars on many surfaces, and is an important part of rally racing. In abbreviations such as 4Ãâ€"4, the first figure is the number of wheels; the second is the number of powered wheels. 4Ãâ€"2 mearns a four-wheel vehicle in which engine power is transmitted to only two wheels the front two in front-wheel drive or the rear two in rear-wheel drive. The main objective of our project is to perform to introduce the advance technology in the field of automobile.Here the four wheeler is carry out for the purpose of changing the gears using with the help of air power. Vehicles, derived from the Latin word, vehiculum, are non-living mearns of transport. Most often they are manufactured ( e. g. bicycles, cars, motorcycles, trains, ships, boats, and aircraft), although some other mearns of transport which are not made by humans also may be called vehicles; examples include icebergs and floating tree trunks. Vehicles may be propelled or pulled by animals, for instance, a chariot, a stagecoach, a mule-drawn barge, or an ox-cart. However, animals on their own, though used as a mearns of transport, are not called vehicles, but rather beasts of burden or draft animals.This distinction includes humans carrying another human, for example a child or a disabled person. A rickshaw is a vehicle that may carry a human and be powered by a human, but it is the mechanical form or cart that is powered by the human that is labeled as the vehicle. For some human-powered vehicles the human providing the power is labeled as a driver. Vehicles that do not travel on land often are called craft, such as watercraft, sailcraft, aircraft, hovercraft, and spacecraft Land vehicles are classified broadly by what is used to apply steering and drive forces against the ground: wheeled, tracked, railed, or skied. The true inventor of four-wheel drive is not really known; the history of such was not well recorded.In 1893, before the establishment of a modern automotive industry in Britain, English engineer Joeseph Bramah Diplock patented a four wheel drive system for a traction engine, including four-wheel steering and three differentials, which was subsequently built. The development also incorporated Bramagh's Pedrail wheel system in what was one of the first four-wheel drive automobiles to display an intentional ability to travel on challenging road surfaces. It stemmed from Bramagh's previous idea of developing an engine that would reduce the amount of damage to public roads. Ferdinand Porsche designed and built a four-wheel driven Electric vehicle for the k. u. k.Hofwagenfabrik Ludwig Lohner & Co. at Vienna in 1899, presented to the public during the 1900 World Exhibition a t Paris. The vehicle was powered by an electric hub motor at each wheel, a design later used by NASA in the lunar rover. Although clumsily heavy, the vehicle proved a powerful sprinter and record-breaker in the hands of its owner E. W. Hart. Due to its unusual status the so-called Lohner-Porsche is not widely credited as the first four-wheel driven automobile. The first four-wheel drive car, as well as hill-climb racer, with internal combustion engine, the Spyker 60 H. P. , was presented in 1903 by Dutch brothers Jacobus and Hendrik-Jan Spijker of Amsterdam.

Leadership Styles Management Essay

→ Production-centered managers – set rigid work standards, organized asks down to the last detail, prescribed work methods o be followed and closely supervised their subordinates’ work → Employee-centered managers – encouraged subordinate participation in goal setting and in other work decisions and helped ensure high performance by inspiring trust and respect most effective leadership Most effective leaders were those who had supportive relationships with their subordinates, tended to use group rather than individual decision making, and encouraged their subordinates to set and achieve high performance goals. Managerial Grid (Blake and Mouton Studies) developed by Robert Blake and Jane Mouton identifies 5 different types of management behaviors based on the various ways that task-oriented and employee-oriented styles can interact with each other Style 1,1 (impoverished management) – low concern for people, low concern for tasks or production laissez-faire management – leader abdicates his or her leadership role Style 1,9 (country club management) – high concern for employees, low concern for tasks Style 9,1 (task or authoritarian management) – high concern for production and efficiency, low concern for employees Style 5,5 (middle-of-the-road management) – an intermediate amount of concern for both production and employee satisfaction Style 9,9 ( team or democratic management) – high concern for both production and employee morale and satisfaction ; most effective leadership behavior Hi. Alam kong FC ako sa ginagawa ko pero di ko na talaga matiis eh. Haha. Sorry kung na-intrude ko ang privacy mo dito sa FB. Masyado lang kasi akong na-mesmerized dun sa story mong ICH Book 1. Di ko nga alam kung gagamit ako ng â€Å"po at opo† o tatawagin kitang â€Å"Ate† habang tinatype ko to.Haha. Kahit hindi ako nagcocomment sa updates mo (sorry po, tinatamad kasi akong gumawa ng account doon :D), gusto ko lang sabihin na nagustuhan ko yung plot ng story mo at grabe ang kaba ko habang papalapit na ako sa ending. Kahit ending na sya, naramdaman ko pa rin yung â€Å"thrill†. Hindi nakakasawang ulit-ulitin. Noon pa, curious na talaga ako sa identity mo pero may hint na ako na sa UP ka nag-aaral dahil dun sa jeepney ekek na nasabi mo. :3 â€Å"Curiousity killed the cat but satisfaction brought it back.† Wala lungs trip ko lang po isingit to. Mehehehe. Nakita ko po kasi yung link para sa FB account mo kaya ni-click ko na. XD First time kong mag-message sa isang writer ng story kaya pagpasensyahan mo na ako kung mukhang walang sense itong na-type kong message. Wahaha. Yun lang, byebye. =) FC ako, SORRY po ulet. :)))) System 4 Management Rensis Likert, incorporating the basic style categories of task orientation and employee orientation, devised his own model of management effectiveness. Four Leadership Systems System 1 characterized as exploitive and authoritative Managers make all work-related decisions and order their subordinates to carry them out. Failure to meet the managers’ goals results in threats or punishments. Managers have little trust or confidence in subordinates. Subordinates fear the managers. System 2 benevolent authoritative Subordinates who meet or exceed the managers’ goals may be rewarded. Managers have a condescending attitude toward their subordinates and subordinates are cautious when dealing with their managers. System 3 consultative Managers set goals and issue general orders after discussing them with subordinates. Subordinates can make their own decisions about how to carry out their ttasks. Rewards are used to motivate subordinates. Subordinates feel free to discuss most work-related matters with their managers, who, in turn, feel that to a large extent subordinates can be trusted to carry out their tasks properly. System 4 participative Likert’s final and most favored management style Goals are set and work-related decisions are made by group. To motivate subordinates, managers not only use economic rewards but also try to give their subordinates feelings of worth and importance Performance standards exist to permit self-appraisal by subordinates, rather than to provide managers with a tool to control subordinates. Interaction between managers and subordinates is frank, friendly, and trusting. Low productivity → Systems 1 and 2 styles High productivity → Consultative or Participative leadership style System 4 management → desirable management in a wide variety of work situations ———————– High in consideration Lowest turnover rates Highest employee satisfaction Low in consideration High in initiating structture High grievance and turnover rates