Emotional labour Literature review Example | Topics and Well Written Essays - 5750 words

Emotional labour - Literature review Example Callahan and McCollum (2002) understand that the period emotional work is suitable for circumstances in which personalities are personally selecting to manage their sentiments for their individual remunerated assistances. The expression emotional labor is suitable only when emotion employment is replaced for approximately such as an income or some other kind of valued recompense. In her classification of emotional labor, Callahan and McCollum (2002, pp. 45) state that such activities are achieved for remuneration; they are also below the jurisdiction of others. Therefore, in structural settings, emotional labor is below the control of associations like banks. Hochschild’s (2003, pp. 67) stated that emotional labor comprises impression of the administration of examination of employees. These workers put effort on rapid emotions that are indicated to be satisfactory by clients. According to this viewpoint, the inconsistency between fingered and articulated emotion is connected t o job accent and exhaustion. According to Hochschild (2003), occupations concerning emotional labor acquire three individualities: they need the workforce to make facial or speech contact with the community; they necessitate the employee to create an emotional condition in the consumer or purchaser, and they deliver the instructions with the aim of exercising some control over the expressive events of workforces. Based on recession association, Ashforth and Humphrey (1993) brought forward the opinion that, emotional labor as â€Å"the work of displaying the suitable sentiment.† Their description varies from Hochschild’s (1983), since their description stresses the actual behavior rather than the hypothetical emotions are key in determining the conduct (Ashforth & Humphrey, 1993). In common, researchers approve that illustrations and emotional state that complement the precise emotional labor affects emotions that are displayed at work location; hence, connect their fac tual feelings with the differences in descriptions and operationalization of anticipated emotions. These emotions are perhaps perceived on an optimistic view of the concept; that have resulted to some misperception, thoughts or reconsidering the condition (Bono and Vey, 2005). Studies provide an operational definition of emotional labour as an interrelated variable representing occurrence or nonexistence of emotional labour at work or in a profession (Bitzer, 2006). He recommended that emotional labour at work is based on frequency of personal communication between members of staff and customer, therefore, making emotional labour at work a one-dimensional structure disapprovingly correlated with workers’ health. Adelmann (2005) developed one range for emotional labour at work, though, this research could not discover the ordinary negative associations between emotional labour at work and emotional strain, an elucidation of the fact that more differentiated ideas ought to be b rought forward. Consequently, emotional labour at work has been indicated as an emotional process essential to control managerially needed emotional control as part of workers’ roles. Frequency of emotional labour recurrent obligation indicates a negative emotional labour in the case of a statement investor (Bitzer, 2006). The compulsion to exhibit negative emotiona

Global Warming Essay Example | Topics and Well Written Essays - 250 words - 6

Global Warming - Essay Example The threat here is that the polar ice caps would soon be melting because of global warming, which would increase the level of oceans to side. People living on coastal lines would have to evacuate their homes and move to other places, causing overcrowding and security concerns (Michaels & Balling, 2009). The rise in ocean levels can cause floods, destroying crops and creating drought in countries. Citizens of the developed countries are aware of this growing problem because there have been many documentaries about global warming and researches done in the developed world, where environmentalists and scientists have explained the consequences of global warming to the people. The people living in developing countries are responsible for making sure that the human activities which trigger global warming, are prevented from happening and people act more responsibly (Black & Weisel, 2010). There are also more responsible because they have more resources to make people aware, as compared to the underdeveloped countries. The United States and other countries are responsible in a way, that they should create awareness in underdeveloped countries, and create programs to make people responsible for their actions and the way they treat the environment. However, not all responsibility lies in the hands of the developed countries, underdeveloped nations feel the climate change and the impact of globalization too. The government should be responsible for preventing activities which harm the environment.

Knowledge Management Models And Frameworks Commerce Essay

Knowledge Management Models And Frameworks Commerce Essay The purpose of this paper is to critically review the various knowledge management models and frameworks. The review found that various knowledge management models and frameworks varies in perspectives ranging from the basic assumption of the articulation and transfer of tacit and explicit knowledge to the more complex and complicated assumption that knowledge is intellectual capital and it is mechanistic in perspective as well as an important asset that has to be managed efficiently for firms success. In this paper, knowledge management models are divided into three categories: knowledge category models, intellectual capital models, and socially constructed models. Besides, two knowledge management frameworks will be discussed in this paper. Finally, a KM model and framework is tentatively suggested to act as a useful guide for further research and organizational application. Introduction Nowadays, the world is fully experiencing an era, namely: knowledge age or the knowledge economy. In knowledge economy, knowledge is the crucial commodity due to the rapidly technological advancement. The technological innovations are eliminating the gap between competing companies and the collective knowledge of the employees become the key factor in producing innovative and competitive products or services (Sunassee and Sewry, 2002). Since previously managers did not encourage diffusion and sharing of knowledge among employees, changing in mindset is required for managing the knowledge effectively. The knowledge-driven activities in organizations and of the broader economic and social life lead to the management of knowledge become very important (Sunassee and Sewry, 2002). In general, this managerial activity has been known as Knowledge Management (KM). Previous research on knowledge management indicates the existence of various definitions of knowledge management. According to Nonaka and Takeuchi (1995), knowledge management is the capability of a company to create new knowledge, disseminate it throughout the organization and embody it in products, services, and systems. Duffy (1999) defines knowledge management as the identification, growth and effective application of an organisations critical knowledge. Knowledge management has been defined in another term, which is an organized and explicit process to generate, renew, and apply knowledge to maximize an organizations knowledge-related effectiveness and returns from its knowledge assets (Wiig, 1997). Alavi and Leidner (1999) define knowledge management as a systemic and organizationally specified process for acquiring, organizing, and communicating both tacit and explicit knowledge of employees so that other employees may make use of it to be more effective and productive in thei r work. Besides, ODell et al., (1998) define knowledge management as a conscious strategy of getting the right knowledge to the right people at the right time and helping people share and put information into action in ways that strive to improve organizational performance. For instance, Beckman (1999) define knowledge management as the formalization of and access to experience, knowledge and expertise that create new capabilities, enable superior performance, encourage innovation and enhance customer value. In general, KM is the process of creating, storing, distributing, and applying knowledge. By reviewing the significance of knowledge management and the complexity of its nature, it is timely to try to understand the latest theories underlying knowledge and knowledge management. Hence, this paper will critically study the latest models and frameworks of knowledge management and discuss on the assumptions and views of each model and framework. The aim of this paper is to examine the current understanding of the theory and practice of the emerging field of knowledge management by critically evaluating existing knowledge management models and frameworks. Therefore, employers or practitioners in organizations can understand their concepts and improved approaches can be developed and applied to organization and to those who need to work and implement knowledge management. This paper will begin by presenting the aims and objectives and followed with a short discussion on the types of knowledge. This is followed with the discussion on some of the existing knowledge management models and frameworks. Types of Knowledge In todays competitive business environment, only the knowledge of an organization can provide the basis for organizational renewal and sustainable competitive advantages. Organizational knowledge can be classified into two distinctive types of knowledge: explicit and tacit. According to Polanyi (1967), explicit knowledge is the knowledge which is easily to formalize, transfer, and store; documented, articulated into formal language, formally expressible and easily to communicate; tacit knowledge is pertaining to ideas, feelings, and individual experience, which is more complicated and difficult to share with each others. Explicit knowledge is the fact and can be codified and transmitted in a systematic and formal language. It is usually data, which is internal to an organization and can be easily collected. Tacit knowledge is the personal experiences, context-specific knowledge that is difficult to formalize record or articulate. It actually resides in the heads of the people, behavior and perception (Frid, 2000). Examples are intuitions, hunches, insights, beliefs and values. Both tacit and explicit knowledge are needed for an organization to achieve greater performance (Sanchez et. al. 1996). Knowledge Management Models and Frameworks Knowledge Category Models These types of model categorize knowledge into discrete elements. One of the most renowned KM models fits into this category, the Knowledge Spiral model by Nonaka and Takeuchi (1995). This model presents a high level conceptual representation of the knowledge dimensions, namely tacit and explicit knowledge. The model makes a number of assumptions, namely: 1. Tacit knowledge can be transferred through a process of socialization (everyday comradeship) to become the tacit knowledge of others top left quadrant 2. Tacit knowledge can become explicit knowledge through a process of externalization (formalizing a body of knowledge) top right quadrant 3. Explicit knowledge can be transferred into tacit knowledge in others through a process of internalization (translating theories into practice) bottom left quadrant 4. Explicit knowledge can be transferred to explicit knowledge in others through a process of combination (combining existing theories) -bottom right quadrant. One criticism of the model is that knowledge transfer in organizations is much more complicated and convoluted than this simple matrix suggests. The model also assumes an integration of tacit and explicit knowledge; often this is not the case. This model is shown in figure no. 1 below. A simple but more elaborate version of Nonakas model is shown in figure no. 2 (Hedlund and Nonaka, 1993). This model assumes there are four different levels of carriers, or agents, of knowledge in organizations, namely the individual, the group, the organization and the inter-organizational domain (customers, suppliers, competitors, etc.). The above model is helpful by relating the carriers to the types of knowledge; it remains problematic in that it assumes the carriers, like the knowledge, can be simply separated. Another example of a knowledge category model is that of Boisot, (1998), as shown in figure no. 3. Boisots model considers knowledge as codified or uncodified, diffused or undiffused, within an organization. Boisot uses the term codified to refer to knowledge that can be readily prepared for transmission purposes (e.g. financial data). The term uncodified refers to knowledge that cannot be easily prepared for transmission purposes (e.g. experience). The term diffused refers to knowledge that is readily shared while undiffused refers to knowledge that is not readily shared. The model presents the following characteristics: 1. Knowledge categorized as both codified and undiffused is referred to as propriety knowledge. In this case, knowledge is prepared for transmission but is deliberately restricted to a selectively small population, on a need to know basis (e.g. projected profits, share price issues) top left quadrant 2. Knowledge that is relatively uncodified and undiffused is referred to as personal knowledge (e.g. perceptions, insights, experiences) bottom left quadrant knowledge that is both codified and diffused is referred to as public knowledge (e.g. journals, books, libraries) top right quadrant Knowledge which is relatively diffused but also uncodified is labeled common sense bottom right quadrant. Boisot, (1998) considers such knowledge as being built up slowly by a process of socialization, harboring customs and intuition. There are few similarities between Nonakas model and Boisots model. For example, Nonakas categorization of explicit and tacit knowledge has a degree of correspondence with Boisots reference to codified and uncodified knowledge. The horizontal dimension relates to the spread or diffusion of knowledge across the organization in both models. However, Boisots model experiences the same limitations as Nonakas model in that codified and uncodified are but two discrete categories of knowledge. In addition, the idea of diffused knowledge is rather general and it is not clear if it includes incorporating knowledge within the organization, as well as disseminating it. Figure No. 3-Knowledge Category Model (Boisot, 1998) Intellectual Capital Models Management gurus such as Drucker (1993) and Brooking (1997) and practitioner icons such as Edvinsson, (1997) elucidated the notion of Intellectual Capital (IC). Knowledge and capital have been linked together for many years. Knowledge is being capitalized as a resource comparable to land or oil. However, we also need to focus on the intangible elements which knowledge contains such as employee skills, experiences, patients, copyrights, brands, licensing opportunities, research and development, innovative use of assets such as databases, etc. (Quintas et al, 1997). As these type of elements are not normally recorded on the traditional organizational balance sheet they are referred to Intellectual Assets; hence the term Intellectual Capital. KM is actively concerned with the strategic outlook and operational tactics required for managing human centered, intellectual assets (Brooking, 1997). According to Peters (1992), KM can affect intellectual capital or as recognizing or rediscovering assets that the organization are not using to full potential, ultimately employees. As these approaches imply that the key areas of KM are the management of IC it is worth reviewing a typical IC model. The model, shown below in figure no. 5, is the Intellectual Capital model from Skandia Insurance which is adopted from Chase (1997), and Roos and Roos (1997). According to Edvinsson and Malone, (1997) intellectual capital concsists the applied experience, organizational technology, customer relationships and professional skills that provide Skandia with a competitive advantage in the market. One problem that can be associated with this model is the adoption of a scientific approach to knowledge. This is evident through the classification of knowledge as a commodity linking it to organization capital. This view of intellectual capital ignores the political and social aspects of KM. KM can be decomposed into objective elements rather than being socio-political phenomena from the view of intellectual capital. This is similar to the Nonaka and Takeuchi, (1995) approach. As befits a new area of inquiry, much analytical work is focused on categorizing, mapping and measuring of knowledge types and processes. Although this is helpful, the epistemological basis of the field cannot be ignored (McAdam and McCreedy, 1999). Hence, we need to embrace socially constructed models of KM. Figure No. 4-Intellectual Capital Model of KM (Chase, 1997) Socially Constructed Models This group of models assumes a wide definition of knowledge viewing it as being intrinsically linked within the social and learning processes of the organization. KM is concerned with the construction, capture, interpretation, embodiment, dissemination and use of knowledge. These components are represented in Demerests (1997) Knowledge Management model. The model is developed from the original work of Clark and Staunton, (1989) and Nonaka and Takeuchi, (1995). It can be compared to that of Jordan and Jones, (1997) who speak of knowledge acquisition, problem solving, dissemination, ownership and storage and that of Kruizinga et al. (1997) who include knowledge policy, infrastructure and culture. Firstly, the model emphasizes the construction of knowledge within the organization. The model assumes that constructed knowledge is then embodied. Next the embodied knowledge is disseminated throughout the organization. Ultimately the knowledge is used to gain economic value with regard to organizational outputs. The black arrows in figure no. 5 show the primary flow direction while the white arrows show the more recursive flows. Figure No. 5 -Knowledge Management Model Demerest, (1997) Demerests model is attractive in that it does not assume any given definition of knowledge but rather invites a more holistic approach to knowledge construction. However, it does imply a simplistic procession approach to the flow of knowledge transfer, while in reality this may be extremely rapid and circulatory. To overcome this gap a slightly modified version of Demerests model has been developed, figure no. 6. Firstly the model emphasizes the construction of knowledge within an organization where either a scientific or social paradigm may be adopted. The scientific view of knowledge takes a knowledge is truth view (Morgan, 1986). This view considers that knowledge is a body of facts and rational laws thus promoting a non-personal view of knowledge, skills and tasks (Lave and Wenger, 1991). On the other hand the social view of knowledge is concerned with the social and learning processes within an organization. However, this approach assumes that knowledge construction is inequality, conflict, domination, subordination and manipulation influences as well as more traditional behavioral questions associated with efficiency and motivation (Alvesson and Wilmott, 1996). Thus social knowledge construction is a dynamic process of contextuality rather than the assimilation of a body of facts. In th e McAdam and McCreedys (1999) model depicted in figure no. 6, knowledge construction is not limited to scientific inputs through explicit programmes but includes a process of social interaction. The implications of this broader concept of knowledge construction must be reflected in the embodiment/dissemination of knowledge as part of the organizations KM approach. There is little point in widening the concept of knowledge construction only to limit the embodiment and dissemination techniques used or to force existing techniques onto new knowledge. Attempting to do so will lead to disappointing results, frustration and a negative view to KM caused by the mismatch between conception and application. Knowledge usage must also be reflected via the knowledge initiatives installed in the organization. Demerest (1997) describes use (as deployed in figure no. 6) as the production of commercial value for the customer. While increasing commercial value is a key objective of KM, it is not the only objective. Therefore knowledge use must be employed through the application of a complementary approach for emancipatory enhancements and organization outputs. This will permit the organization to be viewed and reformed from different perspectives that will facilitate continuous innovation, thus creating the ultimate business benefits for the organization as a whole. While the interconnecting vectors (black arrows) show the primary flow of activity, more recursive arrows are added to reflect the circulating nature of activity flows, thus depicting that KM is not a simple sequential process. Figure No. 6-Modified Version of Demerests Knowledge Management Model (McAdam and McCreedy, 1999) Knowledge Management Frameworks Stankosky and Baldanza (2001) developed a knowledge management framework which addresses enabling factors such as learning, culture, leadership, organization and technology (refer to figure no. 7). This framework presents that knowledge management covers a wide range of disciplines that include cognitive science, communication, individual and organizational behavior, psychology, finance, economics, human resource, management, strategic planning, system thinking, process reengineering, system engineering, computer technologies and software and library science. This framework consists four major foundations of an organization which is important for knowledge management are leadership, organization structure, technology infrastructure and learning. The role of leadership is practicing strategic planning and systems thinking approaches, making best use of resources, fostering a culture that encourages open dialogue and team learning, and for encouraging and rewarding risk taking, learning and knowledge sharing. Organization structure should facilitate personal interactions and support communities of practice to capture tacit and explicit knowledge within the organization. Besides, organizational structure should facilitate trust among people within the organization and encourage free exchange of knowledge. Technology infrastructure allows exchange of information without formal structures. Technology infrastructure should enhance the efficient and effective capture of both tacit and explicit knowledge. It should also support knowledge sharing in the entire organization. Lastly, learning is responsible for managing information in order to build enterprise wide knowledge and use that knowledge to organizational learning, change and performance improvement. Figure No. 7-Basic Disciplines Underlying Knowledge Management and its Enabling Factors (Stankosky and Baldanza , 2001) Karadesh et al. (2009) developed a knowledge management framework that emphasizes on developing phases such as knowledge infrastructure, knowledge combination, knowledge filtering, knowledge repository, knowledge sharing, knowledge application, and finally, knowledge performance across the KM process (refer to figure no. 8). The first element is knowledge infrastructure, which relies on building the proper culture for Knowledge Management System and establishes the awareness of the importance of KM among the individuals in the organization. The second element is knowledge combination that functions as a temporary repository of collected information from the infrastructure phase. The third element is knowledge evaluation which is used to assess the knowledge based on the value; accuracy and relevance after the knowledge have been combined from different sources (Sunassee and Sewry, 2002). Knowledge filtering is the fourth element that prepares knowledge to be stored in the next phase, after going through classification, categorization and organization. The fifth element is knowledge repository that functions as storage for the knowledge collected in the past stages. It also can be viewed as organization memory and retention of knowledge assets. Knowledge sharing is a core process in the process of the KM that transfers and shares knowledge among the individuals in the organization. Knowledge application is the seventh element that applies and represents information to knowledge seekers in appropriate matter. The last element is knowledge performance which is used to evaluate every KM system, process, performance, and impact of KM. It is performing according to the organization goals and objectives. Figure No. 8-Conceptual Framework for Knowledge Management Process (Karadesh et al., 2009) Conclusion The review of existing knowledge management models and frameworks has seen a wide spectrum of viewpoints. Knowledge management has been seen from the categorical view in which knowledge are categorized into discrete elements as seen in Boisot, Nonaka, and Nonaka and Hedlunds models to the more complicated and complex perspective of knowledge that is mechanistic and socially constructed orientation (McAdam and McCreedys, 1999). Moreover, these knowledge management models have made reference to: first, the process of managing the flow knowledge; second, categorization models are mechanistic; third, the intellectual capital model assumed that intellectual capital are crucial assets in organization and should be manage efficiently for firms success; fourth, Demerests model is intrinsically linked with the social and learning process within organizations; McAdam and McCreedys model is slightly modified from Demerests model, which seeks to address the limitations by explicitly showing the influence of both social and scientific paradigms of knowledge construction, and extends the use element to cover both business and employee benefits. Stankosky and Baldanzas knowledge management framework emphasized that leadership, organization structure, technology infrastructure and learning are important foundations for knowledge management in an organization; finally, Karadesh et al.s knowledge management framework represents with extensive and detailed processes and tends to provide guidelines for executing KM successfully, save time and efforts and to avoid inaccuracies. Even though knowledge management models and frameworks have evolved from time to time, basically the models and frameworks provide a way of transforming managerial activities and guiding managerial efforts in managing knowledge in the organizations. The KM model and framework that are suggested to act as a useful guide for further research and organizational application is McAdam and McCreedys model and Karadesh et al.s framework. McAdam and McCreedys model combines scientific and socially constructed knowledge, and also the uses/benefits of KM are viewed as both emancipatory and as business oriented. Karadesh et al.s framework provides a broadest analysis of KM process that can be used to foster the development of organization knowledge and enhance the organizational impact of individuals throughout the organizations. Therefore, it is suggested that this model and framework could act as a useful guide for further research and literature evaluation in the area of knowledge management.

The Economic and Political Factors Affecting the U.S. Sugar Subsidy Program :: Sugar Subsidy Economics Essays

The Economic and Political Factors Affecting the U.S. Sugar Subsidy Program Graphs Not Available Sugar growers continue to benefit from favorable economic conditions provided by the U.S. government. Yet empirical data reveal a decrease in the aggregate support for sugar legislation in recent years. In 1978, there were 9,187 full or part owners of sugar cane and sugar beet farms, compared to 7,799 farms in 1987. The level of sugar subsidy allocated to the farmers, however, has increased and even favored certain sugar growers disproportionately over others. Such empirical findings suggests that politics, as much as economics, affect the level of sugar subsidy. This paper examines why an increasingly smaller number of sugar farmers receive a steadily larger government subsidy. Mainstream economics cannot explain the unusual linkage between sugar producers and subsidy levels. While traditional, neoclassical economists cultivate elegant models that explain economic phenomena, they fail to characterize correctly the relationship between voters, their elected representatives, and the political institutions which shape the policies. Consequently, an accurate model must combine what we know from mainstream economics and political economy. Before outlining the theoretical framework, however, the following section reviews the history of the sugar subsidy. History of Sugar Subsidy The Jones-Costigan Act, created the modern sugar program as part of the New Deal package of agricultural legislation in 1934. The program included domestic production controls and direct payments to farmers, as well as import restrictions that addressed the declining ratio of farm to non-farm incomes of the preceding decade (Harper, 1990). The first major transformation of the U.S. sugar program resulted from the U.S. trade embargo of Cuba's exports to the U.S. in 1963. Throughout the following years, the United States government imposed a series of price supports, import quotas, and loans to protect U.S. producers from lower-priced foreign grown sugar as well as to encourage domestic production of sugar (Rendelman, 1989). Many farmers in the U.S. began to supplement the dearth of sugar left by the embargo and exploit the "protected market" conditions provided by the U.S. government subsidy. Despite the federal aid granted to sugar growers, not all sectors of agriculture devoted to growing sugar derivatives flourished. Domestic production of sugar cane increased steadily from 1982 onward, while sugar beet production stagnated (Knutson, 1985). Through time, the largest number of sugar beet farmers were concentrated in a specific West/Midwest region of the U.S. (Minnesota, North Dakota, Idaho) while sugar cane farmers were found in the Southeast, specifically Louisiana and Florida.

Unit SHC 51: Use and develop systems that promote communication

24. 10. 2012 Unit SHC 51 Use and develop systems that promote communication Criteria: 1. 1,1. 2,1. 3 – Review the groups and individuals whose communication needs you must address in your work role. Explain how you support effective communication within your work role. Analyse the barriers and challenges to communication within your work role. Communication can be defined as information transfer. This can be exchange of thoughts,messages,feelings. The way we transfer information is by speech,signals or writing ,to express oneself in such a way that one is really and clearly understood.We all use a variety of communication techniques to both understand and be understood. Without communication nothing would get done,no information would be passed on. Communication take place to inform ,to support,educate,give and receive instruction,keep records,liaise and coordinate. All these communications can assist any or all of the service users and key people in the health and social care and children and young people’s settings . In this sectors communication is used to talk about needs,concerns,attitudes and feelings as well as to impart information.Communication is vital for those who desire and for those already working in the childcare sector. In this sector practitioners need to build relationships with children,their parents and other relevant authorities. As a practitioner I communicate with parents ,colleagues,children and other professionals ,such as health visitors,social workers,medical stuff,sales reps,visitors to the setting,other managers. Therefor I make sure that everybody is provided with the necessary information they need. My communication has to be clear and concise – both verbal and written.Without these skills I cannot engage productively with individuals ,in my case these are children,colleges,parents and family members,outside agencies. Without communication the world would be a lonely place and communication is particularly im portant in my work role as it can affect the relationships I build. Team communication is important as it is essential to keep everyone in the group knowledgable about what is going on within our work setting. To enable my team to do this successfully ,my colleges have to ensure their relationships grow and blossom,as they relay mainly on effective communication.The first time I meet a new parent or child it is important that I am friendly and welcoming. This is the start of the relationship and it is good to begin with firm foundations and that they get a positive feeling about me. The day-to-day conversations, of asking â€Å"How are you? † or just asking about someone’s weekend slowly build up rapport with a parent or child and gradually the relationship moves on from that first friendly â€Å"hello† as I get to learn more about them and they learn more about me.To gain and share information I find out information from the parents and children to help me do m y job effectively and ensure that the needs of the children are met. I gain a good knowledge of the children and in return I share information with them. It is also beneficial for me to build relationships with other professionals so that I may gain and share information with them to help us run our setting effectively. To gain reassurance and acknowledgement whilst working with young children I give them reassurance physically with positive comments and acknowledge them by showing that I am interested in what they are doing.Reassurance and acknowledgment is also important to me ; by children being content in my setting and their parents acknowledging that they are happy with care their children are receiving. Communication takes vital and huge part of my work role as a manager and for me being a successful and meaningful communicator is essential . Our survival and success as humans has been dependent on our ability to communicate. People communicate for different reasons: to teach ,to learn,to relate.Along with these I use communication to maintain and promote good working relationships,to encourage the children to communicate effectively,to ensure that everybody knows where they stand,to get my colleagues their point across and ensure safety in the work environment,to help people understand how I feel and act accordingly,to work together and prevent errors,express my wants and needs,to help build and maintain trust,to negotiate and liaise with others.To support and develop my communication skills as a manager I make sure that I keep myself up-to-dated with all the relevant informations and news and pass them on to the relevant authorities. To keep my communication effective I use one way method : fax,e-mail,memo,voice mail,letter; two way method: -in person,phone calls; collaborative method: -team meetings,consulting,decision making,group problem solving. In my work role as a manager, one of the ways I ensure the correct methods of communication are being as sessed and used effectively for the service users within my setting, is to review care plans.I do this during supervisions with the key workers, I check that the needs and wishes of the children are being met, and recorded appropriately. I also ensure that the way information is recorded is done so in such a format that can be understood by all that need to read it( large print and avoid using jargon. ) I also maintain contact with family members, care managers via email and the telephone to ensure that all necessary information is passed on. This can be formal or informal.Part of my role is to help the staff to develop care plans, a large part of that is aimed at ensuring the staff understand the importance of identifying the best method of communication based, on each individual needs, if someone is non verbal use of signs or pictures or has sight problems using large print etc. I make sure that the key workers know the importance of acting as an advocate to ensure the rights of t he individual are met, and to giving support and guidance on how best to achieve this.One of the ways that I inform my stuff and the parents of up-and-coming events is to use a notice board, which is located in a visible part of the setting and is written using appropriate wording and text. To support effective communication in my work role is also important to build respect in business,inspire confidence,develop a distinct personality and reveal my ability to others. It is vital in establishing effective relationships in my work setting by allowing practitioners to expect support from colleagues/management and to provide them with the necessary support in times of stress and difficulty.Effective communication is one of the most important sources of my work. When practitioners communicate effectively with children this benefits massively on their learning and development,and they become to trust and respect them as practitioners. Family and friends know me well and will usually unde rstand me, even if I communicate poorly or very informally. Communicating with people at work is different because it is important that colleagues communicate respect for each other. Colleagues who do not show respect for each other may fail to show respect to the people who use the setting.I often have to greet colleagues by asking if they are well and spend time on ‘warm-up talk’ in order to show that I value them. I need to demonstrate that I am a good listener and can remember details of conversations with my colleagues. Colleagues have to develop trust in each other. It is important to demonstrate that I respect the confidentiality of conversation with colleagues. My work setting has its own social expectations about the correct way to communicate thoughts and feelings,which is in difference with the social expectations when communicating with my friends and family.Although communication between colleagues may often be informal it is important that they use skilled communication in order to develop respect and trust. As there has been,and will continue to be,an increase in the demand for good communication skills,as everyday life is becoming more complex and most jobs now need good communication skills,as it is crucial for progress in our changing world. In my work role ,as in all health and social care settings, there are barriers that affect my communication. These barriers are sometimes extremely difficult to overcome or very easy.The reasons that can block my communication can vary- difference in culture and values;personal feelings and difficulties in my own life;feeling unsafe or unwell,tired;not listening effectively,environment factors. Environmental factors that influence communication: It is very hard to hear what someone is saying if there is a lot of background noise. It is also very difficult to make sense of other people’s facial expressions if I can’t see their faces properly due to poor lighting. Rooms with awkwa rd seating positions might mean that a group of people cannot see each other comfortably.People sometimes feel uncomfortable if they are trying to communicate with a person who is too close or at a distance. A room that is too hot, stuffy or cold may inhibit communication if it makes people feel tired or stressed. The environment also plays an important role in the effectiveness of communication aids. For instance, hearing aids will amplify background noise as well as the voice of the speaker. A noisy environment may therefore be difficult and unpleasant for someone who is using a hearing aid. Good lighting will be critical for someone who supports their understanding of speech with lip reading.Time limits can also interfere with communication. Barriers associated with personality, self-esteem, anxiety and depression: Sometimes people can create their own barriers because they feel stressed by the emotional needs of the people they work with. Listening to others can involve hearing about frightening and depressing situations. People sometimes stop listening in order to avoid painful emotions. Tiredness, lack of time or a desire to avoid emotional stress can create a barrier to providing caring communication.Building an understanding of another person and establishing a ‘caring presence’ can be very difficult when their personality or self-esteem needs create a barrier. Many people who are depressed or anxious experience negative thoughts that ‘just come to them’. Attempting to understand these thoughts and feelings can feel like trying to find a way through a brick wall. It may feel as if there is an emotional barrier preventing the person from experiencing any positive emotions. Sensory impairment and disability: A sensory impairment means that a person’s senses do not work effectively.Impairments create the first kind of communication barrier, where information is not fully received. Disability is not the same as impairment. Some people experiencing barriers because of their difference may have a communication disability. In my work role I come across with people who suffer with a variety of disabilities or learning difficulties. If I meet a person who has visual disability then I would have to support him/her in order for communication and interpersonal interaction to be effective. It would be important for me to have appropriate resources such as glasses,magnifiers and high quality surroundings such as lighting.Along with these I need to use a clear tone and voice and speak louder so the person can understand what is being said,as him/her wouldn’t be able ti lip read. Hearing disability is another communication barrier. If I am communicating with someone who is partly or fully deaf ,then I have to take into consideration the environment in which the communication takes place. Physical disabilities,such as speech impediment, could cause difficulty in communication. In this case ,the use of sighs and symbols,used in different ways (facial expressions and hand gestures) can help my practice.Barriers associated with assumptions: Building an understanding of other people’s needs takes time and effort. Jumping to conclusions and making assumptions can save mental effort and time, but assumptions may cause me to misinterpret what another person is trying to communicate. For example, I might believe that I don’t need to listen to a person because I already know what his/her needs are. Assumptions can create a barrier because people stop listening and checking their understanding of other people’s communication. Some people make assumptions that people who have a disability are damaged ‘normal’ people.When disabled people are seen in this way, they might be pitied or ignored. Difference in culture and values: Many cultures have different beliefs about suitable communication between people,for example they may consider certain body language and han d gestures appropriate ,but others may find it offensive. An example of this is the â€Å"thumbs up† hand gesture ,which is commonly used to show that something is good or OK,but it is an insult if you were to show somewhere in Iran, Afganistan,Nigeria and parts of Italy and Greece. Also,a language in part part of the country could be different from somewhere else in this country (dialects).Accents and dialects can be confusing to understand the same for accents, in Britain there are many of these such as â€Å"Geordie† and â€Å"Cockney Rhyming Slang†. In my work role I must understand and respect people’s cultural backgrounds,thinking before I speak or make a certain action ,whether it is appropriate. Effective communication in my work role is also to make sure that the people know that what is said is kept confidential,and that I will not judge them based on what is said. I must be sensitive to the people’s needs and feelings,by not discriminati ng,judging or showing negative body language towards them.

Constance Baker Motley: A Biography

Constance Baker Motley was born on September 14, 1921, in New Haven, Connecticut. She was the ninth of twelve children born to parents, whom emigrated from the island of Nevis in the West Indies. Her mother was Rachel Baker and she was a founder of the New Haven NAACP. Her father was Willoughby Alva Baker and he was a chef for student organizations at Yale University. At the age of fifteen, Constance joined the local NAACP were she was denied admission to a local skating rink and public beach. This is what sparked her interest in law and helped her pioneering career as a civil rights lawyer, lawmaker and judge (which spanned six decades) and was highlighted by numerous historic achievements, including the first African American elected to the New York Senate, the first black woman to hold the position of Manhattan Borough President, and the first African American woman appointed to serve as a federal district judge. Constance attended New Haven's integrated public schools. By the age of 15, she decided that she wanted to be a lawyer because of all the active reading she was doing. She also attended Fisk University and then transferred to New York University, were she received a bachelor's degree in economics. She was accepted at Columbia University Law School in 1944 and she went and graduated in 1946. In 1945, she became the law clerk for Thurgood Marshall, then became the chief counsel of the NAACP'S Legal Defense and their educational fund. Over the next 20 years, she did some hard work on some of the United States' civil rights cases, including preparing the draft complaint in 1950, for what would later become Brown v. Board of Education. In the early 1960's, Motley successfully argued for one thousand schoolchildren, who were expelled for demonstrating. She also represented a group called the â€Å"Freedom Fighters,† who rode interstate buses to test desegregation laws. From 1961 to 1964, Motley won nine of ten civil rights cases because she argued with the Supreme Court decision on every case. In the late 1960's, Motley became interested in politics and by 1964, she had left the NAACP to become the first black woman to serve on the New York State Senate. In 1965, she became the first woman president of the Borough of Manhattan. She worked to decrease racial segregation in schools. In particular, she directed the campaign that resulted in James H. Meredith admission to the University of Mississippi. Later in 1966, President Johnson nominated Motley to the federal bench in Manhattan. Over the next 40 years. Motley handled civil rights cases such as, when she made the decision in 1978 allowing a girl to change in the New York Yankees' locker room. During this time she was a big success to Dr. Martin Luther King and all the other civil rights activists. Her and King fought together so that the nation would be equal among citizens and there would not be anymore segregation. In 1982, Motley became the first female chief judge. Her style could be deceptive, often challenging a witness to get away with one lie after another. Judge Motley won cases that ended segregation in Memphis restaurants and white-only lunch counters in Birmingham, Alabama. Judge Constance Baker Motley was a tall, gracious and stately woman whose main goal was sometimes elusive: dignity for all people. Her personal approach was also dignified. As a black woman practicing law in the South, she endured gawking and more than a few physical threats. But through those trials and tribulations, she still remained positive and influenced others to do the same. Constance Baker Motley was a very famous person to remember. She did a lot of things to help young individuals. This lady changed society because she was the first to serve in high ranking categories, which gave the African American race a chance to follow in her footsteps or even go beyond that. Constance Baker Motley died of congestive heart failure on September 28, 2005, at the age of eighty-four years old. Although she had assumed senior status as a judge in 1986, handling a reduce caseload, she continued to work until her death. She was survived by her husband, Joel Wilson Motley, whom she married in 1949, and she had one son Joel Motley and several siblings. Constance Baker Motley played a vital role in today's society because there are many people that will not be active in civil rights and the well-being of themselves and others. She will always be remembered of as one of the greatest women of lifetime history because she was positively influenced, which made her work be positive. This is a true role-model for people all across America to want to do something similar to what this woman did for the African American race.