Delegation of Tasks as a Manager Essay examples -- How To Delegate Eff

Objective: Identifying what job you want done The main purpose of delegation is to get the job done by someone else so that you, the manager, have more time for other, more difficult, tasks. To effectively delegate, you must give the entire authority of the task to the staff member you have selected to get the job done. This means not only reading instructions and filling out paperwork, but also the â€Å"decision making and changes which rely upon new information†. The staff member should be able to make decisions, whether good or bad, without referring back to the manager. By leaving the decisions to the delegated staff member, they use their own knowledge and initiative. The three key points to consider when delegating a task are: 1) They know what you want done- Explain the task clearly and make sure that you are understood. 2) They have the authority to achieve it- the selected staff member has the necessary abilities to do the job properly. 3) They know how to do it- the selected staff member has the necessary knowledge, or can obtain the knowledge, to do the job. Support the staff member without being overbearing. Allow the designated staff member to make their own decisions, but to feel reassured that you are there if you are needed, and remember to keep an open mind. Chances are, the staff member is not going to complete the assignment exactly the same way you would complete it. Their way may even end up being a more efficient way of getting the job done! Above all, make sure that you acknowledge and praise their efforts. Information: Implementing a Communication System To be successful, staff needs frequent communication with each othe... ... task that needs to be performed, and the expectations of the completed project. They must be able to communicate with the staff member, and leave the lines of communication open. A workable way to do this is to plan formalized meeting and scheduling times. They must know how to judge outcomes and use small mistakes or failures as learning tools upon which to grow. Finally, the manager must be willing and able to recognize achievements and congratulate on a job well done. Works Cited Blair, G. The Art of Management: The Essential Skills. Published by Chartwell Bratt. 2010 Culp, W. Journal of Management in Engineering: "Steps of Effective Delegation†. January 2014, Page 30 Jenks, J. and Kelly, J. Don’t Do, Delegate. Published by Bridles Ltd. 1986 Wright, R. (1996) Beyond Time Management: Business with a Purpose. Butterworth-Heineman

It’s Time to Redefine Morality :: Argumentative Persuasive Argument Essays

It’s Time to Redefine Morality When looking at society, and seeing the constant hypocrisies, the inconsistencies, the lies, a person can be inclined only towards two mindsets. They will go along with what they see, they will believe what they are told, they will find it awkward that anyone could challenge things the way they are. Or, they will see the outrightly absurd nature of things, they will see the lies, they will see the propaganda, they will see the inconsistency, and they will refuse to believe it. They will cry out for anything but this society -- they will seek out reason, logic, truth. Anything that is well-reasoned will sooth their heart, anything that is logically demonstrated will be at peace with their mind. Their life will be transformed into a journey, ceaselessly looking for the truth, wherever it is, whatever it tells us, no matter what must be sacrificed to discover it. In our society, we find that there are two people. Those who will accept what they are told, will obey authority, will exist in the way that television and radio has commanded them to exist. And there are those who will condemn the way things are, will resist authority, will point out all the inconsistencies and lies given to us. In generations to come, they will be called heroes. In our own time, they will be called instigators. Historians will regard them as the cause to a change in society. Rationalists will treat them as the finest examples of intelligent people. But what is it that they can truly be called? Searching through the expanse of human language, what name can rightly apply to someone who uses their mind? A person without shackles on their mind, without a blindfold on their eyes, without bondage on their heart, without lies in their mind... may be called a Freethinker. The theory which may be questioned most by any Freethinker, is the theory of the modern morality. By this, I mean the theory of monogamy, that a person ought to only have one sexual partner at one time. But this theory is more than just that. Not only is it a one-sexual-partner ideal, but it covers other ideas. Those who are promiscuous with their bodies are treated as heartless and brutal. A modern moralist will paint a picture of a slut, and every vice will be given to them.

Raising the Mammoth :: Animals History Ice Age Essays

Raising the Mammoth Back in the spring of 2000, a documentary was broadcast from the scovery channel show on television, which millions tuned in to watch. This particular segment was dedicated to a recent discovery and excavation of a woolly mammoth found in the Siberian tundra of Russia. The expedition was headed by scientist, Bernard Buigues. This individual has organized over 20 different expeditions to the Siberian tundra of Russia, which made him highly qualified. Along with other colleges, Bernard successfully excavated a frozen, fully in tact, woolly mammoth that is said to be over 20,000 years old. (Head scientist: Bernard Buigues) What is a woolly mammoth? A woolly mammoth is a similar ancestor of the African and Asian elephants of today. It belongs to the same mammal classification known as proboscidenas, or mammals with long trunk like noses. Both of these breeds come from the same family tree but are distinct cousins. As you can see the woolly mammoth had fur all around it to protect it from the frigid Artic weather conditions of the ice age when it was around. These animals were travelers and like there cousins could be found in every continent besides Australia and South America. Not all looked alike but where classified together because of the trunk like nose characteristics. These animals would spend much of there time dedicated to eating and supporting their massive body weight. They were not carnivores but plant eaters. One woolly mammoth would eat up to 200 pounds of food a day to sustain it's self. It would dedicate up to 20 hours a day grazing on the fie lds and eating herbs, shrubs even parts of trees as it's diet. Because of their massive size the woolly mammoth really had no predators. Their huge tusks and ability to move with a deadly strike made them bullies of their ice age. A few would be taken down only due to old age or young lives but not as a mature adult. The woolly mammoth did live to a good age without many worries but with a huge appetite. The mammoth that was discovered in the Russian Siberian tundra was exactly this. So what is in the future for such a remarkable creature?

Breaking Norms

Breaking Norms Over the first few weeks of the semester we have gone over many topics such as mores, taboos, rules, regulations, and laws. But there is one topic that stood out the most and that was the idea of norms. Norms are much more different than that of mores, taboos, rules, regulations, and laws. Rules, regulations, and laws are clearly defined and outlined rules that the public must abide by. Mores are a set of norms that define fundameental ideas about what is considered right, wrong, or moral.Taboos are norms that society strongly holds so much that violating one would result in extreme disgust. But norms on the other hand are quiet different. Norms as defined by the text are the informal, unwritten rules that guide people's behavior. Last week we were given the assignment to pick a norm of our liking that didn't include breaking any laws, taboos, or mores. After taking time to truly think over which social norm I would break I chose one that particularly gets under my ski n and that was sitting next to someone in an open area.To break this norm I would go to an rea that was a sparsely populated with pretty open seating and instead of sitting far away from people as most people would, I would choose to sit right next or at least closer than most. I chose to conduct my experiment at Laurel Park Mall in Livonia near my mother's job. Like I stated before I hate when there is an abundance of seats to choose from and someone chooses to sit next to me especially if I that person I a complete stranger. Before I did the experiment I felt really weird because I knew that this was gonna be really awkward and I knew how people were gonna feel because Breaking norms The first norm that I broke was done at a busy street downtown. I was with my friend to help me evaluate the reaction of the people around me when I was doing the thing. I planned to execute the â€Å"breaking norm activity† during rush hour so that I would be able to get good reactions since many people are walking the busy street. As my friend and I arrived at the busy street, I lied down like a dead person at the middle of the street where hundreds of people are passing by. As soon as I lied down, a woman at my back was frightened that I just automatically feel down in front of her.However, she had soon recovered from her shocked reaction when I smiled at her and continued what I am doing. Many people had bumped each other so that they would not step on me. I was surprised that even though I laid there like a silly man, several people still considered me since they had been very careful not to step on me. The lying down like a silly man or even like a dead man continued for almost thirty minutes. For half an hour, I already created a secluded part in the middle of the busy street. I even extended for another thirty minutes of lying down at the busy street.It was then a woman together with a five-year old kid passed by. Maybe out of curiosity of the five-year-old boy, he came back to where I am lying. He was holding an ice cold coca-cola can. He tried to touch me and waited for my reaction. When I tried to ignore him and have not responded to his touch, he desperately touched my hand with the ice-cold cola he was holding. I was shocked that I shouted ouch! to the boy. He was frightened in just a couple of seconds but had recovered when her mother approached her already.I felt sorry for the kid but I pretended that I do not have any reaction to what happened. I even have heard the mother talking to her child. She said that next time, do not talk to strangers or do not ever approached anyone especially if the person feels like stupid or the person is lik e a mentally disturbed one. I chuckled to the thought that I looked like a mentally disabled person. For one hour of lying there in the middle of the street I have realized that some people are still (â€Å"Breaking Norms) (â€Å"Page # 2)considerate of the people around them whereas some people also are frightened of the consequences that stupid or mentally disabled people can do to their children. I have also realized that children are keen observer and they always do something to get attention from the people around them. The second activity I have done for breaking the norm was in the beach. Over the weekends, I went to a popular beach to execute my assignment. As I arrived to the beach, I surveyed the area and the first thing I secured is the presence of lifeguards.I saw three lifeguards visible at their posts securing that everything is fine in the water. Then I estimated that people in the beach doing their own activities are quite enough for me get attention. As I have sec ured everything that I need for the success of the activity, I ran to the water and went to the part where the water level is just below my shoulders. The tides were small and it is not dangerous for me to act as if I am drowning. I can swim well so that if my plan will not work I will be able to save my own self. I acted even more by raising my hands and really pretended that I am drowning.At the count of three, I heard someone near me shouting for help. Help! Help! Someone is drowning! Then immediately, a couple of the beach goers helped me to get near the shore. When my lifesavers and I were half way to the shore, the lifeguards arrived. It was then when I realized that lifeguards on that beach are not that fat to rescue if ever there are problems on the water. One of the lifeguards asked me if I am just fine or I need some medicine or first aid to keep me calm. I said that I am just fine and thanked them. I also thanked the couple who saved my life.I sat down at the shore and wa tched the people on the water. I have observed that for almost five to ten minutes, there is tension in the water. The children went on the shore to observe, the same thing as what I did. The parents or the adults have also observed somehow to make sure that the water is safe for them to enjoy swimming. The norm that I had just done is sociologically (â€Å"Breaking Norms) (â€Å"Page # 3) inappropriate since I have ruined the day of those swimmers. They somehow had a frightened reaction because of what happened.The incident also created a realization in my part that lifeguards were not the first to rescue in scenarios like that. I hope that I was only mistaken. Social norms when broken sometimes require some punishment from authorities. The punishment will depend upon how heavy was the action or mistake done (Asbourne). Reference: Ashbourne, Craig. â€Å"The Punishment for Breaking Norms or Trans-Phobia†Swimming Against the (Main)stream Current (2007). 11 June 2007 < http: //swimmingagainstthemainstream. blogspot. com/2007/02/punishment-for-breaking- norms-or-trans. html>

Behavioral Issues Essay

On April 16th, 2007, the world was shocked by the senseless killing of 32 students and staff of Virginia Polytechnic Institute (VPI) by a fellow student named Seung-Hui Cho. His actions and subsequent suicide reignited questions on gun control measures countrywide and the ban of weapons on campuses. Public anger was targeted against the campus police and administration for what the public believed were security lapses on their part. The governor of Virginia State appointed a panel to investigate all aspects of the shooting. VPI came under censure for not doing enough to keep Cho away from other students in light of his mental condition. However the blame for the incident was placed squarely on Cho as he failed to abide with the recommendation of the court which would have helped him recover from his condition. Profile of Seung – Hui Cho As a child, Cho was shy and withdrawn. He kept his emotions very much under control and to most people he was considered antisocial. Cho had been diagnosed as suffering from severe anxiety from an early age. His condition was further complicated by selective mutism which caused him speaking difficulties. As a consequence of his speech challenges, the other students derided and bullied him thus contributing to his withdrawal from social activities (Golden, 2007-08-20). He operated as a loner and not much information was known about him or his friends. He received therapy for his condition in junior and middle school but opted to discontinue with the treatment later on in life. Early accounts of his childhood behavior reveal him to have been a bright child who did well in class and was popular with the other children. The transformation to an angry man with suicidal tendencies and distorted thoughts occurred some where along his social development (Bartol, 1999). His anger was so extreme that one of his professors asked that he be removed from her class. He refused to attend therapy despite being advised to so on many occasions by his mentors. The shootings that he carried out were premeditated and carefully planned taking into consideration details concerning the thirty day window before buying a second gun. Rejection by the females he was interested in fueled his feelings of unworthiness and caused him more frustration. Why did Cho gravitate towards criminal behavior? The reason for this change in him was brought about by his exclusion from mainstream society because of abnormalities that he had. The frustration he felt because of the response from the in-group towards his condition made him emotionally insecure (Bandura, 1977). Unloved and despised he developed his own coping mechanisms which were to respond with hostility and anger to any body from the in-group. He had no out – group to socialize with as was the case in the Columbine Shootings otherwise he would have had an accomplice on the fateful day. Cho began to hate society in general but in particular those females who spurned his advances and those who ridiculed him for his speech challenges. Unable to develop a meaningful support system, he relied on other social deviants to be his role models (hence his admiration with the Columbine Shooting students). By identifying himself with Jesus Christ and believing that he was a messiah of sorts, Cho developed delusionary thoughts about who he was. His loss of interest in class and antisocial behavior were common signs of some one with suicidal or destructive thoughts. At that point in life he had no cause for living and looked forward to his release from this world through death (Barlow, 2005). The Role of VPI Campus Police Department Campus police are primarily concerned with the safety and security of the student population and the members of staff. They aim to ensure that criminal acts are prevented from occurring and that action is taken to apprehend the perpetrators of a crime when it takes place. Their roles include responding to cries of distress from any body on the campus and to take the necessary action to ensure that the situation returns to normality as soon as possible (PaperClip Communications, 2007). Campus police receive the same training as normal police offices and are thus well versed in matters of disaster response and first aid. Profiling of any sort is something they are exposed to. Cho had been cited twice for stalking females and been cautioned not to repeat the behavior. Police procedure would have demanded a file be opened and any information about him properly documented. This would have required the cooperation of the administration so that private information about Cho could be put in the file. Based on the analysis of his personal profile, the police would have decided whether or not to put him on their watch list. Close supervision of his activities would have revealed his gun practice outings and alarming writings that would have warranted an administrative decision to revoke his admission at VPI. The lack of coordination between the administration and the campus police contributed to the failure of both parties in identifying Cho as a potential threat to the security of the campus. While it may have required more intense observation of the shooter to accurately arrive at his next course of action, a report from the local authorities charged with reporting gun purchases would have alerted the police to what kind of plan Cho may have been contemplating. Consequently, the blame for the shooting lies with the State of Virginia’s poor enforcement of laws that allowed a mentally challenged person to buy a gun. This incident seems to vindicate those who favor tougher laws regulating gun control and ownership. Further the fact that this purchase was not reported to the campus authorities shows that the agency conducting background checks was not performing its duties meticulously. The fact that a professor had complained about Cho’s behavior and requested he be withdrawn from her class was reason enough for the administration to put the campus police on alert. Cho should have been monitored more closely and any additional complaint form staff or students should have earned him an immediate expulsion. The health bodies that were to handle his case should have taken up the task with more vigor so as to have rehabilitated him and prevented the tragedy from occurring. By setting him loose on society the judiciary must share part of the blame. It appears that the judge was not sufficiently apprised of the danger Cho posed to his fellow human beings. An exhaustive analysis of Cho’s mental condition should have been made and further incarceration ordered in the light of his record. Laws surrounding privacy seemed to have frustrated the efforts to have the various stakeholders arrive at an informed decision. A relaxing of such laws or exceptions to them should be introduced so as to avoid a repeat of such cases. Shortcomings of the key players Profiling of individuals helps to place them in certain categories which identify the basic characteristics associated with that profile. Thus racial profiling may suggest that a black man outside a convenience store late at night might be planning a robbery. Despite the discriminatory nature of profiling, it assists the law enforcement officers to make arrests and in some cases prevent crimes. Similarly, profiling based on behavioral traits may identify potential criminals before they commit a crime. By listing the behavioral traits of criminals, one can be able to pick out those individuals with a likelihood of committing a crime based on their behavior. Antisocial acts, being withdrawn, low self esteem, excessive anger and a tendency to associate with violence are some of the traits that criminals have. Poor support systems and delusionary thoughts contribute to an individual taking up destructive actions. The VPI police were more attuned to dealing with the normal cases of petty crime and harassment to have bothered with a potential case of a mass murderer. A campus setting is not the most likely place to find a serial killer or a rapist. VPI police must have concentrated their efforts on maintaining the peace by dealing expeditiously with any cases of deviant behavior aimed at upsetting the student fraternity rather than profiling students with troubled pasts. This oversight is what led to their failure to notice the alarming trends in Cho’s behavior. It appears that the training they received did not include aspects of criminal behavior. Had they been adequately prepared for such eventualities, they would have identified Cho as a potential trouble maker and taken steps to monitor his behavior. Training in criminal behavior would have helped the police to set up a unit to deal with profiling of suspected students in a bid to prevent any tragedy on the scope that occurred that day (Ellis, 2005). After discovering the two dead bodies the police should have advised all students and staff to take precautionary measures as the killer would still have been at large. As a further measure they should have insisted on checking the bags of any student entering any building to establish if they were carrying any dangerous weapons. The administration on its part should take the concerns of its teaching staff very seriously. From the moment Cho was declared persona non grata in the professor’s class, urgent steps should have been taken to establish the nature of the complaint and whether it would have constituted a major threat to the security of the others members of staff and students. A hotline should be established through which students can report abnormal behavior by their colleagues and have the authorities investigate the claims with a view to taking the necessary action. This will help to identify those students with a potential for criminal behavior. The administration needs to develop emergency measures to be taken in the event that such an incident occurs again. Armed police guards should patrol the grounds and each building should have an armed officer who will deal with such cases. If the police had been in place and armed, they would have confronted the killer and engaged him, thus reducing the collateral damage caused. Behavioral Studies in Campuses Profiling is one of the tools that the VPI police would have used to help them identify Cho as a problem student (Bartol, 1999). By identifying his characteristics, they would have placed him in category that fits his profile correctly. Consequently they would have taken steps to contain any carnage that he would have planned by setting up surveillance around him. Further measures would include accessing the medical records of all students with mental challenges and determining the extent of the disorder ands the potential damage the student would inflict on their colleagues should the worst case scenario be taken. Such students should be closely observed and if there is any conviction that the person presents a threat to the society, their studies should be terminated forthwith. Looking for clue in the student’s essays is another avenue for picking out potential threats to the campus fraternity. By advising teaching staff to forward all essays that contain an alarming reference to violence and death, the police will be able to analyze the thought pattern of the students in a bid to establish the severity of the threat. Recurring violence themes running through a student’s essays are a likely indicator that the student is planning to carry out a violent act (Rogers, 1957). This will inform the police on the need to carry out searches of the student’s room and bags to determine if they are bringing any dangerous weapons to the campus. The police should also liaise with the local authorities to establish if the student has bought any weapons in the recent past and insist that he be blacklisted in the data bases so as to prevent him from accessing any guns. Questioning roommates of suspected trouble makers will help the police get more information concerning the behavior of the person under suspicion. This exercise should be extended to the family members where important records concerning their child can be obtained. It will also help in that the police can raise their concerns with the parents and devise methods to deal with the crisis at hand. Some of the solutions may involve a temporary withdrawal of their child from the campus for treatment. Upon successful completion of the treatment the child can be readmitted to the campus without prejudice. In instances where the treatment is ineffective the student should be permanently removed from the campus to avoid problems arising in the future. Counseling is another option open to the police. Having identified the student’s problem, the rest of the student population can be counseled on how they can assist their colleague deal with his condition. By being more sympathetic and caring, the student fraternity at VPI may have saved Cho’s life. If he had developed a good support system and had understanding friends that did not makes fun of him he may have become happier and more social. Thus as an intervention method, it is important for the staff and students to appreciate the disabilities of their colleagues and work towards making their lives more bearable rather than difficult. Postmortem Had the VPI police identified Cho as a potential threat they should have placed him under close supervision. They may have insisted that he attends therapy for his condition as a prerequisite for continued attendance at the polytechnic. Cho should have been housed in special quarters where he could receive the necessary care and medication for his condition (Prochaska, 2007). If the situation was extreme then he should have been discontinued until a marked improvement in his condition was observed. Close circuit TV should have been installed in all the buildings so that the police could monitor the activities taking place everywhere. This would have made it more difficult for anybody to perpetrate a crime and get away unnoticed. As a deterrent, this measure would have assisted greatly. Metal detectors ands physical searches should have been conducted on anybody leaving or entering a building. All exits and entrances should be monitored and the fewer the better. Police manning the checkpoints should be armed and trained to deal effectively with any threat to themselves or the campus population. As a preventive measure the police should conduct training drills for polytechnic to prepare them for any eventuality. By simulating shooting sprees, grenade attacks and bomb explosions, they can prepare the students and staff about the best action to take when faced with such a crisis. In addition the police should partner with the administration and students to foster close relationships so that concerns like those of Cho’s roommates are reported to the police for necessary action. This will entail the police educating the students for what signs to look for in their colleagues and how to handle them if caught up in a precarious situation. Once Cho began shooting the police should have created a distraction so that his attention was diverted. Such interventions can include the negotiations that take place in hostage situations. VPI police will need a trained negotiator who can talk people out of doing things they had planned to do. If the police knew Cho’s medical history a negotiator would have got to the scene quickly and began to convince him that the carnage was not right and that better alternatives could be found for his concerns. To deal with such case of student violence, more stringent security measures must be put in place (Vossekuil et al. 2002). CCTV should be installed in all buildings and be security centre be manned 24/7. Strict rules on being inn possession of a weapon concealed or otherwise should lead to automatic expulsion of the offender. The administration should share student information with the police so that they can establish profiles for all the students based on criminal, medical or personal information. The profile database will enable the police to narrow down the potential trouble makers and monitor them closely for any disturbing developments. The federal and state government’s should pass laws that make disclosure requirements more explicit and background checks more thorough before a gun can be sold to an individual. A waiting period of not less than one week should be imposed before a license can be issued to own a gun. This will allow for ample time for cross checking of an individual’s background before issuing a gun to him. Restrictions on the sale of guns should extend to students currently enrolled in learning institutions and heavy penalties imposed on gun dealers who break the law. Teaching staff should also be trained on criminal behavior theory so they can identify students who fit the profile of a criminal (Turvey, 1999). This will help the police in their work as the teaching staff are closer to the students and interact with them more often. Further, nationwide campaigns should be held discouraging the use of violence and therapists employed by all institutions to deal with individuals that need counseling. The institutions should be mandated to commit a student to therapy where a professional view demands so. In the event that the student refuses to comply, automatic expulsion should be enforced.

Management Principles & Practice Essay

A group of twelve lifelong friends put together $1,200,000 of their own funds and built a $6,000,000, 48-lane bowling alley, near Norfolk, Virginia. Two of the investors became employees of the corporation. Ned Flanders works full-time as General Manager and James Ahmad, a licensed CPA, serves as Controller on a part-time basis. The beautiful, modern-day facility features a multilevel spacious interior with three rows of 16 lanes on two separate levels of the building, a full-service bar, a small restaurant, a game room (pool, videogames, pinball),and two locker rooms. The facility sits on a spacious lot with plenty of parking and room to grow. The bowling center is located in the small blue-collar town of Wallingford. There is no direct competition within the town. The surrounding communities include a wide-ranging mix of ethnic groups, professionals, middle- to upper-middle-class private homes, and apartment and condominium complexes ranging from singles to young married couples to senior citizen retirement units. Nearly 200,000 people live within 15 miles of Wallingford. The bowling center is open 24 hours per day and has a staff of 27 part- and full-time employees. After four years of operation, the partners find themselves frustrated with the low profit performance of the business. While sales are covering expenses, the partners are not happy with the end-of-year profit-sharing pool. The bowling center operates at 100 percent capacity on Sunday through Thursday nights from 6:00 P.M. until midnight. Two sets of men’s leagues come and go on each of those nights, occupying each lane with mostly five-person teams. Bowlers from each league consistently spend money at both the bar and restaurant. In fact, the men’s leagues combine to generate about 60 percent of total current sales. The bowling center operates at about 50 percent capacity on Friday and Saturday nights and on Saturday morning. The Friday and Saturday â€Å"open bowling† nights include mostly teenagers, young couples, and league members who come to practice in groups of two or three. The Saturday morning group is a kid’s league, ages 10 through 14. There are four ladies leagues that bowl on Monday and Wednesday afternoons. Business is extremely slow at the bowling center on Monday through Friday and Sunday mornings, and on the afternoons of Tuesday, Thursday, Friday, Saturday, and Sunday. It is not uncommon to have just three or four lanes in operation during those time periods. The owners have taken a close look at the cost side of their business as a way to improve profitability. They concluded that while the total operating expense of $1,466,000 might appear to be high, there was in fact little room for expense cutting. At a recent meeting of the partners, James Ahmad reported on the results of his three-month-long investigation into the operating cost side of other bowling alleys and discovered that the Wallingford Bowling Center was very much in keeping with their industry. James went on to report that bowling alleys were considered to be â€Å"heavy fixed cost operations† and that the key to success and profitability lies in maximizing capacity and sales dollars . QUESTIONS 1. Apply the decision-making process described in the chapter to this case. What is the major problem facing Wallingford? List five specific alternative solutions that could be implemented to solve that major problem. 2. As general manager of this company, how could you utilize and manage the group decision-making process and technique to improve company profits? Which employees would you include in the group?

Investigating the empirical link between task-based interaction and acquisition

IntroductionThere are three chief parts of this essay. The first portion explains the basic thought or sum-up of the chapter, titled as â€Å"Investigating the empirical nexus between undertaking based interaction and acquisition† ( chapter 3 from the emended volume of Norris and Ortega 2006 ) . The 2nd portion of the chapter relates to, the analysis of some primary surveies, used in the above chapter or experimental surveies analyzed and discussed in the chapter. The 3rd portion of this essay explains task-based interaction ( theory discussed in the chapter ) and the practical deduction of Task based interaction for non-native linguistic communication scholars.Summary of the ChapterWhile some probes illustrate that, undertaking based interactions can ease acquisition of some lingual features, other 1s back up no such relationship. This chapter explains the primary aggregation of work on look intoing the nexus between task-based interaction and 2nd linguistic communication acq uisition. Long ( 1980 ) , for the first clip introduced, interaction hypothesis, by explicating the position that interaction between N S ( Native talker ) and N N S ( Non Native talker ) can be utile from assorted facets. Early research indicated three facets in which interaction can he helpful. First, interaction provides chances to negociate for comprehension, which enhances scholars input, ( Doughty & A ; Pica 1986 ; Gass & A ; Varonis 1985 ; Long 1983 ; Pica 1988 ; Pica and Doughty 1985 ) . Second, it helps learner to gauge the spread between their native linguistic communication and mark linguistic communication ( Schmidt 1990 ) . As mentioned above that, interaction helps in doing input comprehendible. This statement was farther supported by two major Surveies by ( Gas and Veronis 1994 ; Picca, immature and Doughty 1987 ) , they concluded that interactionally modified input ( input in which scholar are allowed to negociate for comprehension ) facilitate scholars in comparing with pre modified input ( input given in simplified manner ) . Long ( 1983 ) suggested that there could be at least â€Å"indirect insouciant relationship† between interaction and acquisition. Probe from Pica ( 1993 ) concluded that, two types of Tasks were extremely effectual, saber saw and information spread, because it involves all the scholars to interact. Surveies conducted by ( Ellis, Tanaka and Yamazaki 1995 ) , ( Mackey 1995 ) , ( Pica 1992 ) , ( Gas and Veronis 1994 ) , ( Young and Doughty 1987 ) exhaustively analyzed the relationship between interaction and 2nd linguistic communication acquisition. The consequences of their surveies were rather satisfactory in presuming the being of empirical nexus between task-based interaction and 2nd linguistic communication. This chapter exhaustively observed 14 relevant experimental surveies based on input interaction. All the surveies were selected from about 100 identified surveies during literature search.The basic factors considered for the choice of these surveies were clip of surveies ( 1980-2003 ) , age of participant in surveies ( 15-44 ) , surveies incorporating effectual Communication undertaking and surveies which contained undertakings that surrogate acquisition of specific grammatical and lexical characteristics. Entire figure of surveies analyzed were, ( n =14 ) , out of which, ( n =7 ) surveies were of English linguistic communication, ( n =4 ) surveies were of Spanish linguistic communication and ( n =3 ) surveies were of Nipponese linguistic communication. Majority of acquisition, ( 71 % ) took topographic point in university context. After analyzing the above surveies exhaustively, It was concluded that empirical nexus do be between undertaking based interaction and acquisition, farther research in this field was besides recommended at the terminal of the chapter. This is a good chapter, because it adds a batch to knowledge in applied linguistics. The contents in this chapter are the basic replies to empirical inquiries about 2nd linguistic communication acquisition and learning while nailing inquiry for future research ( Brown, 2002 ) . â€Å"Overall, the writers have managed to collocate a really good structures chapter on a subject of import to farther subject of applied linguistics† Ute Knoch, University of Auckland, New Zealand, on Linguist List 17.3578, 2006.PrimarySourcesfromChapterInteractionist theoretician considers linguistic communication acquisition as a outstanding facet of discourse or linguistic communication is learned through discourse. The survey of colloquial interaction and its relation to 2nd linguistic communication acquisition has been cardinal to research workers. Since 1980, a batch of research has been carried out in order to explore the being of phenomenal bond between undertaking based interaction and 2nd linguistic communication acquisition ( Gass ; Mackey and Pica: 1998 ) . Interaction hypothesis is derived from ( Hatch: 1978 ) , on the importance of conversation for the development of grammar. Long in 1980 revealed the importance of interaction in his celebrated hypothesis called â€Å"interaction hypothesis† . Since so many research workers have tried to research the connexion between interaction and 2nd linguistic communication acquisition.Interaction hypothesis in based on two major claims,Comprehensible input is necessary for 2nd linguistic communication acquisition.Negotiation in communicating brought alteration in the construction of interaction, which helps in doing input comprehendible.Rod Ellis ( 1999:3 ) explained interaction as, â€Å"the impersonal activity that arises during face to confront communication† . Interaction plays an of import function in linguistic communicatio n acquisition. It facilitates learner, to grok lingual characteristics of a linguistic communication and provides scholars to take the considerable sum of input harmonizing to their demand ( Long 1996 ) . In footings of input, as argued by ( Kreshan: 1985 ) that, comprehendible input plays an of import function in 2nd linguistic communication acquisition. However ( Gass: Meckey and Picca 1998 ) reported that ( Long 1985 ) himself pointed out that comprehendible input, in itself, was necessary but non sufficient to advance the acquisition procedure. Similarly, ( Swain 1985 ) , claims that, through the resulting interaction, scholars have chances to understand and utilize the linguistic communication that was non apprehensible ( comprehendible end product ) . Additionally, they may have more or different input and have more chances for end product. Since in early 1980 and subsequently on in 1996 Long`s account of â€Å"interaction hypothesis† , claimed that, common connexion between acquisition and interaction is widely accepted ( Gass, Mackey and Picca 1998 ) . Similarly, ( Gass 1997 ) examines the relationship of mechanism between communicating and acquisition. As was proposed by ( Long 1996:414 ) , â€Å"It is proposed that environmental parts to acquisition are meditated byselective attending and the scholars developing L2 processing capacity, and that these resources are brought together most usefully, although non entirely, during dialogue for meaning† . It indicates that Long`s chiefly accent is on interactive input ( input that is derived and comprehend through interaction ) . Long clarified that conversation between more competent scholar ( native talkers ) and less competent scholar ( non native talkers ) . The interaction which takes topographic point between less competent and more competent involves elucidation for significance, verification of message significance and comprehension cheques. Pica ( 1994 ) strengthened the importance of interaction hypothesis, by lucubrating the importance of â€Å"negotiated input† in three rule ways. First importance of negotiated input is that, it helps learner to have comprehendible input, which takes topographic point through alteration of address. Learner ‘s procedure input easilywhen breakdown in dialogue takes topographic point. Second Pica suggested that, during dialogue between less competent talker ( N N Ss ) and more competent talker ( N Ss ) , direct feedback to less competent talker is provided. Last Pica argued that dialogue aid scholars to modify their ain end product, in instance of any break down during dialogue procedure. On the contrary, experiment conducted by ( Gass & A ; Varonis ; 1994 ) with the aid of 16 scholars derived the consequences that sometimes dialogue for significance does non assist N Ss to grok N N Ss. Task based interaction has an everlasting deduction on linguistic communication acquisition. It provides scholar with input harmonizing to their demand. Learners interact and simplify significance for them with the aid of dialogue for better comprehension. Comprehension depends upon the scheme adopted by N N Ss in order to carry through the mark of dialogue. Since, in Task based interaction, chiefly the interaction takes topographic point through a â€Å"life like† undertaking, so task seems to be cardinal here. Similarly Bygate ; Skehan and Swain ( 2001 ) explains undertaking as â€Å"A undertaking is an activity which requires scholars to utilize linguistic communication, with accent on significance, to achieve an objective† . Research workers have explored two major inquiries in order to place the effectivity of undertakings.The affect of undertaking on linguistic communication comprehension.The consequence of undertaking on linguistic communication acquisition.Get downing with the survey conducted by, ( Mackey 1999 ) , which is based on the probe of two inquiries. The first inquiry considered, in this survey was ; whether interaction is straight related to acquisition? The 2nd inquiry was about the nature of conversation and degree of engagement in conversation. There exists a direct relation between larning and active engagement of scholars in assorted undertakings, the claim made by ( Mackey 1999 ) . Learners ‘ inactive engagement in interaction makes them unable to accomplish proficiency in 2nd linguistic communication as comparison to learner who participated actively. These two inquiries were analyzed profoundly in this survey. Undertakings used in this analysis were based on a specific standard, that isUndertaking required major and active engagement were used.Task provides contexts for the targeted constructions to happen.The interactive undertaking were chiefly, â€Å"story completion† , â€Å"picture sequencing† , â€Å"picture drawing† and â€Å"spotting out image differences† . These undertakings were designed with the aid of six, native talke rs. Native talkers were trained in the usage of â€Å"pre test† and â€Å"post test† stuff. The consequences clearly confirmed the anticipation that ; active engagement did ease development of 2nd linguistic communication. The ground was that of the cogency of the above undertakings used in interaction, which confirmed considerable development in linguistic communication acquisition. The undertaking based interaction seemed to hold high influence in 2nd linguistic communication acquisition. Similarly, the survey of ( Garcia and Asencion: 2001 ) analyzed two groups of pupils, comprised of 39 participants. This survey studies, the relationship between group interactions and inter linguistic communication development. Specifically, its relation to listening comprehension and the grammar signifiers production in mark linguistic communication. First the scholars took notes on a mini talk and so completed a text Reconstruction and listening comprehension trial. The two experimental groups were made as 18 and 21. The first group, ( experimental group n=18 ) interactively shared notes for five proceedingss in little groups while the 2nd one, ( control group n= 21 ) , did non interact, although pupils were allowed to analyze their notes for five proceedingss. While analysing the consequence, experimental group scored clearly higher than control group on the listening comprehension undertaking. There was important difference between two groups in footings of interaction, sum and types of L2 words used in joint building of cognition. This survey shows that interaction may hold an consequence on listening comprehension. Input was considered to be of two types ; pre modified input and interactionally modified input as is considered in following two surveies. Survey by ( Mackey & A ; Plilp 1998 ) examines the consequence of negotiated input on the production and development of inquiry signifiers in English as a 2nd linguistic communication. The survey was based on ( Long 1996 ) , claim in updated version of Interaction hypothesis sing negative feedback. Long suggested that expressed negative feedback, which occurs through interaction, may be one manner through which interaction can hold positive consequence. The survey explored the nexus between short term linguistic communication development and recast in linguistic communication conversation. The entire figure of participants in this survey were ( n=35 ) , along with ( n=5 ) native talkers. The participants were from novice and intermediate degree selected from intensive English linguistic communication categories. The native talkers were trained to transport out â€Å"role play† and were provided with reading, composing direction in footings of different undertakings. The survey was successful in footings of its premise. It was derived that recast truly assist in production of developmentally beforehand constructions. Comprehension seems, to be one of the of import factors in interaction. Learners without comprehension can non continue with the interaction. Two different sorts of linguistics environment are suggested by ( Pica ; immature and Doughty: 1987 ) . First, the input that has been modified or simplified, simplification may affect, repeat, limitation of common vocabulary or vocabulary with common or familiar points and so on. Second, doing contributing environment, or environment in which ample of chances for interaction between N Ss and N N Ss are appreciated. In such type of interaction both N Ss and N N Ss modify and reconstitute their interaction and derive significance based on common apprehension. The survey reported by ( Pica ; Young and Doughty: 1987 ) , included a type of undertaking ( listen to make undertaking ) in which scholars performed assorted actions on the footing of comprehension. This undertaking provided pupils with close apprehension, and new lingual characteristics can be easy adjusted with this undertaking. The N N Ss were supposed, to listen to native talkers and execute the action consequently. The native talkers gave description of everything and N N Ss performed the action as directed by N Ss. The chief action was the arrangement of specific points on a little board. This undertaking measured the degree of comprehension, by figure of points, which non native talkers selected and placed right. Two groups were made and first group was provided with pre modified input ( the NS was giving them waies and interaction or communicating was non allowed in this undertaking ) . The 2nd group were placed under status two. They performed the same undertaking but were allowed to interact or pass on in instance of any disagreement in comprehension. Through interaction, they seek verbal aid from the N Ss, whenever they felt any trouble during the arrangement of points on the board. Consequences of this survey provided empirical grounds for the fact that, interaction for dialogue of message between N S and N N S plays an of import function in comprehension. The consequences clearly indicated that interactionally adjusted input surpassed pre modified input ( 88 % vs 69 % ) . The ground is that, it involves interaction in signifier of communicating in conformity to common apprehension between N S and N N S. Listen to make undertakings are really helpful in supplying chances for comprehension and acquisition, Ellis ( 2003 ) . Similarly the experimental analysis of Ellis, Tanaka, and Yamazaki ( 1994 ) has employed the same technique and supported that, interaction facilitates acquisition of certain grammatical and lexical characteristics. The major probe in this survey was that of, the differential effects of â€Å"pre modified input† , â€Å"interactionally modified input† and â€Å"baseline input† on undertaking public presentation. In this survey multi factorial design and two dependent variables, that is, ( listening comprehension and vocabulary acquisition ) and two independent variables, that is, ( pre modified input and negotiated input ) were employed.Results derived from this survey clearly indicated that undertaking based interaction facilitates acquisition of specific grammatical characteristics. â€Å"The merely published survey to prove the consequence of negotiated interaction on comprehension is by Pica et al 1987 ) † . A listening undertaking was assigned to two groups of non native talkers: in one group the non-native talkers negotiated interaction with their native-speakers middlemans ; in the other group, non-native talkers could merely listen. Non-native talkers in the interaction status scored significantly higher on the hearing undertaking, therefore back uping the claim that accommodations, in the signifier of negotiated interaction facilitate comprehension. However the survey of ( Pica et al 1987 ) seems to supply assorted support between interaction and acquisition. An advantage seems to rule pre- modified input on negotiated interaction ( Loschky 1994 ) . The survey done by ( Loschky 1994 ) is based on, Longs suggestion, about the demand of â€Å"clear and direct test† of the accommodation to interaction hypothesis. This survey based on, or is the coalesced version of two major hypothesis, the first 1 is the celebrated input hypothesis ( one + 1 ) by ( Kreshan 1985 ) and 2nd one is related to Longs ‘ interaction hypothesis. Three of import inquiries were observed, with the aid of ( n=41 ) get downing flat scholars of Nipponese as a foreign Language. The of import points analyzed in this survey were ; what does precisely ease 2nd linguistic communication comprehension?Negotiated interaction or non interaction ( pre modified input ) ?Pre modified input or unmodified input/ interaction?If the figure of comprehension ( comprehendible input ) is greater, does it bespeak that the figure of acquisition will be greater?Grammatical characteristics were analysed through the aid of a thorough survey. Acquisition mark was made of Nip ponese vocabulary points and some sentence construction, that is, ( dual noun locative sentence constructions with station positional atoms ) . With the aid of pre trial the existing degree of the scholars were concluded, in the same manner station trial derived the grade of alteration in at that place larning. After a figure of experimental surveies consequences were derived. The experimental consequences derived from this experiment strengthened the research consequences derived by ( Pica et al 1987 ) and ( Gass and Varonis 1994 ) . Consequences indicated that, the degree of comprehension in â€Å"negotiated interaction group† was highest in comparing with the other two groups ( â€Å"Baseline input group† and â€Å"Pre modified input group† ) . The consequences besides suggested that ; â€Å"there is no correlativity between differences in minute to minute comprehension and additions in vocabulary acknowledgment & A ; acquisition of structures† . On th e footing of this experimental survey Loschky ( 1994 ) , suggested that undertaking based interaction does non ease grammatical characteristics in linguistic communication. Output hypothesis claims that â€Å" sometimes, under some conditions, end product facilitates 2nd linguistic communication acquisition in ways that are different signifier, or enhance, those of input † ( Swain and Lapkin, 1995, p. 371 ) . During the interaction between native and non native talker, â€Å"speakers made their inter linguistic communication vocalizations comprehendible when the native talker indicated trouble in understanding them† ( Pica 1988 ) . Apart from the importance of comprehendible input it is presumed that â€Å"comprehensible input† is non sufficient for 2nd linguistic communication acquisition, but that chances for the N N Sto achieve more mark like end product is besides necessary ( Swain, 1985 ) . During interaction native talkers ask for verification, elucidation and repeat of non comprehendible lingual characteristics. These patterns during interaction compel not native talkers to modify their end product, in order to do it comprehendible for native talker. Swain called such sort of end product as â€Å"pushed output† . The experimental analysis of ( Pica 1988 ) investigated, Swains` claim, labelled as â€Å"comprehensible output† . Interaction between a native talker and ten non native talkers of English were examined, in order to deduce, that how the non native talkers made their linguistic communication or vocalizations apprehensible, when the native talker show his or her inability to grok not native talker message. The basic concern of this probe is: whether non native talkers would merely reiterate or modify the produced vocalizations on petition of Native talkers. In this probe, there was less of grounds to corroborate the possibility of Swain` claim. Out of 87 possible cases of comprehendible end product in which native talkers requested verification, elucidation, or repeat of the non native talkers utterance merely 44 instances were found in which the non-native talker modified his or her end product and merely 13, grammatical alteration were involved. Pica 1988 expressed that non native talkers are non that much rich in colloquial context of mark linguistic communication to use native like alteration in their address. On other manus it was derived that native talkers modify the produced end product in order to clear up the significance for non native talkers. Similarly, ( Pica, Holliday, Lewis, and Morgenhaller 1989 ) , in another survey, observed the same phenomenon of comprehendible end product. Activities designed in this survey extremely needed interaction, that is, native and non native talker interaction. The consequences derived by this survey were same as of old one. Non native talker produced â€Å"comprehensible output† merely in response to six per centum of the native talker vocalizations. It can be concluded from the above treatment that there is a direct relation between undertaking based interaction and 2nd linguistic communication acquisition. Research workers such as Pica ( 1994 ) etc, have investigated interaction and acquisition link rather exhaustively. They concluded this phenomenon by analyzing and puting scholars of different educational background. They successfully derive the consequence that there exist a nexus between interaction and 2nd linguistic communication acquisition.Presents deductions for non native English linguistic communication learning methodological analysis.As mentioned earlier in the above portion, that â€Å"Interaction hypothesis is based on two of import premises. First, ( Kreshan 1980 ) â€Å"input hypothesis† which provinces that, subconscious procedure of acquisition is possible, when scholars are focused on significance and they obtain â€Å"comprehensible input† . Second, Hatch ( 1977 ) attack of â€Å"Discourse analysis† , which is about realistic discourse, or interaction between native kid and grownup scholar. The importance of interaction in linguistic communication acquisition can be exempted from the claim made by Allwright ( 1984 ) . He stated that, face to confront interaction in category room is the â€Å"fundamental fact of pedagogy† , and farther strengthened his claim by adding, that, â€Å"Everything that happens in the category room happens through face to confront interaction† . Undertakings are the primary instructional tools used in schoolroom room for interaction ( Dave and Jane Wiilis 2007 ) . Undertaking as defined by Ellis ( 2003 ) , involves any four accomplishments of the linguistic communication activities. Wholly, Receptive ( listening and reading ) and Productive ( talking and composing ) activities should be involved in undertakings. Interaction in linguistic communication schoolroom is really of import and disputing from assorted positions. It indirectly and someway straight involves instructor in most of the activities. In order to keep conversation in category pupils, instructor should set a batch of attempts in eliciting the involvement of pupils ( Dave and Jane Wiilis 2007 ) . Linguistic resources are the basic thing which learners deficiency at the initial phases while larning linguistic communication, in such state of affairs keeping conversation is really effortful on the portion of instructor ( Ellis 2003 ) . Teachers` function in undertaking based linguistic communication instruction is the same as of a manager. The two types of attack, that is, â€Å"focus on meaning† and â€Å"focus on form† are every bit of import in linguistic communication instruction. One is related to the right construction in linguistic communication, while the other one is related with the significance of the expressed sentences. Since undertaking based interaction is fundamentally linked communicating, it major focal point should be on significance. Interrupting communicating disturbs the natural flow of scholars. Assorted undertakings are recommended by many research workers in order to do larning affectional in schoolroom. Dave and Jane ( 2007 ) argued that Prediction undertakings ( foretelling future state of affairs in narrative or image ) are of import in order to assist scholars expect about an event with the aid of antecedently learned vocabulary. Pica ( 1994 ) emphasized on all those undertakings for linguistic communication scholars, which are extremely effectual in footings of engagement, that is, Jigsaw and information spread. Similarly Pica and Doughty ( 1986 ) favored the thought of information spread. Negotiation of intending dramas an of import function ; pupil should be encouraged to negociate for intending where they feel any trouble in comprehension. This phenomenon was observed by the survey of ( Mackey & A ; Plilp 1998 ) . Negotiation of significance occurs where most peculiar information is required for comprehension, or the scholars feel the demand of understanding the state of affairs right. Rost and Ross ( 1991 ) suggested three types of schemes for schoolroom interaction, that is, â€Å"Global questioning† , â€Å"Local questioning† and â€Å"Inferential strategies† , for elucidation of significance. Communicative competency is based on Yule ( 1996 ) which deals with the learner`s public presentation. It stated that Learners perform good, when they understand the undertaking. It should me mainly the duty of instructor to help pupil understanding undertaking about their public presentation. Wright ( 1987 ) emphasized on two basic things which should be included in undertaking, â€Å"Instructional questions† and â€Å"input data† . Communicative linguistic communication instruction is a learning methodological analysis which fundamentally aimed for the intent of communicating. Howatt ( 1984: 279 ) accent on the deduction of communicative attack by reasoning that â€Å"language is acquired through communicating. Freeman ( 1986: 123 ) explains that â€Å"when we communicate, we use the linguistic communication to carry through some maps, such as controversy, carrying, or assuring. Furthermore we carry out these maps within a societal context. Freeman ( 1986 ; 125 ) explains the experience of pupils within the context of communicative attack. Task like storytelling, vocals, dramatisation, function drama, image description, narrative narrating, games etc, were included in schoolroom in order to indulge scholars in communicating. As was suggested by Long ( 1994 ) â€Å"Life like† activities are conspicuously the portion of communicative linguistic communication instruction.