Importance of the School Curriculum

Importance of the School Curriculum The structure and development of curriculum involves many features, including how it is organised, the goals to be achieved in education, processes of teaching, learning and assessment, and finally how it the curriculum will cater for the future learners. We will discover how the curriculum framework is broken into these categories to form the structure and development. Department of Education and Training (2008) Queensland curriculum standard requirements state All schools are required to develop and maintain up-to-date curriculum plans in consultation with the school community. This planning ensures that assessment, teaching and reporting match the intended curriculum. (Department of Education and Training, 2008) Curriculum planning is divided into three levels in schools, whole-school curriculum, plan the sequence of learning across all year levels, plan each year level, term and unit. The curriculum process is to educate learners, develop skills and knowledge so they will be able to contribute within society. To define curriculum in terms of a document which includes details about goals or objectives, content, teaching techniques, evaluation and assessment is the key values that represent educating. The Department of Education and training of Queensland (2008) states the curriculum is all the planned learning that is offered and enacted by a school. The framework of Queensland curriculum includes a learning environment, resources, teaching approaches and strategies, assessment and programs methods, values relationships, and behaviours between peers and teachers. All these elements are linked and provide the experiences that contribute to learners learning. A good curriculum has each of these elements aligned so that intended learning is what is assessed and what students achieve. (Department of Education and Training, 2008).Therefore, this document attempts to widen the focus on defining a specific view on what a learner can accomplish under the guidance of school learning. Curriculum is organised through scope and sequencing. Scope refers to the level and the arrangement of the curriculum elements that occur across subjects, while, sequence refers to the breaking the content and learning experiences into manageable steps to facilitate learning over a period of time. Example of scope and sequence used in schools is the grammar scope and sequence which each year level will cover a selected element of grammar. Year two (2) teachers teach learning elements of nouns, by identifying naming words, word building with nouns, and year six (6) will use the elements of complex possessive nouns, introduce abstract and common nouns. The scope considers the processes or skills that occur in subjects. Scoping is structured how subjects are taught through activities or integrating units. Scope and Sequence provides information for teachers about the literacy genres, numeracy opportunities and demands, and possibilities for using ICT in the learning program for each of the Key Learning Areas in each year. By using the scope and sequence organisation it allows teachers to focus primarily on the intended curriculum, providing support for teachers on what to teach, how to teach it and how to assess it. Therefore, allowing teachers to make the most of learning in their class. The sequences for each Key Learning Area outline nine years of schooling. In particular, the learning descriptions outlining what is essential for students to know, understand and be able to do by the end of Years 3, 5, 7, and 9 are critical for future learning and progress..(Department of Education and Training, 2008) Within each of the eight Key learning Areas: English, Health and Physical Education, Languages other than English (LOTE), Mathematics, Science, Studies of Society and Environment, Tech nology and The Arts there is a sequence, statements describing what essential learning is to be addressed within the Queensland Curriculum. Using the scope and sequence learning describe what the learner does as a result of the learning opportunities and environment therefore provides a result ,or outcome of the learning process: The structure of the Queensland curriculum relates to several models of curriculum, the process-based model involving sequential phases of curriculum design and development relates to Tylers model of curriculum, which includes objectives followed by content or learning experiences, then using a method or organising learning experiences such as scope and sequencing, and finally evaluation or assessment. But, the Queensland framework of curriculum also relates to Skilbecks model because A curriculum that maximises the learning of all students is one that recognises and celebrates diversity and engages all students in intellectually challenging learning experiences. It provides students with clear guidelines on what they are learning and how they will be assessed. It involves a range of teaching strategies to meet different learning needs and explicit teaching to scaffold students learning so that they develop and consolidate the required knowledge and skills to meet the anticipated fut ure demands of work and citizenship. (Department of Education and Training, 2008) Skilbecks Situation model examines the main context and needs that continues throughout the process of development and implementation of programs weekly or daily teaching. The consideration of these factors steps in the curriculum process of situation analysis, goal formulation. program building, interpretation and implementation and feedback, assessment reconstruction. Skilbecks model, fully considers the situation or context of the curriculum having external factors and internal factors. The external factors include Cultural and social changes expectations and changes Relationships between adults and children, community assumptions and values Educational system requirements e.g. policy statements, assessment procedures Changing nature of subject matter Support systems Expected flow of resources Internal Factors Students student: aptitudes, abilities and educational needs Teachers values, attitudes, skills, knowledge, experience, special strengths and weaknesses, roles School ethos and structures and decision-making structure, power sharing Resources Problems and shortcomings in the existing curriculum School community The purpose or goal of education is to promote teaching and learning structure within a classroom and or school environment, is to make the most of a learners learning and support learners to achieve their full potential. That learning experiences connect with existing knowledge and skills, students educational learning encourage a deeper understanding and that learners can connect purposeful. The principles found in the Framework policy states Quality curriculum maximizes each students educational potential All teaching and learning should be founded in the belief that, with good teaching, the right support and sufficient time, every student can develop knowledge, skills and understanding to achieve at higher levels. Teachers need to believe in their students as learners, have high expectations, and see themselves as responsible for improving the learning achievement of their students. (Department of Education and Training, 2008) The development of the curriculum involves a curriculum for all learning aspects of the essential ways of working and knowledge ensuring that learners are engaged with learning and develop their knowledge and understanding. This includes promoting excellence through a curriculum that supports all students to develop a deep understanding of important subject matter and the intellectual tools and strategies to think for themselves and to manage their own learning (Department of Education and Training, 2008). Curriculum engages learners with strategies to develop sound understanding. Teachers applying these learning activities will guide learners, to work towards building on their knowledge, by applying, explaining, interpreting, and processing. Ensuring that a learner will achieve and participate within their learning is an intended part of the curriculum. Teaching and learning practices within a school environment promote the student to maximise their educational potential. Through good teaching, supporting learners, it will assist with the developing their knowledge and understanding. .Therefore, learners are engaging with support and scaffolding between each other to gain further understanding, ensuring that the cirrculum provides students the key tools and strategies to think for themselves and learn how to manage their learning. The quality assessment of student learning is an continuing course of action of collecting relevant data to determine what a learners knows, understands and reflect on area of the curriculum that need support. The principles of assessment require assessment be applicable, and should provide reliable information on the learners achievements. Students should know what they have to learn and what the criteria or standard will be set for assessment tasks. Learners demonstrating their high order of thinking, they can apply their new skill to other contents. By providing feedback, it will provide learners to reflect on their learning and identify different steps to improve. Assessment is to reflect on the understanding of their learning. Achievement of the intended curriculum including the quality or standard of achievement, assessment practices should also play an educative role for students, enabling them to reflect on their learning -particularly misconceptions and gaps in their knowledge and take some responsibility for their own ongoing learning. (Department of Education and Training, 2008). This new generation has totally different learning styles these needs should be considered in classroom teaching; technology plays an integral part within todays society. Learners are engaging learning to accommodate with new technologies. The curriculum should reflect and build on the digital literacys that students already have. (Department of Education and Training, 2008) Therefore, in conclusion, schools curriculums make the vital contribution to the students future, wellbeing, prosperity, and social society skills. The curriculum needs to work towards developing capabilities, as well as achieving outcome goals in the gaining of specific knowledge. The curriculum must go beyond just schooling foundation of education; these skills are further required in the workplace, community and recreational surroundings. The curriculum is one way to ground the concept of life-long learning in a knowledge society. Quality teaching and learning practices within a school environment promote the student to maximise their educational potential. Through good teaching, supporting learners, it will assist with the developing their knowledge and understanding. . References Brady L : Kenndy, K. (2007). Cirriculum Construction (3rd ed.). Pearson Education Australia. Department of Education and Training. (2008). Department of Education and Training. Retrieved March 10, 2010, from P-12 Curriculum Framework: http://education.qld.gov.au/curriculum/framework/p-12/index.html Marsh, C. (2003). Key Concepts for understanding cirriculum. New York: RoutledgeFalner. Nicholls, A.. Nicholls, H.. (1978). Developing a cirriculum. London: Biling Sons Ltd. Queensland Studies Authority. (2010). Queensland Studies Authority. Retrieved March 2, 2010, from http://www.qsa.qld.edu.au/

The Thankyou Letter :: essays papers

The Thankyou Letter I doubt that the format of this letter brings any true romance to what I am about to say, as typed words and printed letters are harsh and unfeeling. In this day and age, however, I suppose that this is a faster and easier way than paper and ink, a letter scratched out lovingly by hand. Don’t read it as such†¦as sterile and unfeeling. For the words I put down here are the same, if more fluid, than those of anything I could possibly write using the more traditional methods. And please don’t be daunted by the flowery prose that I am using, as presently I am in a strange, floating mood that leaves the room for nothing but softness and exaggeration of expression in what I feel. I’m sitting here at home looking through what seems like a whole other lifetime of â€Å"stuff† and I’m thinking of you. I’m thinking of you and I like what is running through my head. My heart is presently jumbled; anxious, ill suited for simply sitting around with nothing to do. I want a change somehow, and I do not know where, or how, or why. All I know is I’m worried and the thought of you can no longer make it better. To say that things in my life are changing would be an understatement. To say that they are constantly doing so would be a bit of a lie. As there have been times when I have been stuck in the same rut, floating about in a sea of ennui and non-movement. Still, I’m afraid of change, to be honest with myself and with you. I’m terrified of it. I’m a creature of habit and though on the surface I can appear chaotic and unpredictable, I find solace and comfort in that which is stable, that which does not rock the boat, as it were. But paradoxically, that same comfort is what kills me, what rips apart my creativity and dulls every sense I lay claim to. You changed that and I was and am no longer sitting still, I’m moving forward, sometimes moving in to something unknown and wonderful, sometimes being shoved so fast into it I can’t quite see what’s around me. It was beautiful, the feeling.

Beowulf- Christian or Pagan? Essay

Pointing out what makes up a Christian or pagan story will explain this most clearly. In a Christian story, it must have these elements: First of all, the story must have at least one of the characters believe in the one true God. Christ founded the Christians so the Christians must believe in what He says. Since, Christ taught the Trinity and that there is one true God, then it is a part of that religion – so a Christian story must have this belief. Secondly, a Christian story must have Christian virtues or values. Christ taught the New Law, which states to avoid violence and love your enemies, if necessary defend yourself. Jesus also taught the Beatitudes which states to be virtuous and generous – so a Christian story must also have those elements. On the contrary, a pagan story must have these elements: For instance, pagans believe in anything non-Christian. The definition of a pagan is a non-Christian – so whatever Christians do they do the opposite. If the story is mostly non-Christian then it is a pagan story. Also, pagans believe in myths. Since, Christians believe in one God and truth, then the pagans believe in many gods and myths. So, when the story has many gods and mythology and the characters believe it – it must be pagan. Look more:  beowulf essay Having explained the differences between a Christian and pagan story – it can go on to finding these elements in the epic. Beowulf has both aspects of pagan and Christian. A few of the many of these Christian elements are these: First, â€Å"holy God decided the victory. It was easy for the Lord, the Ruler of Heaven, to redress the balance once Beowulf got back up on his feet. † (lines 1553-1556). God helped Beowulf win this fight and he praises him for it. Beowulf believes in God so he knows that he could not have done it without Him. Second, â€Å"I was†¦ given full measure†¦ to choose from Hrothgar’s treasures†¦ King Hygelac, I am happy to present to you as gifts. † (lines 2145-2149). Beowulf was generous to give his rewarded gifts to his beloved uncle – so Beowulf had Christian values. He was not selfish and kept it all to himself, but gave to others like Christ gave. However, some of the pagan elements in Beowulf are these: Such as, â€Å"his glee was demonic, picturing the mayhem: before morning he would rip life from limb and devour them, feed on their flesh;† (lines 730-731) and â€Å"he dived into the heaving depths of the lake. It was the best part of the day before he could see the solid bottom. † (lines 1494-1496). The first reference was about Grendel, who was a mythical creature and he does not exist, which is pagan. The second reference was about Beowulf swimming and holding his breath for hours, which is impossible, so he has super human strength, so it is pagan. Including, â€Å"The Geat people built a pyre for Beowulf†¦ a wild litany of nightmare and lament: her nation invaded, enemies on the rampage, bodies in piles, slavery and abasement. Heaven swallowed the smoke. † (lines 3137 and 3152-3155). Christian stories never really end dark, saturnine, and foreboding. Also, his burial was a pagan one, so Beowulf does not know Christianity as well, to know that he asked for a pagan burial. Even though Beowulf can be both pagan or Christian, one must override the other. Beowulf is a Christian epic, Christianity overrides Paganism, for the storyline of Beowulf follows the storyline of Christ; making Beowulf as Christ. One example is when Beowulf was called, â€Å"protector of his people, pledged to uphold truth and justice and to respect tradition† (lines 1700-1701). Christ healed people individually from sin at first. Then same with Beowulf, he helps the town of the Danes, first. Additionally, Beowulf â€Å"was sad at heart, unsettled yet ready, sensing his death. † (line 2419-2420). Christ willingly fights Satan and dies to save his people. Anyhow, Beowulf also fights the dragon (devil) and readily dies to save his people (town). Moreover, â€Å"The lord of the Geats took eleven comrades,† (line 2401) and â€Å"the youth was to enter the line of battle with his lord. † (lines 2625-2626). Christ asks twelve to go with him to death, then one betrays, and the others fled; so the youngest (John) stays with him until death. A bit different in Beowulf, but it happens that he asks eleven to go help him fight the devil dragon, and they all fled except the youngest (Wiglaf), who stayed with him and fought with him until death. So it happens that, â€Å"The treasure had been won, bought and paid for by Beowulf’s death. † (lines 2847-2848). Christ dies to defeat Satan and win the spiritual lives of his people. Then, Beowulf also dies which kills the dragon and the â€Å"treasure† or his town’s lives were won and saved. Therefore, because the storyline of Beowulf is closely related to that of Christ’s storyline; it concludes that Beowulf is a fundamentally Christian story. The epic, Beowulf, is definitely a Christian epic, but it displays the transition from Paganism to Christianity; that is why there are some pagan aspects, for Beowulf and all his other relatives and fellow barbarians are still in the process of learning all the rules of the Christians. â€Å"Sometimes at pagan shrines they vowed offerings to idols†¦ the Lord God†¦ was unknown to them. † (lines 175-176 and 181-182); that stated that the barbarians were pagan, but converted. Therefore, Beowulf, has a few pagan aspects in it, but is primarily Christian.

The Battle of Khe Sanh in the Vietnam War

The Battle of Khe Sanh in the Vietnam War The Siege of Khe Sanh occurred during the Vietnam War.  The fighting around Khe Sanh began January 21,  1968,  and concluded  around  April 8, 1968. Armies and Commanders Allies: General William WestmorelandColonel David LowndsApprox. 6,000 men North Vietnamese: Vo Nguyen GiapTran Quy HaiApprox. 20,000-30,000 men Battle of Khe Sanh Overview In the summer of 1967, American commanders learned of a build-up of Peoples Army of North Vietnam (PAVN) forces in the area around Khe Sanh in northwest South Vietnam. Responding to this, the Khe Sanh Combat Base (KSCB), located on a plateau in a valley of the same name, was reinforced by elements of the 26th Marine Regiment under Colonel David E. Lownds. Also, outposts on the surrounding hills were occupied by American forces. While KSCB possessed an airstrip, its overland supply route was over the dilapidated Route 9, which led back to the coast. That fall, a supply convoy was ambushed by PAVN forces on Route 9. This was the last overland attempt to resupply Khe Sanh until the following April. Through December, PAVN troops were spotted in the area, but there was little fighting. With the increase in enemy activity, a decision was needed regarding whether to further reinforce Khe Sanh or abandon the position. Assessing the situation, General William Westmoreland elected to increase the troop levels at KSCB. Though he was supported by the commander of the III Marine Amphibious Force, Lieutenant General Robert E. Cushman, many Marine officers disagreed with Westmorelands decision. Many believed that Khe Sanh was not necessary to the ongoing operations. In late December/early January, intelligence reported the arrival of the 325th, 324th, and 320th PAVN divisions within striking distance of KSCB. In response, additional Marines were moved to the base. On January 20, the PAVN defector alerted Lownds that an attack was imminent. At 12:30 a.m. on the 21st, Hill 861 was attacked by about 300 PAVN troops and KSCB was heavily shelled. While the attack was repulsed, the PAVN soldiers did manage to breach the Marine defenses. The attack also revealed the arrival of the 304th PAVN division in the area. To clear their flank, PAVN forces attacked and overran Laotian troops at Ban Houei Sane on January 23, forcing the survivors to flee to the U.S. Special Forces camp at Lang Vei. During this time, KSCB received its last reinforcements: additional Marines and the 37th Army of the Republic of Vietnam Ranger Battalion. Enduring several heavy bombardments, the defenders at Khe Sanh learned on January 29 that there would be no truce for the upcoming Tet holiday. To support the defense of the base, which had been dubbed Operation Scotland, Westmoreland initiated Operation Niagara. This action called for the massive application of aerial firepower. Utilizing a variety of advanced sensors and forward air controllers, American aircraft began pounding PAVN positions around Khe Sanh. When the Tet Offensive commenced on January 30, the fighting around KSCB quieted. Fighting in the area resumed on February 7, when the camp at Lang Vei was overrun. Fleeing from the scene, Special Forces units made their way to Khe Sanh. Unable to resupply KSCB by land, American forces delivered needed materials by air, dodging an intense gauntlet of PAVN anti-aircraft fire. Ultimately, tactics such as the Super Gaggle (which involved the use of A-4 Skyhawk fighters to suppress ground fire) allowed helicopters to resupply the hilltop outposts while drops from C-130s delivered goods to the main base. On the same night that Lang Vei was attacked, PAVN troops assaulted an observation post at KSCB. In the last week of February, fighting intensified when a Marine patrol was ambushed and several attacks were launched against the 37th ARVNs lines. In March, intelligence began noticing an exodus of PAVN units from the vicinity of Khe Sanh. Despite this, shelling continued and the bases ammunition dump detonated for the second time during the campaign. Pressing out from KSCB, Marine patrols engaged the enemy on March 30. The next day, Operation Scotland was ended. Operational control of the area turned over to the 1st Air Cavalry Division for the execution of Operation Pegasus. Designed to break the siege of Keh Sanh, Operation Pegasus called for elements of the 1st and 3rd Marine Regiments to attack up Route 9 towards Khe Sanh. Meanwhile, the 1st Air Cavalry moved by helicopter to seize key terrain features along the line of advance. As the Marines advanced, engineers worked to repair the road. This plan infuriated the Marines at KSCB, as they did not believe they needed to be rescued. Jumping off on April 1, Pegasus met little resistance as American forces moved west. The first major engagement occurred on April 6, when a day-long battle was waged against a PAVN blocking force. Fighting largely concluded with a three-day fight near Khe Sanh village. Troops linked up with the Marines at KSCB on April 8. Three days later, Route 9 was declared open. Aftermath Lasting 77 days, the siege of Khe Sanh saw American and South Vietnamese forces suffer. In the end, there were 703 killed, 2,642 wounded, and 7 missing. PAVN losses are not known with accuracy but are estimated at between 10,000 to 15,000 dead and wounded. Following the battle, Lownds men were relieved and Westmoreland ordered the base occupied until he left Vietnam in June. His successor, General Creighton Abrams, did not believe that retaining Khe Sanh was necessary. He ordered the base destroyed and abandoned later that month. This decision earned the ire of the American press, who questioned why Khe Sanh had to be defended in January but was no longer needed in July. Abrams response was that the then-current military situation no longer dictated that it be held. To this day, it is unclear whether PAVN leadership in Hanoi intended to fight a decisive battle at Khe Sanh, or if operations in the area were meant to distract Westmoreland in the weeks before the Tet Offensive. Sources: Brush, Peter. Battle of Khe Sanh: Recounting the Battles Casualties. HistoryNet, June 26, 2007. Unknown. The Siege at Khe Sanh. PBS.

Free Essays on Starry Night

â€Å"The Starry Night,† by Vincent Van Gogh is an example of an expressionist’s perspective of an unusual, chaotic, star-studded night, above a small town located in the middle of a hilly landscape. At the bottom left of the painting, pressed up close, there is a dark, flame-like, tree that twists upwards into the sky, almost as if to divide the heavens. In the center of town, there is church that stands out from any of the other structures. The top steeple just barely pierces the horizon like a tiny needle, with the vastness of the rolling sky. Many artists have different definitions for the word line. It can be said to be a continuous mark made by a pencil, or a brush applied to a surface that is used to define a shape or represent a contour. Lines can be drawn in numerous different ways also. A few of the different ways a line can be drawn are thick or thin, light or dark, straight or curved, heavy or dark, and slow and fast. With these different drawing techniques, artists can evoke a certain emotion or present a certain mood about a painting. Van Gogh paints the sky and the tree in bottom left with overlapping, quick, and curving strokes that create a great sense of dynamic, swirling motion. He paints the hills and the smaller trees that line the town with a similar but more gentle, thinner brush strokes that differentiates them from the sky and the tree in the foreground. Van Gogh paints the town in straight, diagonals and horizontals, and does not pays much attention to small detail. The small yellow lights in the buildings are all square or rectangular in shape, in contrast to the stars above. The church is the only building that has actual planes of color and complex outer structure. As far as color is considered, blue and purple pretty much dominate the painting. In the sky, the moon itself is a yellowish orange color, while the two spiraling bands in the sky are greenish-blue. The painting seems to flow f... Free Essays on Starry Night Free Essays on Starry Night â€Å"The Starry Night,† by Vincent Van Gogh is an example of an expressionist’s perspective of an unusual, chaotic, star-studded night, above a small town located in the middle of a hilly landscape. At the bottom left of the painting, pressed up close, there is a dark, flame-like, tree that twists upwards into the sky, almost as if to divide the heavens. In the center of town, there is church that stands out from any of the other structures. The top steeple just barely pierces the horizon like a tiny needle, with the vastness of the rolling sky. Many artists have different definitions for the word line. It can be said to be a continuous mark made by a pencil, or a brush applied to a surface that is used to define a shape or represent a contour. Lines can be drawn in numerous different ways also. A few of the different ways a line can be drawn are thick or thin, light or dark, straight or curved, heavy or dark, and slow and fast. With these different drawing techniques, artists can evoke a certain emotion or present a certain mood about a painting. Van Gogh paints the sky and the tree in bottom left with overlapping, quick, and curving strokes that create a great sense of dynamic, swirling motion. He paints the hills and the smaller trees that line the town with a similar but more gentle, thinner brush strokes that differentiates them from the sky and the tree in the foreground. Van Gogh paints the town in straight, diagonals and horizontals, and does not pays much attention to small detail. The small yellow lights in the buildings are all square or rectangular in shape, in contrast to the stars above. The church is the only building that has actual planes of color and complex outer structure. As far as color is considered, blue and purple pretty much dominate the painting. In the sky, the moon itself is a yellowish orange color, while the two spiraling bands in the sky are greenish-blue. The painting seems to flow f...

Emotional Intelligence and it's Impact on Leadership Styles Essay

Emotional Intelligence and it's Impact on Leadership Styles - Essay Example Emotional intelligence Emotional Intelligence is a collective name for a set of social and emotional abilities which would help people to adapt to the routine demands and it is the ability to be more effective in relationships of varied nature (MacCann, Matthews, Zeidner, & Richards, 2004). Another definition of emotional intelligence is â€Å"the set of abilities that involves perceiving and reasoning abstractly with information that emerges from feelings† (Mandell and Phewanti ,2003) In a team environment, the role of emotional intelligence is turning to be of increased importance. Barling et al (157) has opined that the five characteristics of emotional intelligence includes, understanding other persons emotions; knowing to manage these emotions; emotional self control; empathy and management of relations. The application of these components in management has been a subject of research for several years. Emotional Intelligence and Transformational leadership Transformationa l leadership involves the leader motivating the team members to perform beyond the expected limits of performance (Sivanathan & Fekkan, 198). In general it has been opined that emotional intelligence is a prerequisite for any sustainable leadership model. It must be noted here that transformational leadership has been suggested to have sustained results than transactional leadership which is based on contingent rewards and other tangible benefits. Transformational leadership demands to a large extend the understanding of the followers’ emotions. In this context, the characteristics of emotional intelligence will compliment the functionalities of a transformational leader. According to Ashforth and Humphrey (1995), â€Å"emotions are an integral and inseparable part of everyday organizational life† (p. 97) . Thus a team environment will involve varied range of emotions. The skill to understand the other person’s emotions can be used to analyse the satisfaction an d the motivational requirements of the team members. This argument is supported by George (2000) as he opined that transformational leaders appraise and engage in emotions and they effectively use these emotions for the well being of the team. Moreover, emotional self control would help the leader to establish himself or herself as a role model for other to follow. Goleman (1998) has opined the need of emotional intelligence as a mandatory quality to be successful as leaders and that the transformational behaviors of leaders are directly proportional to the level of their emotional intelligence. Top Management & Emotional Intelligence The importance of emotional intelligence for a professional working at the top management level has been asserted by management experts. It has been opined that the importance of emotional intelligence increases with the increase in managerial responsibilities and one’s professional advances within the organization. The challenges of a leader in creases in multiple disciplines as the person climbs up the managerial ladder. This must be read together with the fact that, as the area of management broadens, the cultural and professional diversity also widens. This limits the scope of transactional style of leadership to be effective to have a sustainable leadership. There are several studies which analysed various levels of top management

Work, People and Productivity Mgt Essay Example | Topics and Well Written Essays - 250 words

Work, People and Productivity Mgt - Essay Example These include; Preoccupation with failure, sensitivity to operations, reluctance to simplify interpretations, deference to expertise and commitment to resilience. People in HRO work in recognition of the high risk environments and occupations. In order to enhance productivity and reliability the HRO must carry out self-assessment and evaluation. These characteristics provide a guide to the thinking and mindfulness in the organization (Weick & Sutcliffe, 2001). It is important to recognize that policies and manuals in an organization constantly change; the HRO should be mindful and be sensitive to the complexity of the systems and environment of the HRO. The HRO should quickly work to identify and anomalies and problems and quickly eliminate potential problems. As an HRO it is important to always be aware and have updated information on the state of the systems and processes in the organization. This is key to identifying possible problems and preventing them (Weick & Sutcliffe, 2001). It is important that the HRO offer concrete and detailed explanation and documentation of processes in the organization. Simple explanations to processes and activities are not ideal for proper diagnosis of problems in the organization. This eliminates the problem of not knowing what’s going on in the organization until it’s too late. Concise and clear explanations of processes improve reliability and productivity of the organization (Weick & Sutcliffe, 2001). Failures and errors are bound to occur in any HRO, it is the roles of the HRO to identify, predict and eliminate possible catastrophes rather react to them. An HRO constantly keeps in mind that they might have omitted something that might put the organization at risk. This should be viewed as opportunities to improve current systems by determining weaknesses, examining