Other Personality Traits That Affect Managerial Behaviour Sociology Essay

Other Personality Traits That Affect Managerial Behaviour Sociology Essay Leadership is the action of leading a group of people or an organization, or the ability to do this Oxford Dictionary. A person exerts influence over other people, which inspires, motivates and directs their activities to help achieve common performance goals (Yukl, 1989 as cited in George Jones, 2006). The person who exerts such influence is a leader. With the influence they exert, effective leaders help groups and organisations to achieve a goal. Effective leadership also increases an organisations ability to meet all the contemporary challenges such as obtain a competitive advantage, the need to promote acceptable ethical behaviour and is essential to manage a diverse workforce fairly and impartially. As a result, this will raise the organisations chances of success (George Jones, 2006). Nowadays due to the exceptionally challenging era, leadership can be very demanding because of the pace of change, the illusion of control and the high expectations of followers (Arnold Rendall, 2010).A leader can adopt his own personal qualities, behaviours styles and decisions to develop his own leadership style (Arnold Rendall, 2010). Early leader-focused approaches to leadership have 2 main features: a description of the leader in terms of their characteristics and/or behaviour and the investigation and analysis and of the characteristics and or behaviours of what makes a good leaders regardless of what they lead (Arnold Rendall, 2010). Early leadership was more focused on finding the best characteristics that makes a person a leader or effective leader. Early work such as the work of House and Baetz (1979) came up with what characteristics that leaders tend to have at a higher degree than non-leaders. These characteristics include intelligence, dominance/need for power, self-confidence and knowledge of the task. (House Baetz , 1979). Bass (1990) also included other personality traits such as good adjustment, emotional balance and high integrity which were found to be common traits amongst leaders. (Bass, 1990) This early research did yield some interesting results but researchers did not find a constant profile of characteristics which are common to all leaders however personality and intelligence seem to be fundamental for persons to emerge as leaders and ultimately be effective leaders (Arnold Rendall, 2010). The Big Five Personality Traits People have certain characteristics which are constant to them throughout their life which can influence how they think, feel and behave both on and off the job (George Jones, 2006). These characteristic are called personality traits. These traits make you act, feel and think in certain ways which makes every individual unique. It is very important that these traits are understood since every persons personality influences their behaviour and their approach to managing people and resources (George Jones, 2006). An individuals personality is composed of five general traits or characteristics, these being extraversion, negative affectivity, agreeableness, conscientiousness and openness to experience (Digman, 1990). Each personality trait is viewed as a continuum along which every individual falls. A person can fall on the high end part or on the low end part or else somewhere in between. A persons approach to management can be described in how people are like at the high and low ends of each continuum which is an easy way to understand how these trait affect a persons approach (George Jones, 2006). The effectiveness of each trait is determined by a complex interaction between the nature of the job or organisation in which they are working and the characteristics of the person. Furthermore, some personality traits might be effective in one situation but can decrease the effectiveness in another situation. (George Jones, 2006) There are other personality traits in addition to the big five that describe peoples personalities. These are specifically important for understanding managerial effectiveness. Some examples are self-esteem, locus of control and need for achievement. Research by Fred E. Fiedler acknowledged that effective leadership depends on the characteristics of the leader and of the situation. Fiedler came up with the Contingency theory of leadership. He explains why a manager or leader may be capable in one situation and incapable in another. It also suggests which kinds of managers or leaders are more effective in different situations (George Jones, 2006). He argued that leaders have rather stable personal characteristic, leading to a characteristic behavioural style. In his theory, Fiedler assumed that how much a leader is person-oriented depends on the leaders perception of their least preferred co-worker. He concluded that task-oriented leaders are best in very favourable and unfavourable situations and those person-oriented leaders are best in moderately favourable or moderately unfavourable situations (Arnold Rendall, 2010). Desired and acceptable leadership characteristics may vary across organisational context. Sociability, need for power and need for achievement are considerably relevant characteristics which are consistent across different organisations and organisational cultures. (House Baetz , 1979). House and Baetz (1979) came up with two insights which are generally accepted by persons studying leadership: if certain characteristics are to have an impact on others and their performance, these personal characteristics need to be observable in the leader and that leader characteristics and behaviours depend on the different type of task (House Baetz , 1979). Recent studies have pointed out the effects of personal and situational factors on the development of an individual as a leader. Amongst these personal factors are personality traits and gender (Jacobowitz Pratch, 1996).One of the most distinct and difficult to change characteristics is gender. Leadership roles are typically described in stereotypically masculine terms. This could mean that women have a slight disadvantage over men in being selected for leadership roles and when selected it is difficult for them to be seen as good leaders. Leadership roles are typically predominated by men but in recent years women in leadership positions have increased considerably (Corrigall, Konrad, Lieb, Ritchie JR, 2000). This has prompted a lot of researchers to explore the relationship between gender and leadership. While the number of women in management positions has increased, there are still very few women who hold high level executive positions (Corrigall, Konrad, Lieb, Ritchie JR, 2000). It is believed that women tend to prefer jobs who offer a reward rather than high pay and advancement, which might be the explanation of their failure to attain more jobs at the top level positions (George Jones, 2006). The styles of male and female leaders may influenced by the gender-based expectations. Individuals establish certain expectations for their own and others behaviour which is based on their own beliefs about what the appropriate behaviour of male and females should be like. (Eagly, 1987) Women are stereotypically described as nurturing, supportive and concerned with interpersonal relations whilst men are viewed as being directive and focused on task accomplishment (George Jones, 2006) These stereotypes suggest that women can be more relationship oriented as managers and are more considerable in their behaviour. Men are seen as more directed towards task-orientation and engage in more initiating-structure behaviours (George Jones, 2006). People have become accustomed to the styles that men have since men have long held these roles. As a result, there is more focus on women in the discussion of the impact of gender on leadership (Eagly Johannesen-Schmidt, 2001). There is little agreement about how women actually lead even though there is this greater focus on women in research. Feminists writings have given great importance to differences and similarities between leadership styles in males and females. (Eagly Johannesen-Schmidt, 2001). A number of researchers state that there is a difference between women and men having a leadership position, whilst others say that there is no difference. Eagly and Johnson (1990) state that male and female managers having a leadership position, tend to behave in similar ways. Men do not engage in more initiating structure than women and women do not engage in more consideration than men (Eagly Johnson, 1990). Writers of trade books, have argued that thre is a difference in leadership behaviour between males and females. They tend to see women as being less hierarchical, more cooperative and ollaborative and more oriented to enhancing others self worth (Book, 2000). On the contrary, social scientists say that there is no or minimal difference iin female and male organizational leaders. (Eagly Johannesen-Schmidt, 2001). Job Attribute Preference Research has show that job attribute preference may direct a male or female manager to a different set of jobs, career paths and emplyers due to the existence of sex difference (Beutell Brenner, 1986). Job attributes have been divided into two categories: intrinsic and extrinsic factors. Job aspects that fulfil material or social needs are termed intrinsic factors and job aspects that fullfil higher needs such as growth, esteem and self expression are termed intrinsic factors. (Pinder, 1998) Research on sex differences and similarities in job attribute preferences has been enriched by two distinct theoretical persecpetives: the gender ideology perspective and the structuralist persepective. Different personality characteristics and different sets of ativities for women and man are dictated by gendered societal norms in existence is the view of the gender ideology perspective. The structuralist perspectives argues that women have poorer quality jobs than men on average because of the segregation and discrimination in the labor market. (Corrigall, Konrad, Lieb, Ritchie JR, 2000). Both of the perspectives conclude that job attribute preferences for men and women are different by they assign casualty to different underlying mecchanisms. They both predict that there will be a change in the pattern of sex differnces in job attribute preferences over time, however they conclude that the patterns of change will be somewhat different. Gender Ideology Gender ideology may be described as socially-constructed script that prescribes different characteristics, values, attitudes, behaviors and activities for women and men (West Zimmerman , 1991)Gender ideology is composed of gender roles and gender stereotypes. Gender roles are sets of norms presribing the behaiors and activities appropriate for each sex (Best Williams, 1990). Gender roles differ by cultures but in Western industrialised societies attribute the role of income provider for the family to the men and the role of homemaker to the women. Gender stereotypes are different personality characateristics which are expected from men and women. Characterisitcs such as nurturing, affiliation and passivity were associated with the females whilst characteristics such as autonomy, aggression, dominance and achievement were ascribed more to males (Best Williams, 1990).People tend to conform to gender expectations to avoid the disapproval from others. If peoples choice ofwork would reflect gender ideology, then men should consider responsibility, autonomy earnings, advancement, prestige, recognition and challenge to be more important than women do. Whilst women should value more job security, good coworkers, a good supervisor, physical work environment, helping others, growth/development opportunities, opportunities to use ones abillities, variety, task significance a feeling of accomplishment and good hours to be more important than men do. In this study conducted by Corrigall, Konrad, Lieb and Ritchie, it was found that men attached more importance to earnings and responsibility than women did. This reflects the idea that men take on the role of provider and that they need to demonstrate success and status reflecting the ideas of gender roles and stereotypes towards men. On the other hand women attached greater importance to all mentioned attributes which show that women take the role of homemaker and to demonstarte nuturing and expressiveness. The findings relate to the gender roles typically attributed to women. (Corrigall, Konrad, Lieb, Ritchie JR, 2000) Leadership styles of males and females The styles of males and females can be described in terms of the stereotypes of masculinity and femminity. Studies of peoples stereotypes about men and women show that the popular beliefs about male and female behaviour can be compiled, following Bakan (1966), in terms of two dimensions, the agentic and the communal attributes. (Jacobowitz Pratch, 1996) Agentic characteristics define primarily an assertive, controlling and confident tendency. These characteristics are typically ascribed to more strongly to men than to women. Agentic behaviours, in employment settings might include speaking assertively, competing for attention, influencing others, initiating activity directed to assigned taks and making problem-focused suggestions (Eagly Johannesen-Schmidt, 2001). Women are more ascribed to communal characteristics. This is because communal characteristics describe primarily a concern with the welfare of other people. Examples of communal characteristics in employment settings are speaking tentatively, not drawing attention to oneself, accepting others direction, supporting others and contributing to the solution of relational and interpersonal problems (Eagly Johannesen-Schmidt, 2001). Leader roles and gender roles Female leaders can adopt leadership styles that differe from those of men because they need to accommodate their behaviour to the occasioanlly conflicting demands of the female gender role and their role as a leader. There are different implications for the behaviour of male and female leaders due to gender roles. This is not only because male and female roles have different content but there is a discrepancy perceivers associate with women as having communal qualties and successful leaders are perceived as having agentic qualities. Since agentic properties are more associated to men, people tend to believe that men are better at being leaders than females. (Eagly Johannesen-Schmidt, 2001) Eagly and Karau(2001) argued that apparent difference between the typical leader roles and the female gender tends to ccreate prejudice towards female leaders. It takes two forms: (a)less favorable evaluation of womens (than mens) potential leadership because leadership ability is more stereotypic of men than women and (b)less favorable evaluation of the actual leadership behavior of women than men because agentic behaviour is perceived as less desirable in women than men. In the first prejudice, womens characteristics and the resulting female-stereotypic qualities are different from what is expected and desired in leaders. This is a result from the descriptive norms of gender roles. The second prejudice arises from prescriptive norms of gender roles namely the beliefs of how women ough to behave. Women leaders can be negatively assessed for fullfilling the agentic requirements of leader roles and thus failing to comply with the communal characteristics, even though they may be praised for their fulfillment of the leader role. (Eagly Karau, 2001) On the other hand, Sherpe (2000) states that after years of analyzing what makes leaders more effective, management gurus now know how to maximise the chances of getting a great executive. Their answer is to hire a women. The idea was first introduce by the writers feminist trade books on management and is now making tis way into the popular culture. (Carli Eagly, 2003) However in Malta, women have the highest rate of female inactivity 65.2% compared to other E.U. countries 35.7%. (Spiteri, 2012). Nevertheless, there was an increase in the rate of employement for woman which now stands at 62%,which has gone up from 55% in 1997 (Almunia, Andor, Barnier , Reding, Rehn, Tajani, 2012). Many women continue to face a glass ceiling, holding them backe in achieving a higher level in their work place. Men dominate company boards: 86.3% of board members and 96.8% of the boardroom chairs, whilst women make up 13.7% and 3.2% respectively. (Almunia, Andor, Barnier , Reding, Rehn, Tajani, 2012). Women in Malta represent only 3% of board members which is well below the EU average of 13.7% (Spiteri, 2012). On the other hand, there is a higher pecentage (22.7%) of Maltese women who are achieving higher levels of tertiary education than men(14.6%), even though when compared to other E.U. countries it is still very low (37.2% women and 30% men) (Spiteri, 2012). The National Statistics Office in collaboration with the National Council of women in Malta carried out a survey on the Perceived Obstacles to the participation of women in Decision-making Positions (2007). The rsult of this survey states that many women in malta are not advancing in their work to obtain top post because of 3 main difficulties: difficulties in reconciling long hours of work and family responsabilities, very little use of childcare facilities and lack of spouse/partner suport (National Statistics Office, 2007). Maltese Governments have always put measures in place to promote gender equality through various legislations and regulations. The constitution of Malta guarantees equaltiy between women and men. It gives protection against discrimination on various grounds including sex. Additionally, there is Article 45(11) swhich provides for special measures aimed at accelerating de facto equality between males and females (Spiteri, 2012). In 1991 Malta also approved the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Even though these measures have been in place for a few years now, there is still a general idea that men are seen as being more siutable at having a decision-making job. There are also a number of structural and cultural barriers which are preventing Maltese women from achieving further in their job. Such barriers include jobs without opportunities of promotion or training, practices that favour men for promotions, lack of employment laws and lack of sharing of household/childcare responsibilities by fathers. There is also a considerably big barrier being the attitudes and perceptions towards gendered roles in Malta. (Spiteri, 2012). In this study, I am going to focus on the perceptions that University students have towards leaders. Whether they tend to prefer male or female leaders and on what is their decision based on. Also, I am going to study what University Students think about the effectiveness of males and females in different work settings and what is the reasoning behind the idea.

Modernity and the Notions of Public Interest Essay

This paper examines the meaning of modernity and the relations between the notions of public interest, ethics and law. By giving an example that raises this issue further, the realm of morality, professional ethics and law is discussed and whether their spheres of jurisdiction would overlap. It also explores the meanings and definitions of the key terms that are of most concern for this topic, and how they relate or differ from each other. A Singaporean example is also shown as evidence to support the discussion. Finally, a counter argument is provided with a reasonable response that follows with this argument. While scholars and philosophers have defined modernity in different ways, the emergence of modernity is also a very important aspect of the term. Before modernity came into prominence, there were the Renaissance and the Enlightenment. â€Å"The essence of modernity can be seen in humanity’s freeing itself from the bonds of the Middle Ages in that it frees itself to itself† (Heidegger, Young, & Haynes, 2002). Modernity refers to human beings starting to rationalize and think for themselves, rather than the traditional way of living life by the rules and teachings of their religion. In simpler terms, it is a shift from religious beliefs to scientific knowledge, as in man thinking by his own free will for himself. The stronghold of the Christian church decreased over the people and science began to be more accepted. The criticism of modernity is that it actually imprisons rather than liberates. Modernity gives rise to people’s opinion and free speech. Therefore, with free speech, restrictions are put into place to protect the freedom of the public. The term modernization refers to the increasing use of science and new technologies, and the political, social and cultural changes that followed through from these developments of modernization (Mann, 2010). Hence modern society is considered modern because of rapid change which is the essence of modern society (Nester, 2010). Today’s society and way of thinking all flourished from modernity. The use of science and technology, the need to understand all things in life through scientific study and experimentation are all traits of what makes modern society ‘modern. Therefore, it promotes a more rational, scientific worldview as religion, superstition and tradition lost their hold over everyday life. With modern thinking, public interest, ethics, law and so on, all of which were taking priority among people in their everyday life and also professionals so that everyone can live in harmony in a liberal democratic society. Public interest is what is justified toward the public which may be against some immediate individual person’s interest† (Downs, 1962). A general explanation for ethics would be that it is concerned with doing the right thing in a moral sense. Fieser (2001) described ethics as systematizing, defending and recommending concepts of right and wrong behaviour, while Spence (2005) said that it is a set of rules and virtues of character that guides interpersonal conduct (Breit, 2007). The Law is a set of rules for society, to protect people’s basic rights and freedoms and to treat them fairly (OrganizationOfAmericanStates, 2007). Certain situations that are of the public’s concern can also be an ethical and legal matter, such as illegal abortions. Abortions are illegal in most countries and even so, some women still require it for the sake of their own well-being. Thus, doctors have to face their own code of ethics in dealing with these issues. This matter is also of public interest because this issue has been an ongoing debate and the public are always concerned about it. In the Singapore context, the case of the ex-MOE scholar, Jonathan Wong having sexual relations with a minor makes a good example that raises this topic. The scholar from the Ministry of Education was at first charged with possessing child pornography in Britain which lead to investigations. The investigations then lead to reveal that he had sexual relations with an underage girl (Channel News Asia, 2012). Although the first charge in 2010 was not a public interest matter, the second charge this year provoked public interest. Aside from the illegality of the case, it sparked public interest due to him being a scholar with the public’s taxpayer money. The MOE’s code of ethics was considered for appointing this student for a scholar. So how do morality, professional ethics and law differ from each other? Morality is an individual’s own personal belief that differentiates right from wrong. It is an individual’s own personal character. Professional ethics is a standard or code of behaviour expected by a group to which the individual belongs to. Morality is a personal trait while ethics is more concerned in the field of profession. Law, however, is another different matter from both morality and professional ethics. But in some cases, their fields of jurisdiction do overlap with one another. In the course reader, Breit (2007) pointed out the ethical dilemma of a journalist on whether to report a story which is in the public interest. The ethical dilemma the journalist faced was due to the embargo of the news, whether to respect it or let the public know about the news immediately. There was also fear of getting sued for not respecting the embargo and for not fulfilling the duty as a journalist. These were the dilemmas that this journalist faced in which the different jurisdictions overlap with one another. Coming back to the example of the case of the ex-MOE scholar, it is illegal to have sex with a minor. This also led to public interest because he was a scholarship student of MOE by taxpayers’ money. Ethical issues were raised on the MOE’s side of the case for choosing this kind of person as their scholar and this reflects badly for the ministry. As for the opposing argument, â€Å"What reasons might be given for thinking that the disclosure of a person’s sexual misconduct serves the public interest? (Archard, 1998)† From the liberalism side of the argument, it states that neither society, government nor anyone else has the rightful authority to tell people what they do in the privacy of their own homes. Each person has rightful authority over how they conduct their own lives in private. Therefore the public does not need to know about all of the intimate details about the case. Although the counter argument is reasonable, the public should have the right to know about this issue because this person was accused for misusing the taxpayers’ money and dealt with actions of misconduct and broke the law in not one but two countries. The first charge was for possessing child pornography while he was studying in Britain and the second was for having sexual relations with a minor in Singapore. Modern thinking has lead to opinions on morality, ethics and law, as well as issues about public interest. Open critical discussions and evaluation of issues that arise from such issues given above is a crucial part of a healthy democracy. In a way, the standards of public interest, ethics and law in each country determines the modernity of the society.

The True Meaning of Parcc Lal Essay Samples

The True Meaning of Parcc Lal Essay Samples Citations and extracts from several sources have to be formatted properly. Utilizing reliable sources for research is critical. It may help you brainstorm some tips for your next scholarship essay. High school essay examples incorporate a number of short essays like narrative, persuasive and analytical. All essays will have a particular topic that's either one you choose or one which is provided for you. High school essays are structured very similarly no matter the topic and decent essay structure will let you write a very clear essay that flows from 1 paragraph to the next. Parcc Lal Essay Samples - Dead or Alive? Your facts ought to be truthful. More information regarding the deficiency of evidence for machine scoring is inside this issue brief here. Practice tests are the best method to receive ready. Include the very best evidence. 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Identify Letter Blends - Teaching Dyslexic Students

Follow this lesson plan for children with dyslexia in early grades to teach and reinforce letter blends at the beginning of a word. Title: Letter Blend BingoGrade level: Kindergarten, first grade, and second gradeSubject: Reading/phonicsCore State Curriculum Standards: RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).Approximate time required: 30 minutes Objective Students will hear words that begin with consonant blends and correctly match them to the letters on a bingo card. Children with dyslexia have a hard time processing sounds and matching letters to their corresponding sounds. Multi-sensory activities and lessons have been found to be an effective way of teaching phonics and reading. As a practice, bingo is a fun way to help students listen for and identify common consonant blends. This lesson helps children learn blended letters through more than one sense. It includes sight by looking at the letters on the bingo board and, if pictures are used, looking at the pictures. It includes auditory because they hear the word as the teacher calls it out. It also includes touch by having the students mark off the letters as they are called out. Required Materials and Equipment Bingo worksheets (grids with five blocks across and five blocks down) with letter blends randomly placed in the blocks. Each worksheet should be different.Markers or crayonsList of words beginning with letter blends or flashcards with pictures of words beginning with blended letters. Activity The teacher reads a word and/or shows a picture of a word that begins with a letter blend. Saying the word out loud and showing a picture increases the multi-sensory experience of the game. Students mark the square on their bingo board of the letter blend that represents the beginning sound. For example, if the word was grape any student with the letter blend gr on their bingo card would mark that square. As each word is called out, students mark the square with the letter blend at the beginning of the word. When a student gets a straight or diagonal line, they have BINGO. The game can be continued by having the students try to get every block on their sheet filled or starting again with a different color marker. Alternative Methods Use worksheets with blank bingo boards on them and have the students write one letter blend in each block, making sure to use each letter blend only one time (let students know they will not use all of the letter blends). You may want to write the letter blends at the bottom of the worksheet for students to use for reference.Use smaller grids, with four squares up and four squares across and have four grids per page, allowing for four games of bingo.Use the entire alphabet and have students mark the beginning or ending sound of a word. Bingo cards can be customized to match your current lesson, for example, simple vocabulary words, ending consonants, or colors and shapes. Tip: Laminate bingo cards so they can be used more than once. Use dry-erase markers to make it easy to wipe off marks. Reference Letter blends commonly found in the beginning of words: ï » ¿bl, br, ch, cl, cr, dr, fl, fr, gl, gr, fr, pl, pr, sc, scr, sh, sk, sl, sm, sn, sp, spl, squ, st, str, sw, th,thr, tr, tw, wh List of possible words: Block, BrownChair, Clown, CrayonDragonFlower, FrameGlow, GrapePlane, PrizeScare, ScrapSkate, Sled, Smile, Snake, Spoon, Splash, Square, Stone, Street, SwingTruck, Twin