Why is successful change management difficult to achieve What factors Essay

Why is successful change management difficult to achieve What factors would be most likely to lead to success - Essay Example Organizational personnel oppose the introduction of any sort of change for different reasons; change can alter the hierarchy of positions and induce fundamental shifts in the distribution of power, thus raising concerns among the already powerful workers. Change brings changes in the way work is done while the workers are accustomed to doing things in the traditional way. Changing the way they work seems odd because they are not used to it. Change can require the workers to display new set of skills that they might not already have. Every worker is educated, trained, and skilled to a certain extent and displaying skills beyond that requires further education and training. This becomes even more daunting for the workers when they have to afford the expenses of improving their skills themselves and the organization does not provide for them financially to upgrade their skills. Besides, motivating the workers is one of the most important challenges in front of the management. Within the context of an already existing system, it might be possible to keep the workers motivated. However, when change is implemented, workers come up with new concerns and develop different kinds of needs, thus making it difficult for the management to address those needs and keep a highly motivated workforce. Factors that play an important role in making change management successful in an organization include but are not limited to demonstration of the need for change to the workers, communication between management and workers, training of the workers, and the anticipated positive outcomes of change both for the workers and the organization as a whole. Management assumes the main role in making change management successful since most of these factors are under the control of management. The management should start the process of change management by briefing the workers about the need for change. This can be achieved by calling the workers upon a meeting and telling them what issues an d challenges that organization faces under the current circumstances, and what possible measures can be taken in order to help the organization deal with those challenges successfully. Many a times, management tends to assume that workers understand the organization’s challenges whereas in reality, that is not the case. Workers do need to be shown the true picture as the management sees it, so that they consent with the management that a change needs to be made. After demonstrating the need for change, management should tell the workers what changes in the hierarchy of the power distribution would be made, what technological components would be added to the present system, what skills would the workers need to display, and how they can get those skills. The management should arrange training sessions for the workers either in-house or by rendering the services of an internal trainer. It is imperative that the management upgrades the skills of the workers according to the need s of the changed system to motivate the workers to cooperate with the management in implementing the change. Finally, management needs to closely supervise the workers and resolve any interpersonal issues that are encountered because of the implementation of the change. A potential example of successful change management is British Airways. It all started with the recruitment of a new chairperson in 1981 who noticed the inefficiency of the company and the wastage of valuable resources. So he decided to restructure British Airways to make its business more profitable. The best way realized by him to achieve this was with the help of a change methodology management plan (Faucheux and Scheid,

Alcoholic Drinking Age Research Paper Example | Topics and Well Written Essays - 2000 words

Alcoholic Drinking Age - Research Paper Example Arguments would be presented in the favor of this proposition and will try to explore and counter the arguments presented against this proposition as well. After the repeal of prohibition in the â€Å"year 1933, many states in the United States set the minimum drinking age limit at 21 years and some states set the limit at 18 years for the purchase of beer† (Liddle & Rowe, 54-55). However, during the late 1960s and 1970s, due to drafting of young individuals to the war and the growing trend of liberalism, almost all states decreased the minimum drinking age to 18 years. However, the results on paper were not favourable. In the year 1982, President Ronald Regan decided to make a committee in order to provide solutions for these increasing drinking related incidents. The committee strongly proposed to increase the minimum drinking age from 18 to 21 years. The federal government passed a legislation forcing the states to do the same and by the end of the year 1948, 23 states had increase the minimum drinking age to 21. On July 17 of that year, the federal government passed a legislation, which allowed the federation to withhold fun ds of the 27 states that were not ready to increase the minimum drinking age limit in an attempt to force them to do so. ... fined 52 US dollars along with eight hours of community service and six hours of alcohol awareness classes since the authorities found her holding a glass of beer (United States Office of National Drug Control Policy, 24-26). This debate then received widespread media attention when former student council president from more than 100 reputable universities of the United States started a campaign to force the government to repeal the minimum drinking age from 21 to 18. They believe that the minimum drinking age limit of 21 years has been there for over a couple of decades and it has no good for the country. Teenagers continue to drink during their college and university lives, worse they drink in unsupervised conditions where in the absence of any regulator, adult or guardian, they end up crossing all possible limits and evoke long lasting health problems for themselves (Hanson, Venturelli, & Fleckenstein, 352-354). Discussion United States, Indonesia, Kazakhstan, India, Sri Lanka, Ta jikistan, United Arab Emirates, Palau, Solomon Islands, American Samoa, Federated States of Micronesia, Northern Marina Islands, and Fiji are the only countries, which have raised their dinking limit to 21 years instead of 18 years. However, all other countries in the world the minimum drinking age is of eighteen years. Eighteen years is considered as the â€Å"age of majority† in law as well. In addition, 18 years is seen as the symbol of maturity at which age the person gets the chance to enter into legal contracts and the contract of marriage, join the armed forces, and vote in elections and other legal rights and duties (Liddle & Rowe, 54-55). One can get married when he or she reaches the age of 18, however, he or she would not be allowed to drink on their own wedding if their age is

Slope-Intercept Formula to Determine the Annual Increase Essay Example for Free

Slope-Intercept Formula to Determine the Annual Increase Essay Select an inventory management problem that applies to your work or personal life. Prepare a project proposal in which you: †¢Describe the organization, the inventory problem it faces, and the expected benefits that are motivating the organization to implement a solution. †¢Convert time series data collected in Week Two to seasonal indices. You may choose to use the University of Phoenix Material: Summer Historical Inventory Data or University of Phoenix Material: Winter Historical Inventory Data if the data you collected is insufficient. †¢Use seasonal indices to analyze the inventory data. oUse the slope-intercept formula to determine the annual increase in inventory. oProvide monthly seasonal indices for the given data. oIdentify the busy months of year. oIdentify the slow months of year. †¢Construct a histogram of the inventory data using Microsoft ® Excel ®. †¢Forecast the future inventory costs using time value of money concepts. University of Phoenix Summer Historical Inventory Data The University of Phoenix Summer Historical Inventory Data is the source for developing Team B’s inventory management proposal. Annual trend lines were plotted in Microsoft Excel  © to display the inventory amounts for each year. The trend line in this case is positive, which indicates that the likelihood of inventory levels in the subsequent years will continue to rise without considering any additional factors that may influence the business. Factors  to support the observation include economic instability from stock market volatility, a decline in consumer confidence, severe weather, and acts of terrorism. Table 1 shows the existing data and includes the fifth year projections. Figure 1 displays the trend line.

The History of Tattoos Essay -- Body Art Papers

A tattoo is a permanent mark or design made on the skin by a process of pricking and ingraining an indelible pigment into the punctures or by raising scars. This is the definition; however, to many a tattoo has more of an abstract, personal meaning. Tattoos symbolize individuality, experiences, status, religion, and art. They come in many shapes, sizes, colors, designs, and styles. The history behind the tattoo is just as fascinating as the tattoo itself. Whether flaunted or hidden, sought as art or bought out of a whim, the tattoo has left its mark on generation after generation (Krakow). The purpose of tattooing varies from culture to culture, person to person, and its place on the time line. The essay will examine the following eras: BC and tribal, 20th century, and modern. It is noted that tattooing (a Tahitian word meaning â€Å"to mark something†) has existed since 12,000 years BC. As noted in â€Å"A Brief History of Tattoos,† women in Borneo tattooed their symbols on their forearm indicating their particular skill. If a woman wore a symbol indicating she was a skilled weaver, her status as prime marriageable material was increased. In tribes, tattoos around the wrist and fingers were believed to ward away illness and bad spirits. In recorded history, the earliest tattoos can be found in Egypt during the time of the erection of the great pyramids. As the Egyptians expanded their empire, the art of tattooing spread along with it. The civilizations of Crete, Greece, Persia, and Arabia picked up and expanded the art form (â€Å"A Brief History of Tattoos). The Greeks used tattooing for communication among spies by identifying them and showing their rank. Romans marked criminals and slaves, a practice still carried on today. Arou... ...on, Michael. â€Å"Tattooing and Civilizing Processes: Body Modification as Self-Control.† La Revue Canadienne de Sociologie et d'Anthropologie 41 (May 2004): 125-146 Demello, Margo. Bodies of Inscription: A Cultural History of the Modern Tattoo Community. Durham: Duke University Press, 2000. Garcia, Tomas (Keepsake Tattoo). Personal interview. 10 Nov. 2014 Hawkes, Daina, Charlene Senn, and Chantal Thorn. â€Å"Factors That Influence Attitudes toward Women with Tattoos.† Sex Roles: A Journal of Research 50 (May 2012): 125-146 Krakow, Amy. Total Tattoo Book. New York: Warner Books, Inc., 1994. Sace, Paul. â€Å"History of Tattoo.† Tattoo.co.uk. 15 November 2014 Steward, Samuel. Bad Boys and Tough Tattoos: A Social History of the Tattoo with Gangs, Sailors, and Street-Corner Punks, 1950-1965. Portland: Harrington Park Press, 1990. The History of Tattoos Essay -- Body Art Papers A tattoo is a permanent mark or design made on the skin by a process of pricking and ingraining an indelible pigment into the punctures or by raising scars. This is the definition; however, to many a tattoo has more of an abstract, personal meaning. Tattoos symbolize individuality, experiences, status, religion, and art. They come in many shapes, sizes, colors, designs, and styles. The history behind the tattoo is just as fascinating as the tattoo itself. Whether flaunted or hidden, sought as art or bought out of a whim, the tattoo has left its mark on generation after generation (Krakow). The purpose of tattooing varies from culture to culture, person to person, and its place on the time line. The essay will examine the following eras: BC and tribal, 20th century, and modern. It is noted that tattooing (a Tahitian word meaning â€Å"to mark something†) has existed since 12,000 years BC. As noted in â€Å"A Brief History of Tattoos,† women in Borneo tattooed their symbols on their forearm indicating their particular skill. If a woman wore a symbol indicating she was a skilled weaver, her status as prime marriageable material was increased. In tribes, tattoos around the wrist and fingers were believed to ward away illness and bad spirits. In recorded history, the earliest tattoos can be found in Egypt during the time of the erection of the great pyramids. As the Egyptians expanded their empire, the art of tattooing spread along with it. The civilizations of Crete, Greece, Persia, and Arabia picked up and expanded the art form (â€Å"A Brief History of Tattoos). The Greeks used tattooing for communication among spies by identifying them and showing their rank. Romans marked criminals and slaves, a practice still carried on today. Arou... ...on, Michael. â€Å"Tattooing and Civilizing Processes: Body Modification as Self-Control.† La Revue Canadienne de Sociologie et d'Anthropologie 41 (May 2004): 125-146 Demello, Margo. Bodies of Inscription: A Cultural History of the Modern Tattoo Community. Durham: Duke University Press, 2000. Garcia, Tomas (Keepsake Tattoo). Personal interview. 10 Nov. 2014 Hawkes, Daina, Charlene Senn, and Chantal Thorn. â€Å"Factors That Influence Attitudes toward Women with Tattoos.† Sex Roles: A Journal of Research 50 (May 2012): 125-146 Krakow, Amy. Total Tattoo Book. New York: Warner Books, Inc., 1994. Sace, Paul. â€Å"History of Tattoo.† Tattoo.co.uk. 15 November 2014 Steward, Samuel. Bad Boys and Tough Tattoos: A Social History of the Tattoo with Gangs, Sailors, and Street-Corner Punks, 1950-1965. Portland: Harrington Park Press, 1990.

Lost Boys by James Garbarino: A Review

Through the ‘Lost Boys, by Dr. James Garbarino discusses the phenomenon of youth violence in America, with emphasis on understanding its causes as a major tool for dealing with the menace. This essay seeks to explore the main points and arguments pointed about in the book, ways in which society has failed in curbing the disorder, and what can be done to INTRODUCTION: A TYPICAL SCENARIO A 15-year African American Ken lived in the inner-city trouble zone of Los Angeles, with parents who are both poor and uncaring. He grew up to protect himself, seeing the world as an unsafe place: He saw form his point of view, that life is unbearable and one must be aggressive to make your way through life, especially to possess the material things that mattered to him. He understood that he was not cared for by his parents, but seen as an outsider; he was detached. On many occasions when he was young, he had been abused by his father, bullied seriously at school and for that he developed an aggressive approach to living as he grew up. He also hated his father for his violent activities and unwholesome behavior of drinking and smoking. At his age, he got hooked up in a gang of five boys who called themselves ‘Fox Army’. Because of his dedication to these gang activities, his performance at school dwindled. For this, his father expresses serious harsh words on him, telling him he would never be anything good in life. In the whole of this picture stood a fearful mother who was always quiet and strictly aligned to the father’s opinion. Ken wondered on several occasions why he and his siblings were treated as such. He was ashamed of himself and his family. Having being threatened by his violent father with guns on several occasions, he felt the gun was a tool to silence enemies. In the gang, they all seem to share the same experiences of parental neglect and abuse, depression and confusion about the essence of living. They never felt any emotions nor did they perceive anything positive about schooling, family and other things around them. They share same schema of life: fight to protect yourself, enemies are out there in the world planning to eliminate you. The faster of us win to survive and see the light of another day. To see another to get others, use illegal means to make money and acquire material possessions in an attempt to use such things to eliminate the deep-seated feelings of worthlessness and shame. They were eager to make money by all means; so, they got into illegal drug sales. They also started smoking and drinking, adventures they felt would relieve them of the burden they carried. In no time, they had access to the guns of their parents for protection. Even with these, Ken did not make as much money as his friends. He got really frustrated and distressed because he needed the money to add up to that he got from his parents to stay in school. He woke up one morning by hammering slaps of his violent father who accused him of theft. He was guilty of the offence; yet, he denied it. His father started threatening hi with guns again. He left his bedroom and headed to the sitting where he kept his gun: he reached for it, and with it, killed his parents. In this vexation, he started saying all sorts of things like: ‘Fox soldier, go for the bait. Kill the enemy with sharpened teeth of the fox. Go and deal with the wicked world’ He kicked the main entrance door open and shot in the crowd of school children going early to school. He shot continuously, until he became so vexed and put the gun into his head, pulled the trigger and said, ‘it all ends here’. As the noise of the approaching cop intensifies, he pulled the trigger and shot himself. It was reported that five people died including Ken. The news was carried by a local newspaper. The only national daily that featured it described the teenager as ‘brutal’ and ‘horribly terrible’. And that was where it ended. Nobody wanted to know more. ‘WHAT IS NOT SEEN AT THE SCENE’ The main intention of the writer is to draw the attention of the Public to the menace of youth homicide with emphasis on understanding what is not seen at the scene, as a tool to stemming its tide. The scenario created above typifies the main point and arguments enunciated in the ‘Lost Boys’. The ideas launched in the text were based on statistical date from reliable sources, the experiences of those who have been affected in one way or the other by acts of youth violence and a ‘systematic’ approach to understanding what is not seen at the scene of the incident. He also drew ideas from the research and writings of other experts in the field to arrive at the following salient points: Youth violence is a major societal disorder that is quite extensive. However, it is obscured from its staggering reality by the national homicide picture which is reportedly stable. Lethal violence is common among the poor African-Americans and Hispanics, those who form the minority groups, with only few cases by Americans. These groups are concentrated in the inner city and suburbs of the South. As a result of those involved, the media and the general Public ignore ‘making sense’ of such crimes giving limited attention to it. This is claimed to be as a result of racism and class bias, as well as the perceived immunity Native Americans think they have. With the current tide of the menace sweeping to the abode of the ‘immunized’, he argues that no one is really immune. The current incidents recorded with new white faces awakened the Public to the reality of the issue: white teenagers are joining the train. With this pointed established, everyone sees a problem to be checked and it is easier to do. Having established that everyone is endangered, he seeks to lay a foundation for finding lasting solutions. First, he emphasizes the need to understand why the killers kill others and themselves. He believes that this would invariably be achieved by learning from the lives and experiences of those who have lived with it for the past two decades. Drawing form this point of strength where everyone’s attention is drawn, he shows that the accumulation of risk factors such as smoking, involvement in gang activity and illegal drug deals, access to guns, family history of violence, psychiatric disorders is central to the distorted behavior of killers.   He emphasizes that the causes of youth violence are complex and cannot be associated with a single factor. He notes that culprits are no animals but humans who have been strongly influenced by risk factors they grew with, and only live to bury their deep-seated shame by acts of violence; they are like Ken, who did not see any cogent reason for living. THE WAY OUT Having stated the reality of violence, the ‘Southern’ location of its prevalence because of prevailing factors and the lessons of the past, he then proposes ways of dealing with the violence: Both the individual and the community, are involved.   The individual needs proper parental care, protection, training and mentoring; these would help to build a strong self-image and create positive outlook to life. The home is the first community that is pertinent in building a good child: this should be stable, loving and full of positive affirmations for the growing child; necessary needs should also be met. The government has a major role to play; it should enact laws that reduce crime, promote community campaigns against violence and crime, provide funds for educational and health institutions. A credible and fair justice system must be on present. He particularly suggested a ‘Visiting Nurse Program’. He also emphasized good working relationships between professionals involved with the menace of youth violence. In conclusion, a society who fails to wake up to the roar of a wandering lion by getting hunters ready, should be prepared to dance to the music of the Vulture that would feast on their carcasses.   

The Life Of A Slave Girl By Robert Jacobs - 2254 Words

How Jacobs Shows That the Institution of Slavery Corrupted Society Jacobs portrays slavery in her narrative as an institution that is corrupting society. Throughout Incidents in the Life of a Slave Girl Jacobs explains how the injustice of slavery between whites and blacks corrupted not only black society but white society as well. Jacobs illustrates how religion practised by white slave owners in the south was often corrupt and did little to alter the effects of slavery on white society. Jacobs also illustrates how slavery, while it did create unbreakable kinship, broke apart the black society. Jacobs’s narrative also makes it very clear that slavery was not in any way a beneficial way of organizing society. Incidents in the Life of a†¦show more content†¦This lack of faith in humanity is a symptom of a corrupted society and displays for the white northerners the effects of their non-actions. The fear Jacobs expresses at the thought of giving her son his father’s name illustrates another aspect of black society that the †Å"serpent of slavery† stole from Jacobs’s life . Her children do not have a legal right to a father and therefore grow up without a father in their lives. By not only showing her audience the terrors of slavery but also the effects that they have on Jacobs, Jacobs is appealing to the sympathies of the white northerner to fight for abolition. A corrupted society is also evident throughout Incidents in the Life of a Slave Girl when Jacobs questions her audience several times on how they would feel if the same horrors that are happening to slaves were to happen to them . By comparing a corrupt society to the northern non-slave society, Jacobs is able to show clearly the negative relationship that slavery has on its society. As Jacobs flees to the north she leaves â€Å"dear ties behind† and blames the loss of her loved ones on the â€Å"demon Slavery† . This sad depiction allows for the reader to comprehend how the institution of slavery forced Jacobs into leaving her society and her network of love in fear for her safety. Earlier in the narrative Jacobs compares the white northerners’ view of a celebratory New Year’s Day with that of southerner slaves

Correcting Errors in Subject-Verb Agreement

Here we will practice applying one of the most basic and yet also most troublesome rules of grammar: in the present tense, a verb must agree in number with its subject. Put simply, this means that we have to remember to add an -s to the verb if its subject is singular and not to add an -s if the subject is plural. Its really not a hard principle to follow as long as we can identify the subject and verb in a sentence. Lets have a look at how this basic rule works. Compare the verbs (in bold) in the two sentences below: Merdine sings the blues at the Rainbow Lounge. My sisters sing the blues at the Rainbow Lounge. Both verbs describe a present or ongoing action (in other words, they are in the present tense), but the first verb ends in -s and the second one doesnt. Can you give a reason for this difference? Thats right. In the first sentence, we need to add an -s to the verb (sings) because the subject (Merdine) is singular. We omit the final -s from the verb (sing) in the second sentence because there the subject (sisters) is plural. Remember, though, that this rule applies only to verbs in the present tense. As you can see, the trick to following the basic principle of subject-verb agreement is being able to recognize subjects and verbs in sentences. If thats giving you a problem, try reviewing our page on the Basic Parts of Speech. Here are four tips to help you apply the principle that a verb must agree in number with its subject: TIP #1 Add an -s to the verb if the subject is a singular noun: a word that names one person, place, or thing. Mr. Eko drives a hard bargain. Talent develops in quiet places. TIP #2 Add an -s to the verb if the subject is any one of the third-person singular pronouns: he, she, it, this, that. He drives a minivan. She follows a different drummer. It looks like rain. This confuses me. That takes the cake. TIP #3 Do not add an -s to the verb if the subject is the pronoun I, you, we, or they. I make my own rules. You drive a hard bargain. We take pride in our work. They sing out of key. TIP #4 Do not add an -s to the verb if two subjects are joined by and. Jack and Sawyer often argue with each other. Charlie and Hurley enjoy music. So, is it really that simple to make subjects and verbs agree? Well, not always. For one thing, our speech habits sometimes interfere with our ability to apply the principle of agreement. If we have a habit of dropping the final -s from words when we talk, we need to be particularly careful not to leave off the -s when we write. Also, we have to keep a certain spelling rule in mind when adding -s to a verb that ends in the letter -y: in most cases, we need to change the y to ie before adding the s. For example, the verb carry becomes carries, try becomes tries, and hurry becomes hurries. Are there exceptions? Of course. If the letter before the final -y is a vowel (that is, the letters a, e, i, o, or u), we simply keep the y and add -s. So say becomes says, and enjoy becomes enjoys. Finally, as we see in our page on Tricky Cases of Subject-Verb Agreement, we have to be particularly careful when the subject is an indefinite pronoun or when words come between the subject and verb.