Tuesday, October 29, 2019
MR4 Assignment Example | Topics and Well Written Essays - 250 words
MR4 - Assignment Example VoIP system has the huge potential to provide call quality as well as reliability as compared to other competitor who generally offer the service of landline calls or mobile phone (Moran). VoIP or Voice over IP provides a lot of benefits over typical telephony, since they normally provide great reduction in cost, less complication and extra highly developed features of communication. The most prominent benefit of VoIP technology is the prospective planned for savings the costs of telecommunications. The traditional and ancient phone services used for business can be quite costly as we take into account the cost of numerous phone lines, extra charges planned for some specific features similar to three-way or conference calling, as well as the details that the majority telephone service provider’s use to bill business calls during a minute. So VoIP allows us to efficiently make our voice calls all through the similar data network that we generally use for every day applications like Web access as well as e-mail, thus greatly confiscating the cost of dedicated voice lines (Moran). The Kaestners company provides a free online test to facilitate and verify the appropriateness of Internet connection designed by considering VoIP. It estimates how many concurrent VoIP calls our network might be possible to hold through measuring its bandwidth of both directions (which may be significantly less than the raw upload bandwidth of network) as well as latency. With the implementation of this technology we are able to provide a better support for the enhanced business administration and efficient working support (Moran). Moran, Joseph. "VoIP: A Primer for Small Business." 16 November 2005. SmallBusinessComputing.com. 27 September 2010
Sunday, October 27, 2019
Teaching and learning vocabulary
Teaching and learning vocabulary Presenting Vocabulary Description of Presenting Vocabulary Vocabulary is one of the important aspects of language to teach. There are many quotations from famous linguistics to support this idea. For example, Without grammar very little can be conveyed; without vocabulary nothing can be conveyed. (Wilkins 1972:111) and When students travel, they dont carry grammar books, they carry dictionaries. (Krashen in Lewis 1993: iii). Moreover, errors of vocabulary are potentially more misleading than those of grammar. Sometimes the context of the utterance would lead a listener to question their first interpretation, but a chance response such as Yes, my father has an affair in that village'(confusing the Swedish affar meaning shop with the English affair which can mean extra-marital relationship) gives the listener the wrong impression. From above, you will see the importance of vocabulary. Hence teachers should know how to present vocabulary effectively in order to help student develop vocabulary.                In addition, the presenting of vocabulary has been studied for along time, there are still many uncertainties regarding: which vocabulary items should be taught and learned; c) how vocabulary can be taught and learned most effectively. Which vocabulary items should be taught and learned What to teach while teaching vocabulary What is involved in teaching vocabulary Principle of presenting vocabulary Principle of presenting vocabulary Some suggestions for the teachers 1. Which vocabulary item should be taught and learned. Before we present vocabulary, we should know that there are active vocabulary and passive vocabulary. Passive vocabularies are the words that student know while active vocabularies are the words that student use. In reality, native speakers have a passive vocabulary about 100,000 words but they use about 5,000-10,000 words in their daily life. Therefore, the first decision to make when presenting a vocabulary is to decide which words are needed for teaching vocabulary. Teacher should remember that there are a number of words in English language but the average native speaker uses only about five thousand words in everyday speech. Therefore, teacher has to select vocabulary to present, based on useful and frequency to the need of learners. Moreover, teacher has to decide whether the word is worth spending time or not. If the vocabulary is a low frequency word and is not useful word, it should be taught as quickly as possible. 2. What to teach while teaching vocabulary                The effective way to present vocabulary involves what need to be taught about a word. There are many things to teach while teaching vocabulary. I divided into three groups that are form, meaning and usage                2.1 Form Form is divided into spoken form, written form and word part. First, spoken form concerns with pronunciation. It is the initial stages of language learning for teacher to insist on a fair amount of pronunciation practice of new words to help learners acquire the correct stress pattern of syllabus. Second, written form concerns with spelling. Teacher should clarify the pronunciation before showing the written form. Finally, word parts concern with part of speech of word. Students need to know part of speech of the vocabulary such as it is verb, noun or adjective in order to use it effectively. In addition, students have to study about the affixes (the prefixes and suffixes) because it may indicate about the meaning. For example, superman super mean above or beyond and man mean human being. This is particularly useful for a higher level.                2.2 Meaning                In teaching vocabulary, teachers need to look at two aspects of meaning in order to make students understand better in learning vocabulary of the English language. The first concerns the link between meaning and the world to which words refer. The second involves the sense relations that exist among words.                First, if a word has reference to an object, action or event in the physical world. This can be described as denotative meaning. In contrast, connotative meaning relates to the attitudes and emotions of a language user in selecting a vocabulary and the influence of these on the listener of readers interpretation of the word.                Second, this aspect of meaning involves the sense relations that exist among word. These relations can be found into syntagmatic relation, which is about the relations between words in sentence, and paradigmatic relations, which is about complex relations with other words in the language in a network of meaning.                2.3 Usage Teacher has to teach the usage of vocabulary about the situation when the word is used or is not used. Teacher has to describe that it is formal, neutral or informal word. Moreover, it is used in speaking or in writing. Then, teacher has to describe the words which have the same collocations as an L1 word of similar meaning in order to prevent mistakes in usage. For example, you describe thing in great detail not in a big deal. 3. Ways of Presenting the Meaning of New Items There are many techniques to present vocabulary. Each vocabulary has different appropriate ways to present. The most common ways to present word are followings.                3.1 Illustration An illustration is visualization such as a drawing or picture. It is very useful way to present concrete words such as cat, house or tree. In addition it is an effective way for visual learners. However It has its limits because it cannot present abstract word.                3.2 Mime Mime is a physical demonstration. It is good to present action verbs. In addition, it can be fun and memorable.                3.3 Synonyms and antonyms Words not only have sequential relationship, but also exist in complex relationships with other words in the language in a network of meanings. The most common are synonyms and antonym.                3.3.1 Synonyms A simple way of defining synonym is to say that, in a given context, one linguistic item can be exchanged for another without changing the meaning of the sentence or utterance.                3.3.2 Antonym. The term antonym covers a number of relationships often though of as opposite. Teacher has to use the word that students are already known in order to be effective to get meaning across.                3.4 Definition teacher can get the definition of word from dictionary to present. For example, the definition of town house is a house that is one of a row of identical houses situated side by side and sharing common walls.                3.5 Translation Using L1 translation is fast and efficient. However teacher should remember that not every word has a direct translation.                3.6 Context This is the way to present vocabulary by giving many example sentences with the word in context. Teacher has to remember that using a combination of techniques can be both helpful and memorable. 4. The implications for the teaching of vocabulary                4.1 Developing a various techniques for the teaching meaning Learner will confront new words in various ways in the classroom, through textbooks, through material or through teachers language. Therefore, teacher needs to explain new words for them. Take the word frightened, for example. There are a number of techniques which could be used A physical demonstration such as mime, gesture. This is the effective way to create a visual memory for the word. Moreover, it can be fun and memorable. An explanation, using a number of contexts, for example, the feeling when you watch horror movie, will lead the leaner towards meaning. A synonym, for example, very scared, can be an effective way for getting meaning across. Using L1 translation Asking student to check in a dictionary. drawing a simple picture Some of these techniques want more processing from student and will aid memory. The teacher will need to make decisions about which words are useful to remember and choose techniques accordingly. 4.2 Encouraging the development of effective strategies Research tends to suggest that if inferencing is easy because the text has a lot of contextual clue or there is a cognate word, memory is less likely. The more active the learner need to be, the more likely the word will be remembered. Awareness of this distinction will guild the teacher into exploiting both for reading strategy development and for vocabulary acquisition. 5. Principles of presenting vocabulary Teacher has to make the teaching easy and clear by giving simple explanation. Teacher has to use varieties of presentation at the same time such as, oral presentation and written presentation. For example, Teacher writes down vocabularies on board as well as explaining. Teacher has to bring in the words that are already partly known to relate to synonyms or antonym. 6. Some suggestions for the teachers Each teacher has ways to teach new words. Whatever teaching style are used the suggestions which may help teachers are followings: Teacher has to prepare the way to show meaning. For example, if the words which the teacher is going to present are concrete, the teacher should prepare picture of those words to present. Teacher has to ask students to tell the meaning first in order to elicit meaning from students before they offer the meaning. Teacher has to think about how to show the meaning of a word with related words such as synonyms, antonyms etc. Moreover, the example words should be the word that students are already known. Teacher has to think about how to check students understanding. Teacher has to think about the context in real situation where the words might be used in order to relate learning language to real life and also promotes high motivation. Teacher should review the vocabulary via a game or activity in order to motivate them in learning. Teacher should give them some assignment by telling them to read, watch films, listen to songs etc and note the useful word. It is a good way to study vocabulary by themselves. Teacher should have a section of board for vocabulary items that come up while teacher are teaching. Use different colours for the word / the phonetics /the part of speech. It is a good idea to teach vocabulary with associated meanings together. Teacher should encourage students to use a good dictionary. Whenever the student asks the word that has never heard of the word, you tell the student that you will check and get back to them later. Teacher should enough examples sentences to make sure that the students understand what the teacher taught and give extra example if the students are unsure and encourage them to write the word in an example sentence. Classroom application.                As being an English teacher, I found that teaching vocabulary is quite difficult because there are a lot of words to teach and my student cannot remember the words I taught but after I have done this assignment. I got a lot of idea to apply in my classroom in order to present vocabulary effectively.                First, I encourage my student to use any other strategies for vocabulary learning. Then I create a lot of activities which help them to develop new strategies as well as strengthen existing ones. For example, my students can be observed writing down new words as they occur during lesson but it is less common to find such thorough strategies for notebook keeping. Then I give student ideas for how they might design their notebook such as making word-network.                Then, I know how to select word for presenting vocabulary. I chose vocabulary based on frequency in the first place with considerable weight being given to functional, notional or situation relevance of the item.                Finally, I develop a variety of techniques for the teaching of meaning in my classroom such as drawing a picture which is the most effective as it will create a visual memory for the word, giving several example sentences with the word in context to shoe the meaning and giving demonstration. As a result these techniques help my student to pay attention in class and they can remember the vocabulary. Reference Jeanne mcCarten. (2007) Teaching Vocabulary. New York : Cambridge University Press. Pual Naion. (1990). Teaching and Learning Vocabulary. USA : HeinleHenle. Richard Frost. (2004). Presenting vocabulary. from http://www.teachingenglish.org.uk/think/articles/presenting-vocabulary Tricia Hedge. (2008). Teaching and Learning in the Language Classroom. New York : Cambridge University Press. Wallace M. (1987) Teaching Vocabulary 3rd Edition. London: Heinemann
Friday, October 25, 2019
Child Labor Essay examples -- essays research papers
Child Labour Child Labour In the past few years, a great deal of attention has been drawn to the global problem of child labour. Virtually everyone is guilty of participating in this abusive practice through the purchase of goods made in across the globe, usually in poor, developing nations. This issue has been around for a great length of time but has come to the forefront recently because of reports that link well known American companies like Wal-Mart and Nike to the exploitation of children. Prior to this media attention, many Americans and other people in developed nation were blind to the reality of the oppressive conditions that are reality to many. Child Labour has been in existence in different forms from the beginning of time but it wasn’t until the Industrial Revolution that it became the problem it is today. With the arrival of the factory system in the 18th century, Children as young as 5 were being used as workers in England. During this period, a law called the English Poor Act gave the government the responsibility to care for children that had no parents or whose parents were too poor to care for them. Under this law, the government would take these ‘pauper children’ and place them in jobs where they could become apprentices and learn a trade. The law was not usually affective because when the children were handed over to the factory owners, they usually became slaves. Other children were sold by their parents as indentured servants. Children were used to tend to machines in factories and many worked in the dark, damp coalmines, carrying coal on their backs up ladders. Many children would work 10 to 15 hour days with a small break for lunch. On top of this, the children were paid a starvation wages. The problem spread to other industrialized countries including the United States. Massachusetts passed a law in 1836 that required working children to receive some amount of schooling. Connecticut followed in 1842 with a law that created a maximum amount of hours children could work a day in a textile factory. It wasn’t until the Fair Labour Standards Act of 1938 that real progress was made in child labour in the United States. One example of these terrible abuses is the story of Iqbal Masih, a Pakistani child who was forced into labour as a carpet weaver. At the age of four, the boy was sold as an indentured servant to a factory owner for ... ...shops or big factory operations in Egypt unlike Bangladesh or Pakistan. So you cannot classify Egypt and Bangladesh in the same category when it comes to child labour. Family working units are a good thing will continue to exist. But these family working units aren’t suitable to modern products. They are suitable for traditional products such as carpets and garments. The ILO cannot put an end to all the child labour. They don’t have any legal power. They employers sure won’t since they don’t want to increase costs. Some morally conscious employers will but the majority won’t. Then there is the government of the country where the multinational comes from (99.9% of the time American) which can force inspections and could take action against the company. The trade unions are weak and don’t have the funds to do the job. This is also the third world where bribes are an everyday thing. In conclusion I stand against the kind of child labour such as in Bangladesh which. Selling of kids to Big factories is immoral. On the other hand I do support the example set in Egypt and the family work units. They do more good than bad to the economy and save the government a lot of welfare money.
Thursday, October 24, 2019
Lord of the Flies – How is the idea of the beast developed?
The idea of a beast on the island emerges early in the story, which quickly evolves from the imagination of one little boy. At first the idea is superficially rejected but subconsciously absorbed and as a result it continues to develop. The concept of a dangerous presence on the island originates when one of the children mentions he has seen a â€Å"snake – thing. Ever so big†¦Ã¢â‚¬ ¦.in the woods, †an idea which is quickly dismissed by the older boys as part of his imagination. Soon, many of the older boys begin to wonder about the existence of some kind of beast, and although many were not willing to admit this, its fear was demonstrated by their horrible nightmares and night screams. Later, talk of beasts emerges at an assembly where the vast majority agreed on its presence on the island and although Simon had already figured out that this idea came from their inner fear, he was not able to get this point across. Orwell reveals the reader, through Simon, how the creation of the beast is used to take the blame for all the chaos and disasters. Furthermore, the creation of the beast is just an excuse to believe the cause of evil is due to it, not to them. As a result, it becomes critical to find a definite shape for the beast and prove its existence as this would automatically release them from the guilt the evil emitted. Soon after, a dead parachutist's corpse is confused with the beast, and the children become convinced of the existence of the beast. In a later assembly, Jack decides to leave the group as he refuses to obey more rules. Many others decide to follow him, as they felt more secure with him. The idea of the existence of the beast gave Jack control over the other children. The concept of a beast is allowed to develop due one main reason; fear. Fear of the unknown, together with the children's imagination, built up the idea of a beast inhabiting the island. Yet, many other factors contribute to its development, such as Jack's desire for control. Throughout this novel, the boys are constantly faced with various fears, yet nothing compares to the fear they feel towards the beast. The beast represents how human beings will try to convince themselves that evil is not present inside them, by making someone or something else seem to be the cause for the evil. The beast is a metaphor used to demonstrate how the imagination can be manipulated to let it grow; à ¯Ã‚ ¿Ã‚ ½The beast had teeth, à ¯Ã‚ ¿Ã‚ ½ said Ralph, à ¯Ã‚ ¿Ã‚ ½and big black eyes.à ¯Ã‚ ¿Ã‚ ½ Yet Golding's purpose in developing the concept of the beast was to demonstrate the connection between evil and fear, to show us that fear is the thought and evil is the reaction, as it is proved by the murder of Simon, when he was confused with the beast which inhabited in their minds.
Wednesday, October 23, 2019
A Literature Review of Transformational Leadership “Organization Climate †Employee Performance†Essay
Abstract The literature review attempts to examine transformational leadership impact addressing organizational change and performance. Based on the concept and theory do the attributes and skills provide the tools for leaders to motivate and influence follower’s verses the traditional leading through power and authority. The history of transformational leadership style has now been tested and defined for over thirty years. The literature review sampling crosses many organizations from the non for profit, governmental, private business, paramilitary, corporations and healthcare. Furthermore, the difference in style from transactional leadership (situational leading) to transformational leadership, along with addressing the cultural and climate of the organizations which challenge leaders to find a method to motivate and inspire their followers. As the leaders navigate the changing landscape within the organization what characteristics and traits are parts of the make-up a good and effe ctive leader. The paper will conclude that the research and review of the literature supports transformational leadership will motivate, inspire and create an innovative environment to meet today’s organization and employee trust to follow their leader. As the topic of leadership begins with many studies and opinions on what type of leadership motivates and inspires an organization and its employees working towards a common goal for the betterment of each other which generally points to transformational leadership. Therefore, the search and review of numerous articles and studies confirms that transformational leadership has an edge as a successful leadership style and concept to meet the challenges addressing morale and performance. Furthermore, transactional leadership has a psychological component through its approach developing relationships as a key factor instead of leading by authority and power while responding to the situation. Before moving on to the literature review and findings I found an interesting article titled â€Å"Traits of leadership†(Jerabek, S., & Day, J., Danny. (2009) to focus on what is a good leader and â€Å"For this article, the authors qualify a good leader as one who can effectively lead a group of individuals with a specific goal. The personality of the leader, coupled with an ability to accomplish the mission, prove critical for success of the organization. Leaders also have personality characteristics that promote and develop others, such as overall awareness, empowerment of others, and personal integrity. The lack or overabundance of a leader’s characteristics can affect any organization. Leaders exhibit various styles of leadership that mature and change throughout their careers.†( FBI Law Enforcement Bulletin, 78(11), pg.20.) As the review approaches to address the question many organizations do not understand management verses leadership I thought this article provided a good foundation on what is a good leader which assisted with focusing on the topic of transformational leadership. So what is transformational leadership which began as transforming leadership within the political area in 1978 by James Macgregor Burns through his research on political leaders? â€Å"The initial concept of transformational leadership was provided by Burns in his research about political leaders. According to Burns, transformational leadership is a process in which leaders and followers promote each other to higher levels of morality and motivation. Transformational leaders help their followers to look at old problems via a new perspective. They stimulate their followers to attempt higher than usual levels. Transformational leaders inspire their followers to think more than their own aims and interests and to focus on greater team, organizational, national and global objectives. By providing future perspective, such leaders influence over their followers in a manner that they assume that perspective as their own aim and show high efforts to achieve it. These leaders are able to move the organization toward the ideal perspective by coordinating the employees and integrating all system components [1].†(Jandaghi, G., Matin, H. Z., & Farjami, A.) (2009). The research began in 1978 and in 1985 Bernard M. Bass extended Burns work and focused on the psychological aspect of transformational leadership as it inspire and motivated followers. As the researched evolved into the nineties the impact on organizational culture and innovation was being examined. Since this type of leadership concept was more people oriented and relationship building within the organization the question about performance and success was beginning to be studies in the 2000’s. Furthermore, what is the impact to the changing culture within organizations relating to innovation and the rapid changes in technology, globalization and the high demand for new products and services? â€Å"As it is obvious from the term associated with this type of leadership, transformational leaders, look doe transforming and changing, which is necessary for innovation. Although leadership is an important factor in the life of every organization, â€Å"yet few studies have empirically examined the link between this factor and innovation at the organizational level (Jung et al., 2003:p.525)†. (Mokhber, M., Ismail, W. K. b. W., & Vakilbashi, A.) (2011) Australian Journal of Basic & Applied Sciences, 5(6), p.504). Does this type of leadership style favor any gender type since the concept has more of the softer approach to leadership verses the hard line authoritarian and power type approach? There was one reference in the research which referred to a phenomenon termed the glass cliff where the woman’s attributes are a better fit during an organizational crisis such as poor performance. So a lesson learned as part of this research about gender still focuses on characteristics, attributes and corporate stereotyping type of bias. However, if this information is carried forward beyond the stereotype corporate male dominate leaders these research findings could validate why transformational leadership style works best during a crisis because of the female attribute of relationship building. As part of this review it is important to look at this type of research of gender differences and their psychological phenomenon of transformational leadership. There is something to learn from the glass cliff research of (Bruckmà ¼ller, S., & Branscombe, N. R.) (2010) as stated, â€Å"If men have maneuvered the organization into trouble, appointing a female leader will appear as one way to achieve the transformation needed to turn things around (see Ryan & Haslam, 2007 for a related discussion). (British Journal of Social Psychology, 49(3), p. 435). One word of importance within the above sentence which is transformation indicates the value of glass cliff research not because of the bias or gender issue but the attributes to be successful during an organizational crisis which mirrors one of the attributes needed to be an effective transformational leader†¦a small validation. The review discussed many issues as they relate to organizational challenges and the impact of leadership styles when motivating and inspiring followers to perform, become innovative and improve climate within the organization or group. As discussed during the research from 1978 to 2012 the change in the workplace and employee expectations from their employer or the leaders. How transformation is delivered was addressed and the factors which are identified with lower morale and reduce performance. (Bunker, K., Wakefield, M., Jaehnigen, O., & Stefl, B.) (2006). â€Å"Change initiatives typically derail because the ball is dropped on the people side. Perfectly good strategies and change initiatives stall or fail when employees become stuck in some phase of the emotional transition. Leaders who fail to connect around these natural emotions generally struggle to gain sufficient buy-in from employees and thereby undermine their progress toward new goals. Instead of a loyal, productive, a nd enthusiastic workforce, executives and managers end up leading employees who are insecure, fearful, and skeptical. (Transformation delivered. T+d, 60(3), p.26.) The movement within organizational change to recruit and retain good talent was and added benefit identified with effective leaders and as stated to be an effective leader your followers need to be motivated and inspired. So this was another positive component the research found why transformational leadership is part of performance of an organization and its employees. (Bunker, k. et al.) â€Å"For leaders to effectively harness and maintain the talent and commitment needed to benefit from organizational change, they must: Examine their behaviors and emotions tied to change and transition. This begins the process of operating from a place of authenticity as a leader. Establish and protect trust. Without trust and honesty, authenticity and credibility suffer, which undermines solid change initiatives or management decisions. Find a balance between structural leadership and people leadership. By learning the important competencies for leading in times of change and transition, lea ders have a new perspective from which to operate. (Transformation delivered. T+d, 60(3), p. 30). This article is an overview of the transition plan to transform the United States Postal Service which began in 2002. Each study relating to organizational change and leadership concept supports the transformational leadership style. As stated within this article transformational leadership. .(Jandaghi, G., Matin, H. Z., & Farjami, A.) (2009). â€Å"The effective role of managers and leaders in radical changes and transformations is unavoidable in the organizations. Leadership and management are not identical. To influence over others, management is depended on formal power while leadership is resulted from a social influence process. Leaders make cultures and their fundamental role is affecting others. In other words, transformational leaders try to make changes that increase organizational efficacy and performance. These are changes that cause higher aim and expectations to the organization. (Comparing transformational leadership in successful and unsuccessful companies. International Journal of Social Sciences, 4(3), p. 212). Furthermore, does this concept and theory carry over to multi-agency and crisis management which is more traditionally authoritative management style however, there is a movement of change in leadership style called Interwoven Leadership which combines features such as task skills, interpersonal skills, stakeholder awareness and personal qualities of commanders and their teams. This type of leadership has some of the same attributes as transformational leadership when referring to interpersonal skills. (Borodzicz, E & Devitt, K) â€Å"For an interwoven method to be embedded effectively, it must be supported by the wider organizational culture in normality and incorporated into organizational training at many levels. This may raise challenges of ethos as well as practicality. As with all cultural shifts, these value changes take a long time to truly embed within an organization, and some Gold leaders may continue to be wedded to the ‘hard skill’ approaches that may have served them well in their careers. (Interwoven leadership: The missing link in multi-agency major incident response. Journal of Contingencies & Crisis Management, 16(4), p. 214) In addition, the following comment supports the research defining leadership moving towards the need for interpersonal skills to be an effective leader. (Jandaghi, G., et. al.) (2009) â€Å"The effective role of managers and leaders in radical changes and transformations is unavoidable in the organizations. Leadership and management are not identical. To influence over others, management is depended on formal power while leadership is resulted from a social influence process. Leaders make cultures and their fundamental role is affecting others. In other words, transformational leaders try to make changes that increase organizational efficacy and performance. These are changes that cause higher aim and expectations to the organization. (International Journal of Social Sciences, 4(3), p. 211) Now another factor was discovered in the research of the literature which one was the impact of the baby-boomer retirement phase which might leave a deficiency in the leadership roles. However, the research showed more optimism to this concern and myth. (Johnson, J.) (Spring 2009) â€Å"Among the concerns over baby boom retirements is that of a workforce leadership drain. The age demographics of CEOs presented here, based on census data, suggest that a leadership deï ¬ cit in the nonproï ¬ t sector may not be as imminent as in the government sector but that it looms closer than in the for-proï ¬ t sector. (Nonprofit Management & Leadership, 19(3), p. 300) Wisdom is an unique attribute identified in the review of literature titled Developing You. (McCullough, C.) (2007). â€Å"Wisdom. As Jim Collins’s research demonstrates, Level 5 leaders have this very deep inner perspective. Wisdom is not developed via a checklist. It is developed over the reflective journey of a lifetime. (Developing You, p. 67) This supports the research which highlights most transformational leaders have more experience to truly be effective and develop trust from the follower’s overtime. The research did address the difference of transactional leaders and transformational leaders and the discussion was obvious in today’s challenging times the transformational leader is the right fit â€Å"According to Fulwiler, there are transactional leaders and transformational leaders. Transactional leaders operate in command-and-control mode. They focus on costs and financial goals, and have a quid pro quo relationship with workers. â€Å"This will get you average,†Fulwiler added. On the other hand, transformational leaders operate in a collaborative mode. They lead by example, encourage employee involvement and team building, and genuinely care about worker Wellness. â€Å"This is the key to productivity and high-performance work systems,†Fulwiler said. â€Å"This leads to above-average outcomes.†(The Power of Transformational Leadership) (2013), Professional Safety, 58(1), 19-19.) Another factor addressed in the literature was the relationship of training and development to transformational leadership and the research displayed a positive outcome as stated, â€Å"The results have important implications for those aiming to implement organizational-level interventions to improve employee well-being. Although cross-sectional, our study raises the possibility that training leaders to exhibit certain behaviors might also change working conditions of subordinates. Rather than implementing wide-ranging organizational changes for a large number of employees, these results suggest that training their superiors might have a similar impact (e.g. training managers in transformational leadership behaviors might bring about involved followers who perceive their jobs as meaningful and experience high levels of inï ¬â€šuence). Training staff at managerial levels might prove to be both more cost-effective and easy to control than implementing wide-ranging organizational changes. (Nielson, et al., Journal of Advanced Nursing, 63(5), p. 473 ) Another viewpoint which supports training transformational leaders will improve performance as stated,. â€Å"Speciï ¬ cally, the ï ¬ nding that transformational leadership was positively associated with relational identiï ¬ cation with the supervisor, which, in turn, was related to self-efï ¬ cacy, and consequently performance, suggests training leaders to be more transformational may provide important and useful returns on investment in terms of follower development. Such training initiatives have been shown to be related to increased levels of commitment, motivation, satisfaction, and performance among followers (Barling, Weber, & Kelloway, 1996; Dvir et al., 2002). (Walumbwa, F.O. & Hartwell, C. A., Journal of Occupational & Organizational Psychology, 84(1), p. 167) Furthermore, this research which was stated in the above article confirmed the research relating to the 1985 (Bass) theory that transformational leadership does have an impact on performance. Moreover, it is supported by the following information and research. (Zhu, W., Sosik, J. J., Riggio, R. E., & Yang, B). (2012). â€Å"As indicated by several researchers (e.g., Bass & Riggio, 2006; Sosik & Jung, 2010), empowerment is a crucial process that defines transformational leadership and illustrates why it is effective in building follower organizational identification and performance. Followers’ identification with the organization may be extremely important for their work attitudes, such as organizational commitment, and for other work performance measures, associated with excellence in the contemporary global marketplace. (Journal of Behavioral & Applied Management, 13(3), p. 208) Conclusion: Supported by research, theory and sampling of managers, leaders, employees and stakeholders relating to organizational change, performance and leadership the conclusion is transformational leadership style or concept has the skills and attributes to motivate and inspire followers. Therefore, the organizational climate is conducive to innovation and healthy work environment to address the ever changing workplace while improving organization’s capacities to compete in the challenging business environment. References Bruckmà ¼ller, S., & Branscombe, N. R. (2010). The glass cliff: When and why women are selected as leaders in crisis contexts. British Journal of Social Psychology, 49(3), 433-451. doi: 10. 1348/0 14466609X466594 Bunker, K., Wakefield, M., Jaehnigen, O., & Stefl, B. (2006). Transformation delivered. T+d, 60(3), 26-30. Retrieved from http://ezproxy.lewisu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=20607564&site=ehost-live&scope=site Devitt, K. R., & Borodzicz, E. P. (2008). Interwoven leadership: The missing link in multi-agency major incident response. Journal of Contingencies & Crisis Management, 16(4), 208-216. doi: 10.1111/j.1468-5973.2008.00551.x Jandaghi, G., Matin, H. Z., & Farjami, A. (2009). Comparing transformational leadership in successful and unsuccessful companies. International Journal
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