Cultural Issues in Management Essay Example | Topics and Well Written Essays - 1000 words

Cultural Issues in Management - Essay Example (Ghauri, P., & Fang, T. 2001). There are many management issues that are affecting both the Japanese employees and the American employees due to the differences in cultural practices. These differences should be integrated so that the company’s activities can be done effectively and efficiently. A chief issue affecting the company is differences in context cultures of both Americans and Japanese. Japanese employees are high context cultures while Americans’ have low context cultures. Japans people value personal relation and good will while Americans value expertise and performance. Japanese make agreements on the basis of general trust while Americans make agreements based on specified legal contract. In cross cultural communication between the Americans and the Japanese, there will be conflict of understanding and extremely long time is required to have consensus in any aspect. This has always forced the company to make late decisions. To solve the problem arising fro m context culture, the company should come up with guidelines for how things are done so that there are no conflicts of interests due to cultural differences. Secondly, there are vast difference in the attitudes of sale force between the Japanese and the Americans. Japanese have particularism and high universalism as illustrated by Trompenaars cultural perspectives. Americans have the attitude of take or leave in sales while the Japanese have room for modification and customization to accommodate the opinions of the customers. The company should adopt the Japanese attitude of sales and train the Americans on some of the techniques since it gives more customers satisfaction and less harassment. The company should also come up with sales commissions to encourage more sales. This will encourage the Americans to adopt the Japanese attitude of sales that they can achieve higher sales. (Ghauri, P., & Fang, T. 2001). The management of Chiba international has challenges because it comprises of both Americans and Japanese. American managers are individualistic in nature while the Japanese are collective. Americans are concerned with their issues and their reporting authority while the Japanese are concerned with the overall objectives of the company. The individualistic nature of the Americans has led to power conflicts amongst themselves, and this has derailed many activities in trying to solve the problem. In the recruitment process, the Japanese are concerned with performance, ability, and the attitude of a person measured in an interview. The Americans lay most of the emphasis on the person who has high education credentials. This has lead to poor communication between the two workforces. Chiba communication should come up with clear separation of duties so that there is no conflict in any decision making process. In the recruitment process, the company can use external employment bureaus and set the standards for qualification. (Kedia., & Mukherji, 1999). In the m anagement of financial activities, there is a wide variation between the Japanese and the Americans. The management of the Japanese follows all the financial activities throughout the company. All the expenses and revenues are accounted for when they are incurred or earned. Chiba international follows the theory of noodle peddler which considers expenditure of all resources for any objective achieved

Assessment Strategies Paper Essay Example | Topics and Well Written Essays - 750 words

Assessment Strategies Paper - Essay Example The final aspect that ought to be keenly considered is the evaluation tools to be used. The FLEXnet course can use different tools because of the student diversity in order to understand the specific needs of each of the students. In addition, it becomes easy to identify the strengths and weaknesses of the learners. This means that the students will be evaluated in different settings, either in the classroom, in groups, as individuals, and in their distance-learning environment. The importance of individual evaluation is that it helps the student realize their individual weaknesses and strength. As suggested by Billings and Halstead (2009), journals serve as an important evaluation tools especially for a group of learners that exemplify such diversity as the FLEXnet course students. Prior to the resumption of learning, the learner is required to write down their expectations of the course as well as the knowledge that they have of the course. This platform gives the learners an opportunity to express themselves in a non-formal manner. The views of the individual learners are not only important in getting to understand the learner but also facilitate the adoption of relevant teaching approaches. Apart from the pre-class journal, regular evaluations during the learning process are paramount. In this case, the learner is required to write down what they have acquired in the course of learning as well as areas that require improvement (Oermann et al, 2012). The se personal evaluations ensure that the students acquire knowledge, are able to connect relationships with variables as well as facilitating the faculty in implementation of student-centered teaching strategies. A consideration of an evaluation test is also important in order to ensure that the students are in tune with what they learn. Working in groups can help the learner enhance their self-awareness in a group setting. An important strategy for the FLEX net course is the use of group

Time, Money, Morality and Self-Reflection

Time, Money, Morality and Self-Reflection Christina Trofimenko Abstract Gino and Mogilner’s study on time, money and morality (2013) presents findings that suggest that dwelling upon the general concepts of time and money can impact upon the moral choices that individuals make. The link found between time, money and cheating by Gino and Mogilner (2013) is very convincing. The methodology used to obtain these links is found to be very well verified by other studies (Bargh, Chen and Burrows, 1996) and also even superior than other methods (Bryans, Adams and Monin, 2013). Another conclusion that Gino and Mogilner (2013) come to is that self-refection is the cause of the effects, this however is not as convincing as they use self-awareness techniques to increase self-refection. Other research suggests that self-awareness does not always promote moral behaviour, meaning that the two concepts are different, (Vallacher and Solodky, 1979) thus Gino and Mogilner’s study has not effectively examined self-refection. Time, Money, Morality and Self-Reflection? The idea that time and money have the ability to impact upon one’s moral decisions is quite shocking (Gino and Mogilner, 2013). Prior to Gino and Mogilner’s study (2013) there have been links found between money and anti-social behaviour such as a diminished desire to help and work with others (Vohs, Mead and Goode, 2006). Time however has been connected with pro-social behaviour such as a stronger desire to socialise (Mogilner, 2010). Gino and Mogilner (2013) however go on further to link time and money to morality, attributing the amount of self-reflection elicited as the cause. They define self-reflection as the evaluation of how ones actions will affect their self-image, stating that acting morally will increase positive self-image which is more desirable (Adler, 1930 and Rogers, 1959 as cited by Gino and Mogilner (2013). The link found between time, money and morality seems to be very convincing, however the attribution of self-refection as the cause is not so. Thi s is due to definitional issues which would have impacted upon Gino and Mogilner’s (2013) methodology. The link between time, money and the likelihood of cheating was proven to be fairly significant by Gino and Mogilner (2013). Time and money were described as general concepts and it was seen that the intent was to examine how thoughts of these concepts would affect behaviour. Priming was used by Gino and Mogilner (2013) which has been shown to be a very effective technique which can reveal subconscious attitudes towards the concept being primed. Bargh, Chen and Burrows (1996) showed that when participants were primed with words that were associated with the elderly, they took longer to walk down a hallway than those who were not primed. Bargh et al. (1996) concluded that this effect was due to the activation of the elderly stereotype. It was also shown that participants that were primed with rude words displayed ruder behaviour than those who were primed with polite words (Bargh et al., 1996), showing that people can be easily influenced by exposure to concepts. Thus, the effects see n in Gino and Mogilner’s (2013) study can be certainly attributed to subconscious attitudes that participants had about the general concepts of time and money. The way in which morality was operationalised was specific to cheating behaviour, meaning that links drawn between time, money and morality can be extended only to immoral behaviour that is related to cheating. Cheating involves lying and stealing, both of which are involved in much immoral behaviour that has major impacts upon society (Gino and Mogilner, 2013). Gino and Mogilner (2013) employed a very effective technique to measure cheating behaviour that allowed them to determine whether cheating occurred and to which extent it occurred. By using secret identification numbers they were able to identify worksheets of participants who thought they were anonymous, without stirring up suspicion. Bryans, Adams and Monin’s (2013) study measured cheating by comparing the statistical likelihood that a person would think of an odd number first with people who are given a chance to lie and benefit financially. Their technique was able to determine the likelihood that cheating occurred , but results were not as definite as the ones in Gino and Mogilner’s study (2013). Thus the link between money, time and cheating behaviour is very strong as concepts were operationalised and measured very effectively. The link made between self-refection and time, money and morality however, does not seem to be as clear. Throughout their study, Gino and Mogilner (2013) use the terms self-awareness and self-reflection interchangeably, thus using techniques that increase self-awareness to increase self-refection in their study, namely the mirror technique. The mirror technique has been shown to increase self-awareness which in turn decreases cheating (Duval and Wicklund, 1972, as cited by Diener and Wallbom, 1976). However it has been found that when an individual’s ability or other internal factors are being attributed to their performance on a task, subjects that are more self-aware (i.e. had a mirror in front of them) will cheat more as self-defensive tendencies are triggered (Vallacher and Solodky, 1979). However when causes of failure are attributed to external factors such as luck, subjects who were self-aware barely cheated, in contrast to this non self-aware subjects cheated similarly in both cases (Vallacher and Solodky, 1979). If this indeed is the case, self-awareness will not always increase the likelihood of acting morally, thus self-reflection is not the equivalent of self-awareness in all cases. The results of Experiment 3 (Gino and Mogilner, 2013) showed that when a subject was made more self-aware by the presence of a mirror; the time and money conditions had the same amount and extent of cheating. However, Gino and Mogilner (2013) didn’t relate the individual’s success to internal factors and thus self-awareness in this context would have reduced cheating (Vallacher and Solodky, 1979). In this case, perhaps the mirror did not invoke self-reflection but rather self-awareness which in the context reduced cheating. In experiment 2, (Gino and Mogilner, 2013) different types of self-awareness were seen to have different effects on cheating levels such as was shown by Vallacher and Solodky (1979). When personality was attributed to success, cheating levels between time and money were the same. However, when intelligence was attributed, those prime d with money cheated more. The individuals in the time condition cheated equally in both conditions, suggesting that time does have an impact upon the way people behave. Whereas, attributing the cause of the effect on self-reflection does not seem to be as convincing since Gino and Mogilner (2013) failed to make a distinction between self-reflection and self-awareness in their methodology. In conclusion, Gino and Mogilner (2013) have found a convincing link between time, money and morality as concepts were well defined and operationalised. The causal attribution of these effects to self-refection however was not as compelling, as Gino and Mogilner (2013) failed to recognise that self-awareness is not the equivalent of self-reflection in all cases. Due to these definitional issues the conclusion made by Gino and Mogilner (2013) that self-refection is the cause of the effects may not be entirely correct. This would limit the applicability of the findings to the real world. References Bargh, J. A., Chen, M., Burrows, L. (1996). Automaticity of social behavior: Direct effects of trait construct and stereotype-activation on action. Journal of Personality and Social Psychology, 71(2), 230-244. Bryan, C.J., Adams, G.S., Monin, B. (2013). When cheating would make you a cheater: Implicating the self prevents unethical behaviour. Journal of Experimental Psychology, 142(4), 1001-1005. Diener, E., Wallbom, M. (1976). Effects of self-awareness on antinormative behaviour. Journal of Research in Personality, 10, 107-111. Gino, F., Mogilner, C. (2013). Time, money and morality. Psychological Science, 25(2), 414-421. Mogilner, C. (2010). The pursuit of happiness: Time, money and social connection. Psychological Science, 21(9), 1348-1354. Vallacher, R.R., Solodky, M. (1979). Objective self-awareness, standards of evaluation and moral behaviour. Journal of Experimental Social Psychology, 15, 254-262. Vohs, K.D., Mead, N.L., Good, M.R. (2006). The psychological consequences of money. Science, 314, 1154−1156.

Shoah - Movie Summary Essay -- Film Movies

The movie begins with Simon Srebnik going back to Chelmno, he is one of the two survivors. He was taken to Chelmno when he was thirteen, his father was killed in front of him, and his mother died in the gas vans. He was known throughout the camp for his agility and his beautiful singing voice. Before abandoning the camp the Nazis shot everyone, including him, in the head. He was left for dead, but was found and survived. Simon went back to tell of the experience he had. He cannot believe what happened as he walks along what is left of the frame of the buildings. He said that 2,000 were burnt per day, but he remembers the camp as being peaceful. No one ever shouted, they just went about their work. He was forced to go up the river, under guard, to get food for the rabbits from the alfalfa fields. Along the way he would sing and the people along the shore would listen and some still remember. The other survivor of Chelmno is Michael Podchlebnik. The day he went to the camp everything died in him, he is human though and wanted to live. He wants to forget about the Holocaust and doesn’t like to talk about it. In the beginning he thought himself as dead because he never thought he’d survive. His job was to unload corpses, on his first day he cried. On his third day he saw his wife and children. He put his wife in the grave and asked to be killed. The Germans said he was strong enough to work and that he wouldn’t be killed yet. Motke Zaidl was a survivor of Sobibor. They vis...

World.ell

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Earthworms

An earthworm can grow only so long. A well-fed adult will depend on what kind of worm it is, how many segments it has, how old it is and how well fed it is. An Lumbricus terrestris will be from 90-300 millimeters long. A worm has no arms, legs or eyes. There are approximately 2,700 different kinds of earthworms. Worms live where there is food, moisture, oxygen and a favorable temperature. If they don’t have these things, they go somewhere else. In one acre of land, there can be more than a million earthworms. The largest earthworm ever found was in South Africa and measured 22 feet from its nose to the tip of its tail. Worms tunnel deeply in the soil and bring subsoil closer to the surface mixing it with the topsoil. Slime, a secretion of earthworms, contains nitrogen. Nitrogen is an important nutrient for plants. The sticky slime helps to hold clusters of soil particles together in formations called aggregates. Charles Darwin spent 39 years studying earthworms more than 100 years ago. Worms are cold-blooded animals. Earthworms have the ability to replace or replicate lost segments. This ability varies greatly depending on the species of worm you have, the amount of damage to the worm and where it is cut. It may be easy for a worm to replace a lost tail, but may be very difficult or impossible to replace a lost head if things are not just right. Baby worms are not born. They hatch from cocoons smaller than a grain of rice. The Australian Gippsland Earthworm grows to 12 feet long and can weigh 1-1/2 pounds. Even though worms don’t have eyes, they can sense light, especially at their anterior (front end). They move away from light and will become paralyzed if exposed to light for too long (approximately one hour). If a worm’s skin dries out, it will die. Worms are hermaphrodites. Each worm has both male and female organs. Worms mate by joining their clitella (swollen area near the head of a mature worm) and exchanging sperm. Then each worm forms an egg capsule in its clitellum. Worms can eat their weight each day.