Wireless Network System for an IT Training Centre Essay

Wireless Network System for an IT Training Centre - Essay Example This information is then transmitted through the air with the help of a transmitter and received at the other end through a receiver and demodulated. Since both transmission and reception of the signals have to be carried out at the same point, therefore a device known as an ‘Access Point’ (AP) is used which is a simple transmitter/receiver or transceiver. By assigning different frequencies to different users many users can access the network simultaneously without interfering. As is evident, the access to a wireless network can be gained only if the users are having devices which have a wireless facility. These devices such as notebook computers and tablet PC’s are widely available in the market and their prices have fallen by large amounts in recent times making them affordable. Â  Depending on the designing technology used WLAN’s are mainly of three types. ‘Narrowband wireless LAN’s’, ‘Spread Spectrum wireless LAN’s’ and ‘Infrared wireless LAN’s’. Narrowband WLAN’s, as is understood from the name, use the narrowband signal for communication. Therefore the speeds achieved are low in this case but the problem of interference is greatly reduced as is the case with narrowband signals. The problem of low speeds is solved by the Spread Spectrum WLAN’s which use wideband signals. The drawback of this technology is that the number of users accessing an access point is lesser and the security is also weaker than Narrowband WLAN’s. However, in spite of these drawbacks, it is the most widely used technology. The infrared WLAN’s don’t find many uses as the speeds as well as the range, in this case, is very low. Infrared WLAN’s are used only when the devices and access points are placed close to each other and when they are in the line of sight. The requirement of devices to be in the line of sight is because RF signals cannot pass through opaque objects. Â  

Principles of Law Essay Example | Topics and Well Written Essays - 1500 words

Principles of Law - Essay Example Doctrine of Judicial Precedence This doctrine is based on the principle of stare decisis which simply means to â€Å"stand by what has been decided and do not unsettle the established† (Dernbach and Richard 1981, p.35). The decision is based on two principles, ratio decidendi and obiter dictum, which means the reason for the judgment and other things, said pertaining to the case respectively. It is important to note that, though the obiter might not be part of the judgment, but it can be used in future judgments because of its persuasive nature (Knoops 2005, p.2). Original precedence present themselves in the nature that the present case is coming to the court for the first time and the presiding judge does not have the opportunity or chance to look at past decisions to make a decision on a point of law (Rossini 1998, p.34). This is what is known, as reasoning by analogy and the decision made in the case at hand will be binding at future cases. For example in the case of DPP v Smith (2006), where the defendant had gone to visit her former girlfriend and held her down cutting out her valued hair, the learned magistrate held that it was not actual bodily harm resulting out of assault. On appeal, it was held that even if the issue of the hair was to be determined scientifically or medically, the hair above the scalp was still regarded as hair regardless of its nature. The judges therefore decided that this was actual bodily harm and therefore the case provided precedence for future cases. Binding precedence on the other hand or those whereby a case has been made and future judges or the present judge must abide by it regardless of his or her own opinion. This therefore means that courts in the lower ranks must follow the particular decision regardless of any new issue arising and the cases presented must be similar to the previous decision or must have facts that are almost similar to the case at hand. The judicial system in England and Wales are such that courts are bound and they must follow the cases and decisions made in the upper or superior courts as the decisions in these cases provide precedents that must be followed in future cases with similar circumstances. These cases must therefore be followed or applied by courts down the hierarchy. It is important to note that magistrates or subordinate courts do not set precedent but they must follow the cases set by the superior courts, in this case the House of Lords or the appellate courts (Antoine 2008, p.118). Persuasive precedents are those in which the court decides whether to follow the precedence set or not to follow it. This precedence is not binding to the court and the court can follow them or ignore them depending on the legal principle in the case (Mitchelle and Minel 2003, p.73). These precedents can come from the lower courts or the magistrate courts and only the legal principles present in them can be applied in the upper courts. In R v R 1991, the Court of Appeal prov ided a persuasive precedence for an upper court, the House of Lords holding that a man can be found guilty of rape as against his wife. The Privy Councils in England and Wales are also influential providers of persuasive precedence to the courts of law though the decisions are not as binding as decisions made in a court of law. For example in R v Mohammed 2005,

Short Essays Essay Example for Free

Short Essays Essay Ans. 5: If the stars move across the sky in circles centered directly overhead, the loacation of the observer would either be north pole or the south pole. This could be the location because the earth moves around the axes. This can be exaplained by looking at the following justification: Anyone who would be looking at the sky, would be always standing at the top of the earth. Therefore, the objectcs present at the celestial sphere which are classified relative to the ground willl occur at the same point of the sphere. In order to locate a person, we can mark the horizon diagonally to the mid of the celestial sphere, in such a way that the centre of the earth and the slestial sphere are identical. The observer’s view of the sky doesn’t matter, whether the sky’s view of the observer is the cut off position that is spotted by the horizon therfore the horizon is always kept perfect. The next points for reference would be the North Celestial Pole and the South Celestial Pole. If the person is standing at the equator, the pole would be horizontal through the Earth. If the observer is located at one of the poles, then these poles would go from the earth vertically. The north and the south celestial pole would be marked at the intersections. These intersections would be the result of exrtending the earth’s pole out to the celestial sphere. If we are at the southern hemisphere, the south celestial pole would be below the horizon, which makes it to be on the opposite side of the celestial sphere and for northern hemisphere, this situation is inverted. Ans. 9: Ptolemaic Model: The Ptolemaic model describes the obvious movement of the planets in a very direct and a straight way. this apporach is achieved by supposing that each planet of the solar system moves on a small and tiny sphere or circle. This circle is better known as epicycle. This epicycle moved on a larger sphere or circle. This larger sphere is called as a deferent. It was assumed, that the stars move on a celestial sphere around the outside of the planetary spheres. Copernican Model: Copernican Model is better known as the sun centred solar system. This model explained that the true movement of the planets is not in a uniform circular motion, around. Due to this reason, the Copernican model would still need to have those small nad tiny circles on which the planets move, called the epicycles. The main feature of the Copernican model that differs this model from the ptolemaic model was the retrograde loops. These loops of the planets, the way they are seen from the Earth, arise physically as a result of the plantes motion altogether combined with the Earth’s motion. The Ptolemaic model was considered wrong because it was not precise and as the time passed by the predictiopn in the model proved to be worse and worse. Although this model was very good to predict the position of the planets. Rather than having larger epicycles, earth moving around the sun could also explain the retrograde motions of the planets. Ans. 10: The ptolemaic model accounts better for variations in the brightnesses of the various planets with time. The ptolemaic model contains Epicycles. These epicylces are tiny circles on which the planets move. The epicycles were establish to clarify variations in brightness of the planets as compared to the eccentrics. Eccentric circles are the circular paths that are intended to be seen from some internal point moved from the centre of the circle. These circles allow better estimations of the celestial movements. The copernican model doesnot account for the brightness issue because the Planets in the solar system closer to the Sun tend to moved faster rather than the planets which are further away from the sun. This way, at times a planet could be on the similar side of the sun as the earth and this could make them appear brighter and on the other hand, a planet that could be on the opposite side of the sun from the earth will tend to appear dimmer because it was far away. Therefore the ptolemaic model tends to take care the issue of brightness of the planets as it has different circles for all the planets to revolve around. This makes each planet to appear brighter individually. Ans. 15: High tides are the result of the difference between the gravitational pull of the Moon on the either side of the Earth. The Tidal forces gradually slow down the rotation of the Earth. These Tidal forces slowly increase the dimensions of the orbit of the Moon. The level of the sea rises atleast twice a day. This level is divded into 2 parts. When the sea reaches the highest level, it is said to be high tide. The sea is said to be at low tide when it is at its lowest level or somewhere in between the midway to the highest level. the tides of the earth are defined as the deformation of the ocean and also of the Earth. A gravitational pull is exterted by the moon toward the earth. This is done when the moon is pulled on by the earth. As you get away from the moon, the gravitational force applied by the moon or any other object decreases gradually. Theorotically the pull by the moon on the near by side of the earth is about 7% greater. Therefore it can be said that the difference between the earth’s turn in its axis and the high tide is a result of the gravitational pull by the moon. References: Wikibooks (2008). Astronomy. Retrieved September 7, 2008, from http://en. wikibooks. org/wiki/Astronomy

Pro Capital Punishment Essay Example for Free

Pro Capital Punishment Essay According to my research there are some people who believe the death penalty is right just because it is safer to end one condemned life than to risk the lives of other innocent people. The death penalty is most commonly legal only for the most extreme cases, such as premeditated murder. Even in the event of murder, out of the 15,000 committed each year, we are only now reaching the 1,000 execution mark after thirty years! This plainly shows that those who may be pro capital punishment still use it sparingly. Also backing up the belief for using capital punishment are numerous stories of murderers who, after being released from prison, simply killed again. One such account reads, â€Å"In 1985, 13-year-old Karen Patterson was shot to death in her bed in North Charleston, S.C. Her killer was a neighbor who had already served 10 years of a life sentence for murdering his half-brother Charles in 1970. The murderer, Joe Atkins, cut the Pattersons phone lines, then entered bearing a machete, a sawed-off shotgun, and a pistol. Karens parents were chased out of their home by Atkins. Karens mom ran to the Atkins home nearby, where Joe then murdered his adopted father, Benjamin Atkins, 75, who had worked to persuade parole authorities to release Joe from the life sentence.† Other accounts show that a life sentence simply is not always enough to stop a person from repeating their crimes. â€Å"In 1965, Robert Massie murdered mother of two Mildred Weiss in San Gabriel, Calif., during a follow-home robbery. Hours before execution, a stay was issued so Massie could testify against his accomplice. Massies sentence was commuted to life when the Supreme Court halted executions in 1972. Receiving an undeserved second chance, Massie was paroled, but eight months later robbed and murdered businessman Boris Naumoff in San Francisco.† From a religious standpoint a religion that does endorse capital punishment under certain circumstances is Islam. According to the Qu’ran in Al’ Ma’idah 5:33 â€Å"The punishment of those who wage war against Allah and His messenger and strive to make corruption (Fasad) in the land is only this, that they should be murdered or crucified or their hands and their feet should be cut off on opposite sides or they should be banished from the land; this shall be as a disgrace for them in this world, and in the hereafter they shall have a grievous chastisement† This shows that they believe in the death penalty for those who simply cause corruption or bring disgrace upon Islam, especially if the perpetrator is a former Muslim. The other justification for the death penalty, according to Islam, is murder. If anyone kills a person unless it be for murder or for spreading mischief in the land it would be as if he killed all people. And if anyone saves a life, it would be as if he saved the life of all people (Quran 5:32). This obviously states that murderers should undergo the same penalty as the crime they commited. My personal beliefs about capital punishment are fairly in the middle of the road. On the one hand I do not believe it is sinful for criminals to be put to death, as the Bible clearly endorsed the idea in the Old Testament In Genesis 9:6 it says â€Å" Whoso sheddeth man’s blood, by man shall his blood be shed: for in the image of God made he man.† The New Testament of course contains more of the â€Å"grace† approach and therefore I tend to lean more that way. Although even in the New Testament the Bible states in Romans 13: 4 â€Å" For he ( the police, judges, etc.) is the minister of God to thee for good. But if thou do that which is evil, be afraid; for he beareth not the sword in vain, a revenger to execute wrath upon him that doeth evil.† Clearly this endorses capital punishment for evildoers. On the other hand, people in America are judged as guilty by a group of people who do their best but can hardly be 100% sure on their verdict. Human error may cause and no doubt has caused some innocent people to be condemned to death while some of the guilty roam free among us. That makes me uneasy, and is very disturbing. But is that a legitimate reason to do away with the death penalty? That is a hard question to answer, but I believe the answer is no. I believe there are certain cases where capital punishment is absolutely necessary, but I have to say that I would not want to be the one who makes that decision. How do you judge which life is more valuable than another? The other question has to do with whether or not capital punishment is truly a deterrent to others from committing crimes. There are strong arguments on both sides of that question but it is hard to judge when because of the appeals process and other delays and red tape, only a small percentage of those sentenced ever get put to death. I refer back to the fact that only about 1000 people have been executed during the last 30 years when there have been nearly half a million murders in America! So the argument that capital punishment is not a deterrent to crime carries no weight to me. Therefore, it is still my personal belief that capital punishment should be used, with discretion, after a fair trial, and in certain cases, but I also believe that once the decision has been made, it should be executed with much greater speed. Death row shouldn’t be a mile long. I believe that once the judge has given the sentence, there should be a much faster process to the day of execution. I hate the thought of an innocent person being executed, but even worse are the hundreds of thousands of victims who are left without feeling that justice was done for their loved ones and the millions who are at risk because of the leniency of our justice system. My partner and I got along quite well. We had an easy time discussing our material and he was not difficult to deal with. He spent the time given researching, and kept in touch with me to review our presentations. When we met the next day, he was there at the time agreed upon and +wasn’t full of complaints, which I appr eciate. Brandon is a good partner and I would work with him again.

A Brief History of Bonn Essay -- Thebaean legionaries, germany

With traces of humans dating back 50,000 years, Bonn is considered to be one of Germany’s oldest cities (History). The city of Bonn â€Å"celebrated its 2000th anniversary in 1989, based on the date of its first written mention by the Roman writer Florus in 11 BC† (History). â€Å"Friedrich Schlegel once called Bonn a â€Å"friendly† town and it has been a friendly town throughout the whole 2000 years if its existence, which dates back to the foundation of the Drusus fort in the year 13 BC (Schleifer).† Around 11 BC, a Roman army placed a unit in what is present day downtown. However, before this occurred, the army moved members of a Germanic tribe, the Ubii, to Bonna which is Latin for Bonn. After many years, the army released the small camp linked to the Ubii-settlement. Around the 1st century AD, the Roman army then took a spot to the north of emerging Bonna in what is now the section of Bonn-Castell to build a military fort called Castra Bonnensis, whi ch means Fort Bonn. This Fort was used through the 5th century AD and continued to stand in the Middle Ages, where the fort was called Bonnburg. The structures were not of much use until the Frankish kings who were in control at this time decided to use them as part of the city wall in the 13th century. Barbarian invaders destroyed much of the original city of Bonna, and when the time came for the barbarians to take over, the troops switched their allegiances to save themselves from certain death. It is from these barbarians that the medieval city of Bonn began to rise (Bonn). â€Å"One well-documented event was the martyrdom of two Thebaean legionaries. The Thebaean Legion was an all-Christian legion, which refused to worship the emperor as a god. As punishment, the Thebaean Legion's commander, Ma... ...rk: Berghahn Books, 2010. Print. "Bonn." Wikipedia. Wikimedia Foundation, 25 Apr. 2014. Web. 27 Apr. 2014. "Bonn: A Brief History." A Brief History of Bonn. N.p., n.d. Web. 27 Apr. 2014. "Bonn Travel Guide." Travel Guide. N.p., n.d. Web. 28 Apr. 2014. de Bruyn, Gerd . Post tower : Helmut Jahn, Werner Sobek, Matthias Schuler. Berlin; Boston: Birkhauser Verlag, 1997. Print. "Drachenfels (Siebengebirge)." Wikipedia. Wikimedia Foundation, 18 Apr. 2014. Web. 28 Apr. 2014. Website Flagge, Ingeborg. Architektur in Bonn nach 1945 : Bauten in der Bundeshauptstadt und ihrer Umgebung. Bonn: Rohrscheid, 1984. Print. Grosser, Dieter. German Unification: The Unexpected Challenge. Oxford: Berg, 1992. Print. "Hans Riegel Bonn = HARIBO - A Traditional Brand with History." Hans Riegel Bonn = HARIBO - A Traditional Brand with History. N.p., n.d. Web. 28 Apr. 2014.

Christianity and the Beowulf Poet :: Epic of Beowulf Essays

Christianity and the Beowulf Poet In my initial study of Beowulf it seemed to me that the Christian references in it were overlaid onto the essentially pagan tale that makes up the bulk of the poem. So I innocently decided to investigate this incongruity as the topic of this paper. And so I found myself smack-dab in the middle of an argument that has evidently raged for the last one hundred years or so. I found sources that ran the gamut from the position that Beowulf was a quintessentially Germanic pagan work that had been corrupted by some revisionist monastic scribe (Mooreman 1967), to the assertion that the author intentionally created a Christian allegory along the lines of Book 1 of The Faerie Queen (McNamee 1960). I have chosen the middle ground in formulating my thesis, which after further study of the text and a wide range of criticism seems to make the most sense. The author of Beowulf is indeed the author of those Christian passages, but his intention is less to proselytize than to demonstrate tha t Christianity and his audience's Germanic heritage were not incompatible. We know that eighth century Anglo-Saxon poets relied upon their native Germanic traditions and techniques to shape even overtly Christian poetry (i.e. The Dream of the Rood) and so it was with the Beowulf poet. The tales of Beowulf were already ancient legend when the poet began his work (whenever that was; dating the poem seems to be another of those old controversies with dates ranging from the 7th to the 11th centuries). The author skillfully uses this material to construct an entertaining tale while at the same time attempting to reconcile the concepts of the pagan wyrd (fate) and dom (renown or worth) with the Christian concepts of grace and final judgement. So it is that we have a poem that is overwhelmingly a pagan story, suffused with the old Germanic warrior culture ethos, yet sprinkled with many loosely Christian comments and a few explicitly Christian passages. However, it should be noted that while we refer to these passages as Christian, no reference to Christ is t o be found within the poem. The first of the Christian passages occurs when we are introduced to Grendal: God had condemned them as kin of Cain. The Eternal Lord avenged the murder in which he slew Abel.

Concepts of Leadership

Good leaders are made not born. If you have the desire and willpower, you can become an effective leader. Good leaders develop through a never ending process of self-study, education, training, and experience (Jago, 1982). This guide will help you through that process. To inspire your workers into higher levels of teamwork, there are certain things you must be, know, and, do. These do not come naturally, but are acquired through continual work and study. Good leaders are continually working and studying to improve their leadership skills; they are NOT resting on their laurels.Definitions of Leadership Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. Another popular definition of Leadership is a process whereby an individual influences a group of individuals to achieve a common goal (Northouse's (2007, p3). The U. S. military has studied leadership in depth. One of the ir definitions is a process by which a soldier influences others to accomplish a mission (U. S. Army, 1983).Note that all three definitions have one process in common — a person influences others to get something accomplished Leaders carry out this process by applying their leadership knowledge and skills. This is called Process Leadership (Jago, 1982). However, we know that we have traits that can influence our actions. This is called Trait Leadership (Jago, 1982), in that it was once common to believe that leaders were born rather than made.These two leadership types are shown in the chart below (Northouse, 2007, p5): Factors of Leadership There are four primary factors of leadership (U.  S. Army, 1983): Leader You must have an honest understanding of who you are, what you know, and what you can do. Also, note that it is the followers, not the leader or someone else who determines if the leader is successful. If they do not trust or lack confidence in their leader, then t hey will be uninspired. To be successful you have to convince your followers, not yourself or your superiors, that you are worthy of being followed. Followers Different people require different styles of leadership. For example, a new hire requires more supervision than an experienced employee does.A person who lacks motivation requires a different approach than one with a high degree of motivation. You must know your people! The fundamental starting point is having a good understanding of human nature, such as needs, emotions, and motivation. You must come to know your employees' be, know, and do attributes. Communication You lead through two-way communication. Much of it is nonverbal. For instance, when you â€Å"set the example,† that communicates to your people that you would not ask them to perform anything that you would not be willing to do.What and how you communicate either builds or harms the relationship between you and your employees. Situation All situations are different. What you do in one situation will not always work in another. You must use your judgment to decide the best course of action and the leadership style needed for each situation. For example, you may need to confront an employee for inappropriate behavior, but if the confrontation is too late or too early, too harsh or too weak, then the results may prove ineffective. Bass' Theory of LeadershipBass' theory of leadership states that there are three basic ways to explain how people become leaders (Stogdill, 1989; Bass, 1990). The first two explain the leadership development for a small number of people, while the third one is the dominant theory today. These theories are: Some personality traits may lead people naturally into leadership roles. This is the Trait Theory. A crisis or important event may cause a person to rise to the occasion, which brings out extraordinary leadership qualities in an ordinary person. This is the Great Events Theory. People can choose to become le aders.People can learn leadership skills. This is the Transformational or Process Leadership Theory. It is the most widely accepted theory today and the premise on which this leadership guide is based. Management versus Leadership While management and leadership have a great deal in common, such as working with people and accomplishing the goals of the organization, they do differ in their primary functions (Kotter, 1990): Management's main function is to produce order and consistency through processes, such as planning, budgeting, organizing, staffing, and problem solving.While leadership's main function is to produce movement and constructive or adaptive change through processes, such as establishing direction through visioning, aligning people, motivating, and inspiring. Boss or Leader? Although your position as a manager, supervisor, lead, etc. gives you the authority to accomplish certain tasks and objectives in the organization (called Assigned Leadership), this power does not make you a leader, it simply makes you aboss. Leadership differs in that it makes the followers want to achieve high goals (called Emergent Leadership), rather than simply ordering people around (Rowe, 2007).Thus you get Assigned Leadership by your position and you display Emergent Leadership by influencing people to do great things. Total Leadership What makes a person want to follow a leader? People want to be guided by leaders they respect and who have a clear sense of direction. To gain respect, they must be ethical. A sense of direction is achieved by conveying a strong vision of the future. When people are deciding if they respect you as a leader, they do not think about your attributes, rather, they observe what you do so that they can know who you really are.They use this observation to tell if you are an honorable and trusted leader or a self-serving person who misuses authority to look good and get promoted. On the other hand, self-serving leaders are not as effective bec ause their employees only obey them, not follow them. They succeed in many areas because they present a good image to their seniors at the expense of their workers. The Two Most Important Keys to Effective Leadership According to a study by the Hay Group, a global management consultancy, there are 75 key components of employee satisfaction (Lamb, McKee, 2004).They found that: Trust and confidence in top leadership was the single most reliable predictor of employee satisfaction in an organization. Effective communication by leadership in three critical areas was the key to winning organizational trust and confidence: 1. Helping employees understand the company's overall business strategy. 2. Helping employees understand how they contribute to achieving key business objectives. 3. Sharing information with employees on both how the company is doing and how an employee's own division is doing. Principles of LeadershipTo help you be, know, and do, follow these eleven principles of leader ship (U. S. Army, 1983). The rest of the chapters in this Leadership guide expand on these principles and provide tools for implementing them: 1. Know yourself and seek self-improvement – In order to know yourself, you have to understand your be, know, and do, attributes. 2. Be technically proficient – As a leader, you must know your job and have a solid familiarity with your employees' tasks. 3. Seek responsibility and take responsibility for your actions – Search for ways to guide your organization to new heights.And when things go wrong, as they often tend to do sooner or later — do not blame others. 4. Make sound and timely decisions – Use good problem solving, decision making, and planning tools. 5. Set the example – Be a good role model for your employees. They must not only hear what they are expected to do, but also see. 6. Know your people and look out for their well-being – Know human nature and the importance of sincerely c aring for your workers. 7. Keep your workers informed – Know how to communicate with not only them, but also seniors and other key people. 8.Develop a sense of responsibility in your workers – Help to develop good character traits that will help them carry out their professional responsibilities. 9. Ensure that tasks are understood, supervised, and accomplished – Communication is the key to this responsibility. 10. Train as a team – Although many so called leaders call their organization, department, section, etc. a team; they are not really teams†¦ they are just a group of people doing their jobs. 11. Use the full capabilities of your organization – By developing a team spirit, you will be able to employ your organization, department, section, etc.to its fullest capabilities. Environment Every organization has a particular work environment, which dictates to a considerable degree how its leaders respond to problems and opportunities. This is brought about by its heritage of past leaders and its present leaders. Goals, Values, and Concepts Leaders exert influence on the environment via three types of actions: 1. The goals and performance standards they establish. 2. The values they establish for the organization. 3. The business and people concepts they establish.Successful organizations have leaders who set high standards and goals across the entire spectrum, such as strategies, market leadership, plans, meetings and presentations, productivity, quality, and reliability. Values reflect the concern the organization has for its employees, customers, investors, vendors, and surrounding community. These values define the manner in how business will be conducted. Concepts define what products or services the organization will offer and the methods and processes for conducting business.These goals, values, and concepts make up the organization's personality or how the organization is observed by both outsiders and insiders. T his personality defines the roles, relationships, rewards, and rites that take place. Roles and Relationships Roles are the positions that are defined by a set of expectations about behavior of any job incumbent. Each role has a set of tasks and responsibilities that may or may not be spelled out. Roles have a powerful effect on behavior for several reasons, to include money being paid for the performance of the role, there is prestige attached to a role, and a sense of accomplishment or challenge.Relationships are determined by a role's tasks. While some tasks are performed alone, most are carried out in relationship with others. The tasks will determine who the role-holder is required to interact with, how often, and towards what end. Normally the greater the interaction, the greater the liking. This in turn leads to more frequent interactions. In human behavior, its hard to like someone whom we have no contact with, and we tend to seek out those we like. People tend to do what th ey are rewarded for, and friendship is a powerful reward.Many tasks and behaviors that are associated with a role are brought about by these relationships. That is, new task and behaviors are expected of the present role-holder because a strong relationship was developed in the past, either by that role-holder or a prior role-holder. Culture and Climate There are two distinct forces that dictate how to act within an organization: culture and climate. Each organization has its own distinctive culture. It is a combination of the founders, past leadership, current leadership, crises, events, history, and size (Newstrom, Davis, 1993).This results in rites: the routines, rituals, and the â€Å"way we do things. † These rites impact individual behavior on what it takes to be in good standing (the norm) and directs the appropriate behavior for each circumstance. The climate is the feel of the organization, the individual and shared perceptions and attitudes of the organization's mem bers (Ivancevich, Konopaske, Matteson, 2007). While the culture is the deeply rooted nature of the organization that is a result of long-held formal and informal systems, rules, traditions, and customs; climate is a short-term phenomenon created by the current leadership.Climate represents the beliefs about the â€Å"feel of the organization† by its members. This individual perception of the â€Å"feel of the organization† comes from what the people believe about the activities that occur in the organization. These activities influence both individual and team motivation and satisfaction, such as: How well does the leader clarify the priorities and goals of the organization? What is expected of us? What is the system of recognition, rewards, and punishments in the organization? How competent are the leaders? Are leaders free to make decisions? What will happen if I make a mistake?Organizational climate is directly related to the leadership and management style of the l eader, based on the values, attributes, skills, and actions, as well as the priorities of the leader. Compare this to â€Å"ethical climate† — the feel of the organization about the activities that have ethical content or those aspects of the work environment that constitute ethical behavior. The ethical climate is the feel about whether we do things right; or the feel of whether we behave the way we ought to behave. The behavior (character) of the leader is the most important factor that influences the climate.On the other hand, culture is a long-term, complex phenomenon. Culture represents the shared expectations and self-image of the organization. The mature values that create tradition or the â€Å"way we do things here. † Things are done differently in every organization. The collective vision and common folklore that define the institution are a reflection of culture. Individual leaders cannot easily create or change culture because culture is a part of th e organization. Culture influences the characteristics of the climate by its effect on the actions and thought processes of the leader.But, everything you do as a leader will affect the climate of the organization. For information on culture, see Long-Term Short-Term Orientation The Process of Great Leadership The road to great leadership (Kouzes& Posner, 1987) that is common to successful leaders: Challenge the process – First, find a process that you believe needs to be improved the most. Inspire a shared vision – Next, share your vision in words that can be understood by your followers. Enable others to act – Give them the tools and methods to solve the problem. Model the way – When the process gets tough, get your hands dirty.A boss tells others what to do; a leader shows that it can be done. Encourage the heart – Share the glory with your followers' hearts, while keeping the pains within your own. Leadership, Management, Command, & Control Whi le there are plenty of discussions about leadership verses management and the need for command and control nowadays, they are important concepts that every leader must be aware of to successfully guide their organization. In fact, they are the four pillars of every organization as they directly drive the organization. Used properly, the business will grow; used improperly, the business will sink.This blending gives the organization the ability to focus on opportunities and deal with threats: Leadership drives the interpersonal aspects of the organization, such as moral and team spirit. Management deals with the conceptual issues of the organization, such as planning and organizing. Command guides the organization with well thought-out visions that makes it effective. Control provides structure to the organization in order to make it more efficient. Command and Control While most people think of command as simply telling others what to do, it goes far beyond that.Command is the impar ting of a vision to the organization in order to achieve an end-goal. It does this by formulating a well-thought out vision and then clearly communicating it. Command emphasizes success and reward. That is, the organization has to be successful to survive and in turn reward its members (both intrinsically and extrinsically). Visions do not have to come from the top, but rather anywhere within the organization. Informal leaders are often good sources of visions; however, if the vision requires resources, then they normally need the support of a formal leader.In contrast, Control is the process used to establish and provide structure in order to deal with uncertainties. Visions normally produce change, which in turn produce tension. These uncertainties cause tensions that leaders must deal with so they do not impede the organization. This is far different from most people's conception in which they think of control as controlling others. Inherent in evaluation is efficiency—the act of examining the new tool often leads to processes that make it more efficient. This can be good because it can save money and often improve a tool or process.The danger of this is if the command process is weak and the control process is strong then it can make efficiency the end-goal. That is, it replaces effectiveness with efficiency. Leadership and Management Management's primary focus is on the conceptual side of the business, such as planning, organizing, and budgeting. It does the leg work to make visions reality. Do NOT equate the term â€Å"management† with â€Å"controlling people. † Management is more about ensuring that the organization's resources are allocated wisely, rather than trying to control people.In fact, good managers know that trying to control others is extremely difficult if not impossible. Management helps to acquire, integrate, and allocate resources in order to accomplish goals and task. In contrast, Leadership deals with the interpers onal relations such as being a teacher and coach, instilling organizational spirit to win, and serving the organization and workers. For more information read the rest of this guide on Leadership. The Synergy of the Four Pillars While all four processes have their place, they are not implemented separately, but rather in concert. Using the example of implementing a new  social media tool for increasing informal learning: Command communicates the vision or goal to the best people who can implement it.Throughout the process, it adjusts to new knowledge and refines the vision. Management allocates the resources and helps to organize the activities that will make it a reality. This is normally a continuous process, rather than a single activity. Leadership helps to guide, coach, and motivate the people to do their best throughout the entire process. Control looks for opportunities to reduce risks, which in turn makes the process more efficient. Leadership ModelsLeadership models help us to understand what makes leaders act the way they do. The ideal is not to lock yourself into a type of behavior discussed in the model, but to realize that every situation calls for a different approach or behavior to be taken. Two models will be discussed, Managerial Grid and the Four Framework Approach. Leadership Behavior Two large studies by universities found that two types of leader behaviors were important concepts in leadership skills. The first was at Ohio State University that identified these two behaviors (Stogdill, 1974): Consideration – relationship behaviors, such as respect and trust.Initiating Structure – task behaviors, such as organizing, scheduling, and seeing that work is completed. The second was at the University of Michigan that identified these two behaviors (Northouse, 2007): Employee Orientation – approaching employees with a strong human relations orientation. Production Orientation – stressing the technical and production a spect of the job. The researchers from Michigan State thought of these two behaviors at opposite end of a single continuum. Thus, a leader could be strong with one of these two behaviors, but would be weaker in the opposite one.The Ohio State studies viewed these two behaviors as distinct and independent. That is, a leader could be high or low in one or both. For example, in the U. S. Army one of the most important rules is to take care of your soldiers and complete the mission (task) — a leader should be good with both. Bad leaders can do neither or do one, but not the other. Managerial Grid Robert Blake and Jane Mouton (1985) placed the two behaviors on its own continuum and renamed them: 1. Concern for people 2. Concern for task or results The notion that just two dimensions can describe a managerial behavior has the attraction of simplicity.By asking a leader a series of questions would place her at a particular point on the two continuums, which in turn, would place the leader into one of four leadership types: Authoritarian — strong on tasks, weak on people skills Country Club — strong on people skills, weak on tasks Impoverished — weak on tasks, weak on people skills Team Leader — strong on tasks, strong on people skills The goal to good leadership is to score at least a 6 on both task and people, which would place the leader in the Team Leader grid. The four leadership types are discussed in more detail below. Authoritarian Leader (high task, low relationship)Leaders who get this rating are very much task oriented and are hard on their workers (autocratic). There is little or no allowance for cooperation or collaboration. Authoritarian leaders mostly display these characteristics: they are very strong on schedules; they expect people to do what they are told without question or debate; when something goes wrong they tend to focus on who is to blame rather than concentrate on exactly what is wrong and how to prevent it ; they are intolerant of what they see as dissent (it may just be someone's creativity), thus it is difficult for their subordinates to contribute or develop.Team Leader (high task, high relationship) These leaders lead by positive example and endeavor to foster a team environment so that all team members can reach their highest potential, both as team members and as people. They encourage the team to reach goals as effectively as possible, while also working tirelessly to strengthen the bonds among the various members. They normally form and lead some of the most productive teams. Country Club Leader (low task, high relationship) These leaders predominantly use reward power to maintain discipline and to encourage the team to accomplish its goals.Conversely, they are almost incapable of employing the more punitive coercive and legitimate powers. This inability results from fear that using such powers could jeopardize relationships with the other team members. Impoverished Leader (lo w task, low relationship) These leaders use a â€Å"delegate and disappear† management style. Since they are not committed to either task accomplishment or maintenance; they essentially allow their team to do whatever it wishes and prefer to detach themselves from the team process by allowing the team to suffer from a series of power struggles within the group. Four Framework ApproachStructural Framework Structural Leaders focus on structure, strategy, environment, implementation, experimentation, and adaptation. In an effective leadership situation, the leader is a social architect whose leadership style is analysis and design. While in an ineffective leadership situation, the leader is a petty tyrant whose leadership style is details. Human Resource Framework Human Resource Leaders believe in people and communicate that belief; they are visible and accessible; they empower, increase participation, support, share information, and move decision making down into the organizati on.In an effective leadership situation, the leader is a catalyst and servant whose leadership style is support, advocating, and empowerment. While in an ineffective leadership situation, the leader is a pushover, whose leadership style is abdication and fraud. Political Framework Political leaders clarify what they want and what they can get; assess the distribution of power and interests, build linkages to other stakeholders, use persuasion first, then use negotiation and coercion only if necessary. In an effective leadership situation, the leader is an advocate, whose leadership style is coalition and building.While in an ineffective leadership situation, the leader is a hustler, whose leadership style is manipulation. Symbolic Framework Symbolic leaders view organizations as a stage or theater to play certain roles and give impressions, use symbols to capture attention, frame experience by providing plausible interpretations of experiences, discover and communicate a vision. In an effective leadership situation, the leader is a prophet, whose leadership style is inspiration. While in an ineffective leadership situation, the leader is a fanatic or fool, whose leadership style is smoke and mirrors. Leading & LeadershipYour thinking skills can be considered directional skills because they set the direction for your organization. They provide vision, purpose, and goal definition. These are your eyes and ears to the future, allowing you to recognize the need for change, when to make it, how to implement it, and how to manage it. You find a vision by reaching for any available reason to change, grow, and improve. Just as you perform preventive maintenance on your car, you must perform preventive maintenance on your organization. Do NOT believe in the old adage, â€Å"If it ain't broke, don't fix it,† for the people who do, go broke!Treat every project as a change effort. Treat every job as a new learning experience. Goals Good organizations convey a stron g vision of where they will be in the future. As a leader, you have to get your people to trust you and be sold on your vision. Using the leadership tools described in this guide and being honest and fair in all you do will provide you with the ammo you need to gain their trust. To sell them on your vision, you need to possess energy and display a positive attitude that is contagious. People want a strong vision of where they are going.No one wants to be stuck in a dead-end company going nowhere†¦Ã‚  or a company headed in the wrong direction. They want to be involved with a winner! And your people are the ones who will get you to that goal. You cannot do it alone! When setting goals, keep these points in mind: They should be realistic and attainable. They should improve the organization (morale, monetary, etc. ). As many people as possible should be involved in the goal-setting process (they will feel a sense of ownership that will drive them to achieve it).A process should be developed to achieve each goal. There are four characteristics of goal setting (U. S.  Army Handbook, 1973): Goal Difficulty: Increasing your employees' goal difficulty increases their challenges and enhances the amount of effort expended to achieve them. The more difficult goals lead to increased performance if they seem feasible. If they seem too high, employees will give up when they fail to achieve them. Goal Specificity: When given specific goals, employees tend to perform higher. Telling them to do their best or giving no guidance increases ambiguity about what is expected. Employees need a set goal or model in order to display the correct behavior. Feedback: Providing feedback enhances the effects of goal setting.Performance feedback keeps their behavior directed on the right target and encourages them to work harder to achieve the goal. Participation in Goal Setting: Employees who participate in the process, generally set higher goals than if the goals were set for them. It also affects their belief that the goals are obtainable and increases their motivation to achieve them. The Six Steps of Goal Setting Although finding a vision can be quite a creative challenge, the process of getting that vision implemented can be fairly easy if you follow the six steps of: Vision —> Goals —> Objectives —> Tasks —> Timelines —> Follow-up Step 1 – VisionThe first step in setting goals and priorities is to personally develop what the organization should look like at some point in the future — a vision. A junior leader, such as a supervisor or line manager, will mainly be concerned with a department, section, or small group of people. While senior leaders set the vision for the entire organization. However, both types of visions need to support the organization's goals. The mission of the organization is crucial in determining your vision. Your vision needs to coincide with the big picture. The term â€Å"visionâ₠¬  suggests a mental picture of what the future organization will look like.The concept also implies a later time horizon. This time horizon tends to be mid to long term in nature, focusing normally on 1/2 to 5 years in the future for visions affecting the entire organization. However, leaders such as supervisors or line managers tend to have shorter time horizon visions —normally a few months to a year. Step 2 – Goals The second step involves establishing goals, with the active participation of the team. Goals are also stated in unmeasurable terms, but they are more focused. For example, â€Å"The organization must reduce transportation costs. † This establishes the framework of the your vision.Step 3 – Objectives Definable objectives provide a way of measuring the movement towards vision achievement. This is the real strategy of turning visions into reality. It is the crossover mechanism between your forecast of the future and the envisioned, desired f uture. Objectives are stated in precise, measurable terms such as â€Å"By the end of the next quarter, the shipping department will use one parcel service for shipping items at or under 100 pounds and one motor carrier for shipping items over a 100 pounds. † The aim is to get general ownership by the entire team. Step 4 – TasksThe fourth step is to determine the tasks. Tasks are the means for accomplishing objectives. Tasks are concrete, measurable events that must occur. An example might be, â€Å"The transportation coordinator will obtain detailed shipping rates from at least 10 motor carriers. † Step 5 – Timelines This step establishes a priority for the tasks. Since time is precious and many tasks must be accomplished before another can begin, establishing priorities helps your team to determine the order in which the tasks must be accomplished and by what date. For example, â€Å"The shipping rates will be obtained by May 9. † Step 6 – Follow-upThe final step is to follow-up, measure, and check to see if the team is doing what is required. This kind of leader involvement validates that the stated priorities are worthy of action. For the leader it demonstrates her commitment to see the matter through to a successful conclusion. Also, note that validating does not mean micro-managing. Micro-management places no trust in others, where as following-up determines if the things that need to get done are in fact getting done. Supervision for Leaders Supervision is keeping a grasp on the situation and ensuring that plans and policies are implemented properly (U. S.Army Handbook,1973). It includes giving instructions and inspecting the accomplishment of a task. There is a narrow band of adequate supervision. On one side of the band is over-supervision (micro-management); and on the other side is under-supervision. Over-supervision stifles initiative, breeds resentment, and lowers morale and motivation. Under-supervision l eads to miscommunication, lack of coordination, and the perception by subordinates that the leader does not care. However, all employees can benefit from appropriate supervision by seniors with more knowledge and experience who normally tend to see the situation more objectively.Evaluating is part of supervising. It is defined as judging the worth, quality, or significance of people, ideas, or things (U. S. Army Handbook,1973, p304). It includes looking at the ways people are accomplishing a task. It means getting feedback on how well something is being done and interpreting that feedback. People need feedback so that they can judge their performance. Without it, they will keep performing tasks wrong, or stop performing the steps that makes their work great. Inspiring Your Employees Getting people to accomplish something is much easier if they have the inspiration to do so.Inspire means â€Å"to breathe life into. † And in order to perform that, we have to have some life ours elves. Three main actions will aid you in accomplishing this: 1. Be passionate: In organizations where the is a leader with great enthusiasm about a project, a trickle-down effect will occur. You must be committed to the work you are doing. 2. Get your employees involved in the decision making process: People who are involved in the decision making process participate much more enthusiastically than those who just carry out a boss' order. Help them contribute and tell them you value their opinions.Listen to them and incorporate their ideas when it makes sense to so. 3. Know what your organization is about! : The fundamental truth, as General Creighton W. Abrams used to say in the mid-1970s, is that â€Å"the Army is not made up of people. The Army is people. Every decision we make is a people issue. † Your organization is the same. It may make a product or sell a service, but it is still people! A leader's primary responsibility is to develop people and enable them to reach t heir full potential. Your people may come from diverse backgrounds, but they all have goals they want to accomplish.Create a â€Å"people environment† where they truly can be all they can be. Training and Coaching As a leader you must view coaching from two different viewpoints: 1) coaching to lead others and 2) being coached to achieve self-improvement. Training and coaching are two different things, although some people use them interchangeably. Training is a structured lesson designed to provide the employee with the knowledge and skills to perform a task. Coaching, on the other hand, is a process designed to help the employee gain greater competence and to overcome barriers so as to improve job performance.You might picture it as when you were in school. During physical education, the gym teacher (trainer) taught you how to play basketball. Next you went out for the school team. You had a basic understanding of the game and its rules, but the coach personally taught you ( coaching) the finer points of the game. Training and coaching go hand-in-hand. First you train people with lots of technical support, and then you coach them with motivational pointers. Both training and coaching help to create the conditions that cause someone to learn and develop.People learn by the examples of others, by forming a picture in their minds of what they are trying to learn, by gaining and understanding necessary information, by applying it to their job, and/or practice. Both coaching and training have a few points in common: Evaluate to determine knowledge, skill, and confidence levels. Define objectives that can be measured periodically. It helps to break them down into step-by-step actions (action steps). Clarify direction, goals, and accountability. To foster accountability, involve the person or team in the decision making.Encourage peer coaching by reminding them that everyone has a stake in each other's success. Coaching is more than telling people how to do so mething, it involves giving advice, skill-building, creating challenges, removing performance barriers, building better processes, learning through discovery (the aha method), etc. Deal with emotional obstacles by helping them through change, reviewing and pointing out ways that they hold themselves back, comforting them when they become confused, etc. Give feedback by pointing and hinting towards solutions; try to stay away from critiquing errors. Lead by example! demonstrate the desired behaviors.Learning The first condition of learning is that the person must be motivated to learn. You cannot teach knowledge or skills to people who are not motivated to learn. They must feel the need to learn what you are teaching. Most employees are motivated to do a good job. They want to be able to perform their tasks correctly. Their motivation is being able to perform their job to standards in return for a paycheck, benefits, challenges, job satisfaction, etc. The next condition of learning i s to involve them in the process. Keep their attention by actively involving their minds and emotions in the learning process.Have them participate through active practice of the skill or through discussion. You cannot keep their attention with a long lecture. Normally, people pay attention for a short time — less than 30 minutes. They need to use what is being taught or their minds will wander. If you lecture for an hour, very little will be remembered. Instead, give a brief lecture (less than 10 minutes), demonstrate, and then have them practice. Provide feedback throughout the practice session until they can do it on their own. If it is a large complicated task, then break it down into short learning steps. The Five Points of Leadership PowerAl Capone once said that â€Å"You can get much farther with a kind word and a gun than you can with a kind word alone. † However, while almost anyone can use power, it takes skill to use leadership. Leadership power is much mor e than the use of force. Leadership is influencing others to truly WANT to achieve a goal, while power forces others to achieve a goal. Power refers to a capacity that a person has to influence the behavior of another so that he or she acts in accordance with the his or her' wishes. This power is a capacity or potential as it implies a potential that need not be actualized to be effective.That is, a power may exist, but does not have to be used to be effective. For example, an officer in the Army has certain powers over enlisted personal, but that power does not have to used to be effective. The mere knowledge of an officer's power by an enlisted person has some influence over him or her. Coercive Power — Power that is based on fear. A person with coercive power can make things difficult for people. These are the people that you want to avoid getting angry. Employees working under a coercive manager are unlikely to be committed, and more likely to resist the manager.Reward Po wer — Compliance achieved based on the ability to distribute rewards that others view as valuable. Able to give special benefits or rewards to people. You might find it advantageous to trade favors with him or her. Legitimate Power — The power a person receives as a result of his or her position in the formal hierarchy of an organization. The person has the right, considering his or her position and your job responsibilities, to expect you to comply with legitimate requests. Expert Power — Influence based on special skills or knowledge. This person earns respect by experience and knowledge.Expert power is the most strongly and consistently related to effective employee performance. Referent Power — Influence based on possession by an individual or desirable resources or personal traits. This is often thought of as charisma, charm, or admiration. You like the person and enjoy doing things for him or her. Raven (1965) later came up with a sixth power, Infor mational: Providing information to others that result in them thinking or taking acting in a new way. Knowing this points of power allow you to determine what you and others have available in order to achieve full negotiation skills. Leadership & DirectionThe PDCA (Plan, Do, Check, Act) Cycle was developed by Dr. Walter Shewhart as a plan of action for creating processes and products. It is a four-step method that uses not only direction and control to execute, but also provide an iterative process for continuous improvement: It is often called the Shewhart Cycle or Deming wheel. While the four steps of the cycle look easy, it actually takes a lot of work by all team members to complete the cycle correctly. One of Shewhart's students, W. Edwards Deming later used it extensively, thus the PDCA cycle is often known as the Deming Wheel (Smith, Hawkins, 2004).Deming used a modified version—PDSA (Plan, Do, Study, Act) as he believed study (analysis) provided a better description t han check. A dream is just a dream. A goal is a dream with a plan and a deadline. And that goal will remain a dream unless you create and execute a plan of action to accomplish it. Every goal that gets accomplished has a good plan behind of it. — Harvey Mackay Plan Good plans start with a brainstorming session that includes all the people involved with the project. This allows everyone to be part of the solution, in addition to gathering the best ideas.Two key questions must be asked when planning (Army Handbook, 1973): What are all the ingredients necessary for its successful execution? What are all the possible forces or events that could hinder or destroy it? As much as possible, get all the answers to these questions. Listen carefully to the judgment of your team. Then plan the positive forces and events, and then take action to prevent any obstructions that might hinder the project. A detailed plan normally includes the who, what, when, where, how, and why: Who does it i nvolve and who will do what? What are we going to do? What will happen if we do not do it?When does it start and end? Where will it take place? How will it take place? Why must we do it? Also, the plan must be organized. Organizing is the process of creating and maintaining the conditions for effectively executing plans. It involves systematically defining and arranging each task with respect to the achievement of the objective. It includes three major steps: Determine all tasks Set up a structure to accomplish all tasks Allocate resources All essential information must be brought out. It is also important to consider timing—when each task must be started and completed. A helpful approach is to use â€Å"backward planning.†Look at each goal and decide what must be done to reach it. In this way you plan from the moment of the project ending point and then work your way back to the present in order to determine what must be accomplished for each condition. Backward plann ing simply means looking at the big picture first, and then planning all tasks, conditions, and details in a logical sequence to make the big picture happen. Include all the details of support, time schedule, equipment, coordination, and required checks. Your team must try to think of every possible situation that will help or hinder the project.Once the process of mentally building the project has begun, the activities will come easily to mind. Now, organize all these details into categories, such as needs, supplies, support, equipment, coordination, major tasks, etc. List all the details under the categories. Create a to-do list for each category. This list will become the checklist to ensure everything is progressing as planned. Do Your team cannot do everything at once; some tasks are more important than others while others have to be accomplished before another task can begin. Set priorities for each checkpoint and assign someone to perform each task on the list.Develop a syste m for checking each other and ensuring that each task is accomplished on time. Plan for obtaining all the required resources and allocate them out. Not having the required resources can stop a project dead in its tracks. For this reason you must closely track and monitor costly or hard to get resources. Trial the plan through a prototype (experimental scale). This allows you to actually check the plan on a small scale. Check or Study Throughout the project's execution there are three things that you must be involved in: standards, performance, and adjustments.The standard means, â€Å"is this project being completed or accomplished as planned? Are all the check marks being completed as stated in the planning process? The standard, which is set, must mean the same to you and your people. Performance is measured by completing the tasks and objectives correctly. While the standard relates to the project, performance relates to the people working on the project. If performance does not meet standards, then adjustments can be made in two ways—improve the performance or lower the standards. Most of the time, improving the performance is the appropriate choice.However, a leader may face a situation where the standard is unrealistic or costly, which means it may be lowered. This is usually caused by poor estimates or the inability to obtain the proper resources. Act Now you are ready to execute the plan. If your plans are solid, things will go smoothly. If your plans are faulty, then you might have a very long and hard project ahead of you! Problem Solving There are seven basics steps to problem solving (Butler, Gillian, Hope, 1996): 1. Identify the problem: You cannot solve something if you do not know what the problem is.Ensure you have identified the real problem, not an effect of another problem. One method is the â€Å"five why's. † You ask why five times. By the time you get to the fifth why, you should have found the ultimate cause of the problem . 2. Gather information: Investigate the problem and uncover any other hidden effects that the problem may have caused. 3. Develop courses of action: Notice that courses is plural. For every problem there are usually several possible courses of action. Identify as many as you can. There are always at least two: fix it or don't fix it.Brainstorming with your team will normally generate the most and best courses of action. 4. Analyze and compare courses of action: Rank the courses of action as to their effectiveness. Some actions may fix other problems, while others may cause new problems. 5. Make a decision: Select the best course of action to take. 6. Make a plan: Use the planning tool covered in the first part of the section. 7. Implement the plan: Take the steps to put the plan into action. The Communication Process Communicating with others involves three primary steps: Thought: First, information exists in the mind of the sender.This can be a concept, idea, information, or feeli ngs. Encoding: Next, a message is sent to a receiver in words or other symbols. Decoding: Lastly, the receiver translates the words or symbols into a concept or information that he or she can understand. During the transmitting of the message, two elements will be received: content and context. Content is the actual words or symbols of the message that is known as language — the spoken and written words combined into phrases that make grammatical and semantic sense. We all use and interpret the meanings of words differently, so even simple messages can be misunderstood.And many words have different meanings to confuse the issue even more. Context is the way the message is delivered and is known as paralanguage — it is the nonverbal elements in speech such as the tone of voice, the look in the sender's eyes, body language, hand gestures, and state of emotions (anger, fear, uncertainty, confidence, etc. ) that can be detected. Although paralanguage or context often cause messages to be misunderstood as we believe what we see more than what we hear; they are powerful communicators that help us to understand each other. Indeed, we often trust the accuracy of nonverbal behaviors more than verbal behaviors.Barriers to Communication Nothing is so simple that it cannot be misunderstood. — Freeman Teague, Jr. Anything that prevents understanding of the message is a barrier to communication. Many physical and psychological barriers exist: Culture, background, and bias — We allow our past experiences to change the meaning of the message. Our culture, background, and bias can be good as they allow us to use our past experiences to understand something new, it is when they change the meaning of the message that they interfere with the communication process. Noise — Equipment or environmental noise impedes clear communication.The sender and the receiver must both be able to concentrate on the messages being sent to each other. Ourselves â €” Focusing on ourselves, rather than the other person can lead to confusion and conflict. The â€Å"Me Generation† must be tossed aside for effective communication to occur. Some of the factors that cause this are defensiveness (we feel someone is attacking us), superiority (we feel we know more that the other), and ego (we feel we are the center of the activity).Perception — If we feel the person is talking too fast, not fluently, does not articulate clearly, etc., we may dismiss the person. Also our preconceived attitudes affect our ability to listen. We may listen uncritically to persons of high status and dismiss those of low status. Message — Distractions happen when we focus on the facts rather than the idea being communicated. Our educational institutions reinforce this with tests and questions. Semantic distractions occur when a word is used differently than you prefer. For example, the word chairman instead of chairperson, may cause you to focus on the word rather than the message.Environmental — Bright lights, an attractive person, unusual sights, or any other stimulus provides a potential distraction. Smothering — We take it for granted that the impulse to send useful information is automatic. Not true! Too often we believe that certain information has no value to others or they are already aware of the facts. Stress — People do not see things the same way when under stress. What we see and believe at a given moment is influenced by our psychological frames of references — our beliefs, values, knowledge, experiences, and goals. Active ListeningHearing and listening are not the same thing. Hearing is the act of perceiving sound. It is involuntary and simply refers to the reception of aural stimuli. Listening is a selective activity which involves the reception and the interpretation of aural stimuli. It involves decoding the sound into meaning. Listening is divided into two main categories: passiv e and active. Passive listening is little more that hearing. It occurs when the receiver of the message has little motivation to listen carefully, such as we often do when listening to music, television, or when being polite.Nonverbal Behaviors of Communication Eye contact: This helps to regulate the flow of communication. It signals interest in others and increases the speaker's credibility. People who make eye contact open the flow of communication and convey interest, concern, warmth, and credibility. Facial Expressions: Smiling is a powerful cue that transmits happiness, friendliness, warmth, and liking. So, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and people will react favorably.They will be more comfortable around you and will want to listen more. Gestures: If you fail to gesture while speaking you may be perceived as boring and stiff. A lively speaking style captures the listener's attention, m akes the conversation more interesting, and facilitates understanding. Posture and body orientation: You communicate numerous messages by the way you talk and move. Standing erect and leaning forward communicates to listeners that you are approachable, receptive and friendly. Interpersonal closeness results when you and the listener face each other.Speaking with your back turned or looking at the floor or ceiling should be avoided as it communicates disinterest. Proximity: Cultural norms dictate a comfortable distance for interaction with others. You should look for signals of discomfort caused by invading the other person's space. Some of these are: rocking, leg swinging, tapping, and gaze aversion. Vocal: Speaking can signal nonverbal communication when you include such vocal elements as: tone, pitch, rhythm, timbre, loudness, and inflection. For maximum teaching effectiveness, learn to vary these six elements of your voice.One of the major criticisms of many speakers is that they speak in a monotone voice. Listeners perceive this type of speaker as boring and dull. Motivation and Drive A person's motivation is a combination of desire and energy directed at achieving a goal. It is the cause of action. Influencing someone's motivation means getting them to want to do what you know must be done. (U. S. Army Handbook, 1973) A person's motivation depends upon two things: The strength of certain needs. For example, you are hungry, but you must have a task completed by a nearing deadline. If you are starving you will eat.If you are slightly hungry you will finish the task at hand. The perception that taking a certain action will help satisfy those needs. For example, you have two burning needs — the desire to complete the task and the desire to go to lunch. Your perception of how you view those two needs will determine which one takes priority. If you believe that you could be fired for not completing the task, you will probably put off lunch and complete t he task. If you believe that you will not get into trouble or perhaps finish the task in time, then you will likely go to lunch.Allow the needs of your team to coincide with the needs of your organization Nearly everyone is influenced by the needs for job security, promotion, raises, and approval of their peers and/or leaders. They are also influenced by internal forces such as values morals, and ethics. Likewise, the organization needs good people in a wide variety of jobs. Ensure that your team is trained, encouraged, and has opportunities to advance. Also, ensure that the way you conduct business has the same values, moral, and ethic principles that you seek in others.If you conduct business in a dishonest manner, your team will be dishonest to you, for that will be the kind of people that you will attract. Reward good behavior Although a certificate, letter, or a thank you may seem small and insignificant, they can be powerful motivators. The reward should be specific and prompt . Do not say something general, such as â€Å"for doing a good job,† rather cite the specific action that made you believe it was indeed a good job. Set the example You must be the role model that you want others to grow into.As Mahatma Gandhi said, â€Å"We must become the change we want to see. † Develop morale and esprit de corps Morale is the mental, emotional, and spiritual state of a person. Almost everything you do will have an impact on your organization. You should always be aware how your actions and decisions might affect it. Esprit de corps means team spirit — it is defined as the spirit of the organization or collective body (in French it literally means â€Å"spirit of the body†). It is the consciousness of the organization that allows the people within it to identify with and feel a part of.Is your workplace a place where people cannot wait to get away from; or is it a place that people enjoy spending a part of their lives? Allow your team to be part of the planning and problem solving process This helps with their development and allows you to coach them. Secondly, it motivates them — people who are part of the decision making process become the owners of it, thus it gives them a personal interest in seeing the plan succeed. Thirdly, communication is clearer as everyone has a better understanding of what role they must play as part of the team. Next, it creates an open trusting communication bond.They are no longer just the doers for the organization — they are now part of it! Finally, recognition and appreciation from a respected leader are powerful motivators. Look out for your team Although you do not have control over their personal lives, you must show concern for them. Things that seem of no importance to you might be extremely critical to them. You must be able to empathize with them. This is from the German word, einfuhling, which means â€Å"to feel with†, or the ability to perceive anot her person's view of the world as though that view were your own.The Sioux Indian Tribal Prayer reads, â€Å"Great Spirit, help us never to judge another until we have walked for two weeks in his moccasins. † Also note that empathy differs from sympathy in that sympathy connotes spontaneous emotion rather than a conscious, reasoned response. Sympathizing with others may be less useful to another person if we are limited by the strong feelings of the moment. Character and Traits in Leadership Building Excellence To be an effective leader, your followers must have trust in you and they need to be sold on your vision.Korn-Ferry International, an executive search company, performed a survey on what organizations want from their leaders. The respondents said they wanted people who were both ethical and who convey a strong vision of the future. In any organization, a leader's actions set the pace. This behavior wins trust, loyalty, and ensures the organization's continued vitality. One of the ways to build trust is to display a good sense of character composed of beliefs, values, skills, and traits (U. S. Army Handbook, 1973): Beliefs are what we hold dear to us and are rooted deeply within us.They could be assumptions or convictions that you hold true regarding people, concepts, or things. They could be the beliefs about life, death, religion, what is good, what is bad, what is human nature, etc. Values are attitudes about the worth of people, concepts, or things. For example, you might value a good car, home, friendship, personal comfort, or relatives. Values are important as they influence a person's behavior to weigh the importance of alternatives. For example, you might value friends more than privacy, while others might be the opposite.Skills are the knowledge and abilities that a person gains throughout life. The ability to learn a new skill varies with each individual. Some skills come almost naturally, while others come only by complete devotion to s tudy and practice. Traits are distinguishing qualities or characteristics of a person, while character is the sum total of these traits. There are hundreds of personality traits, far too many to be discussed here. Instead, we will focus on a few that are crucial for a leader. The more of these you display as a leader, the more your followers will believe and trust in you. Traits of a Good LeaderCompiled by the Santa Clara University and the Tom Peters Group: Honest — Display sincerity, integrity, and candor in all your actions. Deceptive behavior will not inspire trust. Competent — Base your actions on reason and moral principles. Do not make decisions based on childlike emotional desires or feelings. Forward-looking — Set goals and have a vision of the future. The vision must be owned throughout the organization. Effective leaders envision what they want and how to get it. They habitually pick priorities stemming from their basic values. Inspiring — Disp lay confidence in all that you do.By showing endurance in mental, physical, and spiritual stamina, you will inspire others to reach for new heights. Take charge when necessary. Intelligent — Read, study, and seek challenging assignments. Fair-minded — Show fair treatment to all people. Prejudice is the enemy of justice. Display empathy by being sensitive to the feelings, values, interests, and well-being of others. Broad-minded — Seek out diversity. Courageous — Have the perseverance to accomplish a goal, regardless of the seemingly insurmountable obstacles. Display a confident calmness when under stress.Straightforward — Use sound judgment to make a good decisions at the right time. Imaginative — Make timely and appropriate changes in your thinking, plans, and methods. Show creativity by thinking of new and better goals, ideas, and solutions to problems. Be innovative! Attributes Attributes establish what leaders are, and every leader needs at least three of them (U. S. Army Handbook, 1973): Standard Bearers establish the ethical framework within an organization. This demands a commitment to live and defend the climate and culture that you want to permeate your organization.What you set as an example will soon become the rule as unlike knowledge, ethical behavior is learned more by observing than by listening. And in fast moving situations, examples become certainty. Being a standard bearer creates trust and openness in your employees, who in turn, fulfill your visions. Developers help others learn through teaching, training, and coaching. This creates an exciting place to work and learn. Never miss an opportunity to teach or learn something new yourself. Coaching suggests someone who cares enough to get involved by encouraging and developing others who are less experienced.Employees who work for developers know that they can take risks, learn by making mistakes, and winning in the end. Integrators orchestrate the man y activities that take place throughout an organization by providing a view of the future and the ability to obtain it. Success can only be achieved when there is a unity of effort. Integrators have a sixth sense about where problems will occur and make their presence felt during critical times. They know that their employees do their best when they are left to work within a vision-based framework.