...Firstly let’s see the definition of each manager and leader, management and leadership. Manager is an individual who is in charge of a certain group of tasks, or a certain subset of a company. A manager often has a staff of people who report to him or her. While leader is Person or thing that holds a dominant or superior position within its field, and is able to exercise a high degree of control or influence over others. Management is the organization and coordination of the activities of an enterprise in accordance with certain policies and in achievement of defined objectives. Leadership in an organizational role involves (1) establishing a clear vision, (2) sharing (communicating) that vision with others so that they will follow willingly, (3) providing the information, knowledge, and methods to realize that vision, and (4) coordinating and balancing the conflicting interests of all members or stakeholders We change them but the keywords or some words are still the same. What about that? http://www.maccoby.com/Articles/UtDBMaL.shtml http://www.thepracticeofleadership.net/2008/04/08/leaders-vs-managers-are-they-really-different/ http://syque.com/bookstore/changingminds.htm http://changingminds.org/books/book_reviews/book_reviews.htm http://changingminds.org/disciplines/leadership/articles/manager_leader.htm http://changingminds.org/disciplines/leadership/articles/manager_leader.htm they must have leadership-simil "The difference between managers and leaders, he wrote...
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...Running head: Discipline and Management Discipline and Management: Different Yet Related Grand Canyon University: EDU-450 March2012 Discipline and Management: Different Yet Related One of the most important things that a teacher can do to be effective is to manage his or her classroom. Educators must learn how to manage their classrooms and how to discipline the students. Teachers must know the definitions of discipline, management, behavior and misbehavior in order to know how to identify and handle different discipline and behavior problems in the correct way. A teacher must have a well-managed classroom in order to teach students effectively. Discipline is defined as the act or manner of managing; handling, direction, or control. (A.U, 2012). On the first day of class the teacher needs to establish the rules, and have order in their classroom. Then the instructor should maintain the order in the classroom during all times. Classroom management has to do with procedures, routines, and structure (Marshall, 2010). The teacher should create a plan for managing the classroom. Managing the classroom requires teachers to create a routine of how they give instruction, how they switch from one lesson to the next, and how they handle discipline problems. Teachers should also discipline the students who do not follow the rules so that it would create a safe learning environment for the students as well as him or her self when the classroom is managed...
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...polices are ill-defined and in consistently applied. Facts: 1. 1995 Employment of relatives rule in included in General Operational Manual – Not all employee have access to it. Use of word “antinepotism” term used in this manual. 2. In 1998 employee hand book is published using “antinepotism” language. 3. 01/05/1999 Keith W. Walton applies for employment and declares that he had no relatives working in the company. He did not know of his uncle being hired at that time. 4. 04/30/1999 Keith W. Walton is hired as a helper 5. 2003 Employment of Relatives policy is inserted in employee handbook. 6. 10/2006 Confused supervisor tells employee not to worry after learning that he had a relative at work after he asked whether he was related by blood or marriage. 7. 11/02/2006 Termination of Keith Walton 8. Company has a well established and consistently enforced with past precedent examples of their “employment of relatives” policy which prohibits the hiring of relatives since 1995 9. Language of such a rule, use the word “may” (be discharged) as opposed to “shall” be discharged. Is in the handbook. Company’s Position. 1. Union is trying to obtain through arbitration what they fail to obtain during negotiations the repealing or change in interpretation of the policy relating to the employment of relatives. 2. Company argues long standing, consistent enforcement and well know antinepotism policy. 3. Company argues that language of the employee handbook “May” vs...
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...Assignment is done by sajid ahmad, mehtab khan ,Abdullah khan and waheed rehman Submitting to madam lalarukh by mean of Email : lalarukhuos@gmail.com Assignment is related to financial management. Saving and loan association: Despite the proliferation of commercial and nonmutual credit sources, savings, and loan associations continue to remain important credit institutions for its members in industrialized and industrializing countries, in particular. The origins and principles of savings and loans associations are not that dissimilar in both industrialized and industrializing countries, namely, small membership based thrift societies (similar to mutual savings banks and credit unions) where members saved and then borrowed on predetermined...
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...Running head: DISCIPLINE AND MANAGE 1 Discipline and Management: Different Yet Related Bilbo Baggins Grand Canyon University EDU-536 February 5, 2014 DISCIPLINE AND MANAGE 2 Discipline and Management: Different Yet Related Learning how to manage your classroom and discipline your students is essential in being a good teacher. In order for us to fully understand the importance of both, we must explore what they signify as well as what behavior and misbehavior mean. We will discover their meanings, their likenesses, and how they are distinct. We will also explore how they correlate to one another. An effective teacher creates and maintains orderliness in their classroom. By using proactive procedures of communication, behaviors can often be changed. Discipline means to teach self-control. Management is the act of taking charge or taking care of something. Behavior is the act of how one behaves. Misbehavior is being inappropriately, or acting as one should not. Discipline: DISCIPLINE AND MANAGE 3 Management: Behavior: DISCIPLINE AND MANAGE 4 Misbehavior: Classroom management and classroom discipline share a connection with each other. They are distinctly separate but without them both a teacher will struggle in a classroom...
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...EDU 450: Classroom Engagement and Management Grand Canyon University | Discipline and Management | Different yet Related | Keren E Shafer 12/20/2013 | Discipline and Management Getting students of any age to behave the way you would like them to and or do, as you would like is not always the easiest task. Yet every day in classrooms across the world educator's are faced with these challenges because like it or not kids are going to act up in class. Knowing these daily challenges will cause almost every educator to think about and consider how they will carry out both classroom management and discipline with their students. While these two items are similar, they certainly are not the same, or are they? Moreover, why do we need them in our classrooms? Classroom Management and Discipline, although they may seem similar and do go hand in hand in the classroom, most might agree they are not the same. Classroom Management is typically a teachers plan to obtain and keep order in their classroom while engaging their students in active learning. Knowing this information many if not all teachers will take the necessary steps to not only creating a good classroom management plan but they will try and communicate this plan with their students so that the students know what is expected of them while they are in school. Teachers realize these plans are not only necessary but their best attempt to detour and possibly even prevent the behaviors...
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...Discipline and Management: Different Yet Related By Jeff Conroy Grand Canyon University EDU:536 August 25, 2013 Discipline and Management: Different Yet Related Discipline and management and behavior and misbehavior are all interrelated and deal with how a teacher organizes and teaches a class. All of these concepts have similarities and differences and all are integral parts of a teacher’s classroom. Misbehavior This is when someone breaks the rules or doesn’t follow directions. In a classroom this can be something like being disrespectful to someone else or not following a teacher’s directions. (Charles, 2014) An example would be: A student talking at the same time as a teacher is explaining something. Behavior This is the way students act or respond to others and themselves. It is usually categorized as either good behavior or bad behavior. (Charles, 2014) An example of bad behavior might be a student stealing something from another student and an example of good behavior might be a student listening to instructions from their teacher. Discipline Discipline is the way a teacher might correct student misbehavior. In the past this was done through coercion and punishment, while today it is done through positive influence and persuasion. (Charles, 2014) An example of this might be the teacher reminding his/her students of the rules when one of the students is currently breaking a rule. Management There...
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...people for their contribution to the organisation. Ideally, systems should be clear and simple to follow so that workers can easily know how they are affected. In considering rewards it should be borne in mind that pay and financial benefits are not the only motivator for worker performance. Other important motivators for individuals may include job security, the intrinsic satisfaction in the job itself, recognition that they are doing their job well, and suitable training to enable them to develop potential. What are pay systems? Key Points: Pay systems provide the foundation for financial reward systems There are basic rate systems, where the worker receives a fixed rate per hour/week/month with no additional payment There are systems related in whole or part to individual or group performance or profit There are systems based in part on the worker gaining and using additional skills or competencies Pay systems provide the bases on which an organisation rewards workers for their individual contribution, skill and performance. Pay structures are different - they are used to determine specific pay rates for particular jobs, usually based on the nature of the job, its content and requirements. A pay structure provides the framework within which the organisation places the pay rates for its various jobs or groups of jobs. Pay systems fall into two main categories: • • those where pay does not vary in...
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...Individual employee incentive and recognition programs Incentive payments for hourly employees may be determined by the number of units produced, by the achievement of specific performance goals, or by productivity improvements in the organization as a whole. In the majority of incentive plans, incentive payments serve to supplement the employee's basic wage. Piecework One of the oldest incentive plans is based on piecework. Under straight piecework, employees receive a certain rate for each unit produced. Their compensation is determined by the number of units they produce during a pay period. At Steelcase, an office furniture maker, employees can earn more than their base pay, often as much as 35 percent more, through piecework for each slab of metal they cut or chair they upholster. Under a differential piece rate, employees whose production exceeds the standard output receive a higher rate for all of their work than the rate paid to those who do not exceed the standard. Employers will include piecework in their compensation strategy for several reasons. The wage payment for each employee is simple to compute, and the plan permits an organization to predict its labor costs with considerable accuracy, since these costs are the same for each unit of output. The piecework system is more likely to succeed when units of output can be measured readily, when the quality of the product is less critical, when the job is fairly standardized, and when a constant flow of...
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...Because manufacturing processes are undergoing continuous change, forward thinking companies are looking for new incentives to motivate labor. Companies are learning that they can no longer cling only to individual incentive pay plans. Just as an artist relies on a whole pallet of colors, the future success of incentives is having and using many different pay plans, each tailored to achieve a desired effect. There are many incentive plans for you to consider. Some even de-emphasize money and appeal to employees higher needs. I even discussed one plan, Merit Pay, in a previous Industry Advisor article. Now I will compare individual to group incentives – in certain key areas and provide highlights of the differences. Be aware that I am an advocate of group incentives. PERFORMANCE Individual Incentives Since each direct labor employee – who is motivated by money – is theoretically in "business for him/her self" there should be a strong inducement for high performance. A piece work operator could care less about a fellow operator’s performance. The relative productivity of each individual can be readily determined. Likewise, actual time spent on specific jobs is also easily determined and standards set. Individual incentives work best on singularity of product and long runs. They lose their effectiveness and are usually costly to maintain in a high style, fast in-process turnover environment. Group Incentives Groups attempt to empower people and tend to have a leveling effect...
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...Tournaments and Piece Rates Revisited: A Theoretical and Experimental Study of Premium Incentives Werner Guth Rene Levnsky Kerstin Pully Ori Weiselz June 22, 2010 Abstract Tournaments represent an increasingly important component of organizational compensation systems. While prior research focused on xed-prize tournaments, i.e., on tournaments where the prize or prize sum to be awarded is set in advance, we introduce a new type of tournament into the literature: premium incentives. While premium incentives, just like xed-prize tournaments, are based on relative performance, the prize to be awarded is not set in advance but is a function of the rm's success: the prize is high if the rm is successful and low if it is not successful. Relying on a simple model of cost minimization, we are able to show that premium incentives outperform xed-prize tournaments as well as piece rates. Our theoretical result is qualitatively con rmed by a controlled laboratory experiment and has important practical implications for the design of organizational incentive systems. JEL Classi cation: C72, C91, J33 Keywords: Tournaments, Incentives, Economic experiments Max Planck Institute for Economics, Kahlaische Strasse 10, 07745 Jena, Germany. yEberhard Karls Universitat Tubingen, Faculty of Economics and Business Administration, Nauklerstrasse 47, 72074 Tubingen, Germany. zThe Hebrew University, Center for the Study of Rationality, Giv'at Ram, Jerusalem 91904, Israel...
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...Pay enough, don’t pay too much or don’t pay at all? An empirical study of the non-monotonic impact of incentives on job satisfaction Pouliakas, K1 Centre for European Labour Market Research (CELMR), University of Aberdeen Business School, Scotland Keywords: Incentives, intensity, job satisfaction, non-monotonic JEL- Code: C23, J28, J33. Abstract This paper attempts to test the non-monotonic effect of monetary incentives on job satisfaction. Specifically, 8 waves (1998-2005) of the British Household Panel Survey (BHPS) are used to investigate the ceteris paribus association between the intensity of bonus/profit-sharing payments and the utility derived from work. After controlling for individual heterogeneity biases, it is shown that relatively ‘small’ bonuses exert a significant negative effect on worker satisfaction. In contrast, job utility is found to rise only in response to ‘large’ bonus payments, primarily in skilled, non-unionized private sector jobs. The empirical evidence of the paper is therefore consistent with a ‘V-effect’ of incentives, suggesting that employers wishing to motivate their staff should indeed “pay enough or don’t pay at all”. 1 Research Fellow, Address: CELMR, University of Aberdeen Business School, Edward Wright Building, Dunbar Street, Old Aberdeen AB24 3QY, UK; Tel: ++44 01224 272172; e-mail: k.pouliakas@abdn.ac.uk. 1. Introduction The principal-agent model, with its convincing illustration of the trade-off that arises between risk...
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...1. What is Lincoln Electric’s strategy? Lincoln Electric’s strategy relies on its low cost to manufacture and low overhead. The company has been able to achieve this by continually improving its labor productivity. Its innovative management style and incentive based pay system has been at the core of Lincoln’s strategy. The company’s success relied heavily on the culture in which it created. The founder was focused on erasing any heirarchical distinctions and creating an environment that fostered production and innovation through trust, openness and shared control. To gain the employees trust, Lincoln sought to gurantee the workers employment by instituting policy prohibiting lay-offs. They did this by producing invnetory and if demand didn’t pick-up would scale back employee hours. This was not only an efficient model, but reduced overhead costs otherwise endured by competitors. Lincoln was not faced with the costs associated to recruiting and the retraining of its workers. The company fostered creativity with its open-door policy by allowing its experienced production workers to openly share complaints and ideas for improvement with management. An Advisory Board elected employee representatives to share feedback, which was later posted on bulletin boards throughout the facility. Many of the company’s workers are hired straight from high school and trained to perform in many roles. To further gain loyalty from its workforce, many of Lincoln’s executives were employees...
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...International Journal of Psychophysiology 49 (2003) 187–199 Are poor readers semantically challenged? An event-related brain potential assessment ´ ´ ´ Juan Silva-Pereyraa,b, *, Maritza Rivera-Gaxiolab, Thalıa Fernandeza, Lourdes Dıaz-Comasc, ´ ´ ´ Thalıa Harmonya, Antonio Fernandez-Bouzasa,d, Mario Rodrıguezd, Jorge Bernald, Erszebet Marosid b a ´ ´ ´ Instituto de Neurobiologıa, Universidad Nacional Autonoma de Mexico, UNAM-UAQ, Queretaro, Mexico Center for Mind, Brain and Learning, University of Washington, 358 Fisheries Center Box 357988, Seattle, WA 98195, USA c Centro de Neurociencias, La Habana, Cuba d ´ ´ Neurociencias ENEP Iztacala, Universidad Nacional Autonoma de Mexico, Mexico City, Mexico Received 8 October 2002; received in revised form 6 May 2003; accepted 13 May 2003 Abstract This study explores visual event-related potentials components in a group of poor readers (PRs) and control children who carried out figure and word categorization tasks. In both tasks, every child had to categorize between animal and non-animal stimuli in an odd-ball GO–GO paradigm. During the word categorization task, PRs presented longer reaction times, a poorer performance, longer and larger P2 amplitudes, and smaller amplitudes and longer P300 latencies than controls. There were no differences in the N400 component between groups. These results suggest that semantic processing underachievement in PRs may not be a semantic deficit per se, but the...
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...and especially rug related crimes. While it is clear that many of these young African Americans are going to prison due to drug related crimes, stopping the war on drugs altogether is not the solution. Although stopping the drug war may seem efficient for stopping the incarceration of young blacks in the present, it does not guarantee that these same people will not commit other crimes. The cost for stopping the drug war is allowing drug usage and distribution to run rampant which can cause the society and the neighborhoods around the areas to become unsafe. Alexander discusses how there is no way around this issue and dismantling the system of mass incarceration is the only resolution; however if these poor neighborhoods were funded with government money, drug abuse can potentially become lower or even be stopped. Alexander is also discussing how a handful of reforms cannot be a solution to the problem. She argues that all the financial grants that are given to police departments for drug arrests and racial profiling should be halted. She believes that by halting the funding and supplies of mass incarceration are only scratching the surface of social reform. She believes there must be a change in the culture of law enforcement. By stopping mass incarceration Alexander believes that, that is the first step in racial integration. The costs of stopping mass incarceration are high for the government and prison systems. By stopping their reimbursements, drug related crimes may...
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