Friday, January 31, 2020
Organizational Behavior Essay Example for Free
Organizational Behavior Essay 1) Think about your own work experiences and/or current job. Can you distinguish between your job values, attitudes and moods? Identify two of each, and state why you classify them as you do. I think that the job values that I have towards my career are the same in any position that I may hold. I think that with hard work and dedication, 2) Evaluate your level of satisfaction/dissatisfaction with your current (or former) job (or role in a group or team) in terms of the various job facets discussed in this Lesson. How do you think your job-related behavior has been affected by your satisfaction/dissatisfaction with each of these facets (to the extent you can dissect the effects of each)? To what extent has your level of satisfaction changed over time? Why, or why not? Might this be related to how your needs have changed? In my opinion, the level of satisfaction/dissatisfaction that one may have in their plays a heavy role and influence on job longevity. Personally speaking, human relations supervision, creativity, coworkers, and ability utilization are some of the most important factors that may affect me and my outlook on my role and position in an organization. For example, I have been in job where I felt as though I was more qualified than my manager, and often found myself doing her job, and trying to cover up for her mistakes. I have also experienced severe job dissatisfaction with my role in the company, but stayed longer than intended because I genuinely liked my coworkers and had developed true friendships with them. Right now in my life, I would say that abillity utilization and creativity are two important factors that I consider when choosing a role. The relationships that I have with my co workers also play a major part, as for me spending 8-10 hour days in a small space with people you dont necessarily like can be pure torture. 3) Think about the Job Facet Model, Hertzbergs Motivator-Hygiene theory, and the Discrepancy Model as approaches to understanding how job satisfaction works. Which approach makes the most sense to you, and why? Relate your answer to your own work experience. 4) What do the leaders in your organization, group or team currently do to keep the level of member satisfaction high and/or improve the satisfaction of members? What effects, if any, do you see these actions as having on performance, absenteeism, lateness, turnover and organizational citizenship behavior? If their actions do little to keep satisfaction high, how would you evaluate the effects of low satisfaction on these five potential outcomes?
Wednesday, January 22, 2020
Thomas Hardys The Convergence Of The Twain Essay -- Sinking Titanic P
Thomas Hardy's The Convergence Of The Twain The poem The Convergence of the Twain, by Thomas Hardy, is about the sinking of the Titanic. The title alone describes the ship and the iceberg meeting as one. By choosing this title, the author automatically conveys a seriousness of the poem. The author uses various literary techniques to convey his mockery and careless attitude towards the sinking of the ship. In the first five stanzas, the author discusses the already submerged ship. ?Stilly couches she,? describes the ship resting on the bottom of the ocean. The lines, ?Jewels in joy designed?lie lightless, all their sparkles bleared and black and blind?, point out the waste of money, technology and craftsmanship going down with the ship which is consistently mentioned in these stanzas. In the next six stanzas he describes the iceberg and the ship meeting together as one in destiny. The use of personification found in the last five stanzas gives the ship its own power. The author refers to the ship as ?her? which makes the ship sound as though it has a mind of its own. The ship is also described as ?smart and growing in grace, stature, and hue.? This means that the ship was growing in confidence. ?She? thought she was untouchable and unsinkable. His attitude reflects his thoughts that the ship was on route to destiny, and no kind of human powers could stop it. The next literary technique used is irony. The lines ?Over the mirrors meant To glass the opulent the sea-...
Tuesday, January 14, 2020
Post Traumatic Stress Disorder in Children Essay
Abstract Post Traumatic Stress Disorder affects not only adults but also children. There are four major ways by which traumatic events may affect the psychological state of children: cognitively, affectively, behaviorally and psychosomatically. There are questions as to the sufficiency of the instrumentation used in determining and measuring of the disorder. Studies also show that the fear experienced by adults in seeing signs of aggression in children may be affecting adversely affecting the possible therapeutic benefits of normal child’s play and physical activity. There may be a need for programs specifically geared toward educating parents and primary care givers of children suffering from PTSD in how to handle and deal with the child’s disorder and psychological needs. Post Traumatic Stress Disorder in Children as a Result of Violence, Crime and War It is not unusual for most adults, particularly those who are parents, to keep bad things away from children. As much as possible, childhood should remain a time of innocence and joy without the responsibility or care for matters that trouble the world. But what if it just cannot be avoided and bad things happen to children? In the aftermath of unhappy events, how do children display trauma and what are the things that people should know in dealing with children suffering from post-traumatic stress disorder?            For example, the September 11, 2001 terror attacks left behind families and children who have lost moms and dads in that instant. Even adults and children who were indirectly affected by the attacks have grown to suffer feelings of anxiety and shattered security in their personal and familial safety (Smith & Reynolds, 2002). Besides the inevitable feelings of grief, children especially were left behind and often contend with nightmares and morbid pictures of the traumatic deaths their loved ones experienced as well as the stress and difficulty of trying to picture lives without mom or dad. It is also important to remember that the effects of trauma are not limited to those who suffer it directly (Sims, Hayden, Palmer & Hutchins, 2000, p. 41) The ubiquity of television also afforded children at home not only news of the attacks but also vivid pictures and descriptions of the tragedy and all its violence. The case of a 7-year old boy named Johnny is cited in the study (2002) by Smith and Reynolds.: Following the 9/11 attacks, Johnny developed a constant fear of his parents leaving home and getting killed by â€Å"bad men.†He also developed a phobia of elevators and would throw tantrums whenever his parents tried to make him use one. Johnny admitted to his therapist that his fear of elevator stemmed from a story he heard of how â€Å"people in the Twin Towers were trapped and killed while riding in the elevators.†(Smith & Reynolds, 2002)            Neither Johnny nor his family were directly involved or affected in the terror attack. The mental and emotional strain suffered by survivors and those affected by this very high profile event led to the American Psychiatric Association’s setting up of counseling services â€Å"focusing on grief, acute stress and Post Traumatic Stress Disorder (PTSD) (Smith & Reynolds, 2002). What is PTSD? Originally associated with survivors and veterans of the Vietnam War, PTSD refers to an impairment of an individual’s capability to function in everyday following exposure or experience of an exceptionally disturbing event. Besides war, this has grown to cover the ill mental and emotional effects of â€Å"natural and civilian catastrophes, criminal assault, rape, terrorist attacks and accidents.†(Murray, 1992, p. 315) The DSM IV presents a more broadened definition of traumatic exposure as â€Å"the person experienced, witnessed, or was confronted with an event or events that involved actual or threatened death or serious injury, or a threat to the physical integrity of self or others,†and which evoked â€Å"intense fear, helplessness, or horror†(Mcnally, 2003). This broadened definition also qualifies extreme horror at what other people’s experience or events outside their environment as possible causes of PTSD. Symptoms of PTSD include vivid and morbid imagery, numbing, disruptions in thoughts and cognition, delayed response and reaction, strong feelings of anxiety, persistence of nightmares and difficulties in dealing with and solving problems. (Foa & Meadows, 1997) Saylor and Swenson, et.al state that before the late 80’s there was minimal attention given to how children were affected by traumatic events. It took two powerful hurricanes, one devastating earthquake and the bombing of the Oklahoma Center before it was realized that there were very little preparedness in ministering to the psychological needs of traumatized children (Saylor, Swenson, Reynolds & Taylor, 1999, p. 70). In 1999, psychologist Barbara Lowenthal pegged the number of children in America being exposed to traumatic events each year at four million. These traumatic events include â€Å"physical, sexual and emotional abuse; neglect; accidents; severe injuries; and natural disasters.†Lowenthal also says that these children are at a high risk of suffering from PTSD and may cause them to be prone to developing phobias and other neuro-psychiatric disorders including anxiety and depression (Lowenthal, 1999). The National Center for Posttraumatic Stress Disorder (NCPTSD, 2001) reports that there is a higher likelihood of psychological symptoms associated with PTSD to be found among children who have experienced traumatic events before the age of 11 compared to those who suffer trauma at later ages. (Alat, 2002) Lowenthal also says that besides the general symptoms of PTSD, children who have suffered trauma are likely to develop difficulties in forming relationships, cognition and learning, as well as a â€Å"numbing†that may make affected children experience difficulty in understanding and expressing their feelings in addition to regulating their emotions. This often leads to â€Å"provocative behaviors†and avoidance of intimacy. (Lowenthal, 1999). In his article in the Journal of Multi-cultural Counseling and Development in 2004, Clinical psychologist and Fellow of the American Psychological Association (APA) Gargi Roysircar studied the case of 20-year old Yugoslavian à ©migrà © Stephen, who at the age of 10 witnessed the height of the civil war between Christians and Muslims in Kosovo in 1990. Stephen remembers witnessing about 80% of his classmates get killed by bombs, sniper shots and gunfire as they walked to and from school. At age 14, Stephen was taken by his father to the frontlines and be trained in combat to fight with the Serbian army. The next two years wold take Stephen all over the Balkans and would expose him to all kinds of privation and war atrocities. Eventually migrating as political refugees in the United States, in 1999, Stephen demonstrated difficulty in acculturation and adjustment. The constant displacement he experienced in war along with the mistrust bred by his past and cultural paranoia fostered by the Croatian community they lived with made it difficult for Stephen to acclimatize to peacetime setting.            Roysircar describes Stephen as having â€Å"recurrent thoughts and images of his violent experience in the Balkans. He experienced nightmares, hostility and a profound sense of a lack of belonging. Stephen also often recounted the difficulties he experienced including â€Å"hiding in a basement and eating rats†especially when angry. He also displays a deep-seated hatred for the Muslims and believes â€Å"the Middle East should be wiped off the face of the Earth†(Roysircar, 2004).            This kind of behavior can very well be treated as expected according to an study published in the Australian Journal of Early Childhood in 2000. The researchers posit that in war-torn times, children are forced to adjust out of necessity for survival. This experience develops the idea of a dangerous world where no one can be trusted and therefore prompts children to be the aggressor rather than the victim (Sims, Hayden, Palmer & Hutchins, 2000, p. 41). According to Vazquez there are many conditions that fit the general description of PTSD. There are however differences in â€Å"depth, complexity and intensity†that require appropriate and often differing treatments (Vazquez, 2005). In Stephen’s case, the therapy method that worked for him involved deep self-reflection and existential therapy sessions with his counselor where he was able to open up and tell stories of his experiences and thoughts of his past and present, and dreams for the future (Roysircar, 2004). Effects and Treatment of Post Traumatic Stress Disorder It is important to remember that not every child who is exposed to or experiences trauma develops PTSD. Since the 1980’s there has been marked growth in the development of instrumentation in the measurement and treatment of PTSD in children. These assessment methods designed for children of different age groups include â€Å"structured interviews, questionnaires, self-report scales, inventories, and psychophysiological evaluation †(Alat, 2002) There are four major ways by which PTSD can affect children: cognitively,affectively, behavioral and physiological-somatically (Lowenthal, 1999; Alat, 2002). Cognitively, children experience fear at a possible repetition of the traumatic event. Some may even feel responsible for the traumatic event’s occurrence. There may also be confusion, academic and developmental problems, lowered IQ and diminished abilities in language and communication. In its affective effects, children with PTSD become emotionally fragile and are given to fits of outburst and anger. They develop low thresholds for stress and fear. They become nervous, compulsive and often feel a sense of futility. Behaviors can also become extreme. Affected children may become either very loud or very shy. It is not unusual for children to revert to juvenile behavior such as thumb sucking or regression in academic knowledge. They may also develop self-destructive behavior and become vulnerable to alcohol, drugs, and self-abuse. Children may also manifest PTSD in the form of physical sickness such as high temperatures, â€Å"vomiting and headaches†(Alat, 2002). There may also be instances of sleep and eating disorders, fatigue and â€Å"biochemical alterations in the brain†(Alat, 2002) Family members and teachers generally notice these symptoms first. At this time, it is important that both come together and develop ways of supporting the affected child. A school counselor may be able to help evaluate whether a child indeed has PTSD or not. Therapy with a professionally trained psychiatrist, psychologist, counselor or therapist is the treatment for persons diagnosed with PTSD. The methods employed however, may vary according to the severity of the disorder as may be observed in the individual. Majority of the suggested therapies that parents and educators are encouraged to employ with children suffering from PTSD are physical and social expression/reflection through group and one-on one interaction as well as play based therapies (Alat, 2002). This particular therapy however has encountered difficulties particularly after the 9/11 attacks and the idea that aggression addressed in the earlier stages will stave off future violent behavior. For example, a child who builds a tower of blocks and flies an airplane into them may be viewed as at-risk for future violence. This child’s behavior, in fact, may be a healthy and developmentally appropriate way to gain mastery over the child’s fears, anger, and confusion about Sept. 11. Smith and Reynolds (2002) decry this repression of a child’s possible â€Å"venting†or anger and state that instead of suppressing the aggression manifested by children at play, parents and educators should let children be within certain limits. As long as children do not cause harm to themselves, others or objects within their surroundings, it is best that they be allowed to express their anger and whatever negative feelings they have in a â€Å"therapeutic manner.†(Smith & Reynolds, 2002) Conclusion            The researcher observes that while there is an acceptance and awareness of the existence of Post Traumatic Stress Disorder among children, there still seem to be a lot of confusion as to what are the indicators of such disorder as well as the methods by which it should be addressed and treated. While Lowenthal (1999), Alat (2002) and other psychologists have managed to simplify such symptoms in four main categories, it is also stated in most studies that childhood trauma does not necessarily result in PTSD. There is still a question as to how the average lay person may be able to distinguish between delayed PTSD and natural defiance and common anxiety. The researcher also noticed that several of the symptoms listed in determining PTSD can also be found listed as symptoms of other psychological disorders in the DSM IV. The only difference is that with PTSD, there is a requisite traumatic event that is supposed to act as a trigger for the disorder. Smith and Reynolds (2002) make a valid point as to how adult paranoia of events that could possibly happen could seriously hinder the coping mechanism of children and therefore cause more harm than good. Logic dictates that feelings left unexpressed often come out one way or another. Alat also makes a good suggestion in encouraging teachers /educators to help children express their feelings in group discussions. As adults benefit largely in group therapy, there is no reason why children should not be able to do the same. Recommendations            Despite its many advancements in instrumentation and awareness, there are still many gray areas in how people can support and help children suffering PTSD. The researcher recommends that further studies be done with the objective of clarifying and further distinguishing PTSD symptoms from other psychological disorders so that those affected may receive the appropriate treatment.            The researcher further recommends that programs designed to educate teachers, primary care givers and parents in the impact of PTSD on children as well as the many ways they can help support the child’s treatment. Most of the child’s time is spent with family and school. It may perhaps speed up progress of therapy is extended beyond the time they spend with their clinical therapists.            There is the observation that adults may feel fear at what they perceive to be early signs of violence and aggression. The very fact that this sort of thinking exists stands as proof that attention to educating the people in a child’s environment with regard to what is natural and not in children’s behavioral patterns must be emphasized. Constant communication between parents and other people their children interact with particularly in the period following a traumatic event may also be helpful in gauging any effects the vent may have had.            Children exhibiting changes in behavior must also be carefully observed. As in the case of little Johnny who suddenly developed a fear of elevators, there may just be something behind the changes in a child’s behavior. Forcing them to face fears without completely understanding the root of these fears may only cause irreparable damage. These are just a few things that psychologists and behaviorists must educate parents and the other people in close contact with a child possibly suffering from post traumatic stress disorder in. References Alat, K. (2002). Traumatic Events and Children: How Early Childhood Educators Can Help. Childhood Education, 79(1), 2+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002498529 Foa, E., & Meadows, E. (1997). Psychosocial Treatments for Posttraumatic Stress Disorder: A Critical Review. 449+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000413895 Lowenthal, B. (1999). Effects of Maltreatment and Ways to Promote Children’s Resiliency. Childhood Education, 75(4), 204+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002315362 Mcnally, R. J. (2003). Progress and Controversy in the Study of Posttraumatic Stress Disorder. 229+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002051892 Murray, J. B. (1992). Posttraumatic Stress Disorder: A Review. Genetic, Social, and General Psychology Monographs, 118(3), 315-338. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=96430362 Roysircar, G. (2004). Child Survivor of War: A Case Study. Journal of Multicultural Counseling and Development, 32(3), 168+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5012181947 Saylor, C. F., Swenson, C. C., Reynolds, S. S., & Taylor, M. (1999). The Pediatric Emotional Distress Scale: a Brief Screening Measure for Young Children Exposed to Traumatic Events. Journal of Clinical Child Psychology, 28(1), 70-81. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=81021655 Sims, M., Hayden, J., Palmer, G., & Hutchins, T. (2000). Working in Early Childhood Settings with Children Who Have Experienced Refugee or War-Related Trauma. Australian Journal of Early Childhood, 25(4), 41. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5001127890 Smith, S., & Reynolds, C. (2002). Innocent Lost: The Impact of 9-11 on the Development of Children. Annals of the American Psychotherapy Association, 5(5), 12+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002560442 Vazquez, S. R. (2005). A New Paradigm for PTSD Treatment: Emotional Transformation Therapy. Annals of the American Psychotherapy Association, 8(2), 18+. Retrieved November 21, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=5011704316  Â
Monday, January 6, 2020
Quotations for Boss Appreciation Day
America and Canada have set aside 16 October (or the nearest working day) to celebrate Boss Appreciation Day. Employees think of innovative ways to express their gratitude to their bosses. Some say it with cards and flowers; others like to throw lavish parties. The first ever Boss Day was observed in 1958. That year, Patricia Bays Haroski, a secretary at the State Farm Insurance Company in Deerfield, Illinois, registered National Boss Day. Four years later, Illinois Governor Otto Kerner realized the importance of this occasion. National Boss Day became official in 1962. Today, the concept of Boss Day has spread to other countries too. Observing Boss Appreciation Day Boss Day can be just another excuse for fawning employees to win favors from their manager who controls their promotions and salary incentives. Often, celebrations can reach comical proportions, where employees fall over each other, trying to outdo their gestures. But an astute boss rarely falls for such sycophantic advances. Instead of smiling down on the toadies, good bosses reward the best workers on their team. The retail industry has shown a burgeoning commercial interest in Boss Day. Retail giants have swooped in to cash in on the card and gift sales. Merchandise such as mugs proclaiming No. 1 Boss to cards announcing Happy Boss Day generate tremendous revenues, as buyers throng to woo their bosses. You dont need to burn a hole in your pocket to impress your boss. Drop a Thank You note on their desk, share a meal, or simply wish your boss with a Happy Boss Day card. Good and Bad Bosses Bill Gates famously said, If you think your teacher is tough, wait until you get a boss. He doesnt have tenure. Your boss is the first point of contact with the corporate world. If you have a great boss, you can smoothly sail through the rest of your work life. However, if you have a bad boss, well, you can hope to learn from lifes challenges. On Boss Day share this tongue-in-cheek quotation by motivational speaker Byron Pulsifer: If it wasnt for bad bosses, I wouldnt know what a good one was like. A bad boss makes you appreciate the worth of a good one. Dennis A. Peer highlighted one way to separate the good bosses from the bad when he said, One measure of leadership is the caliber of people who choose to follow you. The boss is just a reflection of his team. The stronger the boss, the more resilient the team. With these Boss Day quotes, you can understand the role of bosses in the workplace. Your Boss May Need the Motivation It is not easy being the boss. You may hate your boss decisions, but at times, your boss has to swallow the bitter pill and play the hard taskmaster. Even the best bosses need recognition. Bosses feel reassured when their employees respond to them positively. Dale Carnegie, the best-selling author of How to Win Friends and Influence People said, There is only one way... to get anybody to do anything. And that is by making the other person want to do it. This quote about bosses reveals your boss well-kept secret. A bad manager may simply dump a project in your inbox; a good manager persuades you that the project will be good for your career. Appreciate Your Boss Leadership Qualities Compliment your boss on her leadership skills. As Warren Bennis said, Managers are people who do things right, while leaders are people who do the right thing. Emulate Your Success-Oriented Boss Is your boss good at his job or is he just plain lucky? You might think it is the latter, but if you see a pattern of successes, you will realize that your boss methodology actually works. Learn from his insights, and understand the way he thinks. You can gain valuable insight with his mentorship. A positive outlook, a never-say-die attitude, and a constant drive for greater accomplishment pave the road to success. Are You Stuck With a Boss From Hell? Short of getting transferred or switching jobs, there is precious little you can do about a good-for-nothing boss. You can only hope that his superiors will see the light and strip him of his managerial powers. If you have a disorganized or unreasonable manager, you will have to work around his flaws. So, tune out the negative thoughts and refresh your mind with positive thinking. A good sense of humor will bail you out of misery. On bad days when Murphys Law rules, entertain you with this hilarious Homer Simpson quote, Kill my boss? Do I dare live out the American dream? Look at the Bright Side Fortunately, most bosses have their plus points too. That disorganized superior may be a creative genius. That conniving manager could be a whiz with numbers. That lazy boss may never breathe down your neck. Assess your boss talent and efficiency by studying his work relationships. Good bosses earn respect from their colleagues and team members. Cary Grant said, Probably no greater honor can come to any man than the respect of his colleagues. This quote about respect provides great insight into workplace equations. How to Manage Your Boss Bosses are of different breeds and they come in all sizes and shapes. The best way to manage your boss is to let her know that you are by her side. Be the problem-solver, not the whining child. You will win her confidence by sorting out her problems along with your own. Make Boss Day a special occasion to strengthen the boss-employee relationship. Raise a glass in honor of your favorite boss. Remember the words of J. Paul Getty who said, The employer generally gets the employees he deserves.
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