Ilm Leadership

Title: Assessing your own leadership capability and performance (M5. 29) 5 6 Assessment criteria (the learner can) 1. 1 Review the prevailing leadership styles in the organisation Assess the impact of the prevailing leadership styles on the organisation’s values and performance Level: Credit value: Learning outcomes (the learner will) 1 Understand leadership styles within an organisation 1. 2 2 Be able to review effectiveness of own leadership capability and performance in meeting organisational values and goals 2. 1Assess own ability to apply different leadership styles in a range of situations Assess own ability to communicate the organisation’s values and goals to staff in own area Assess own ability to motivate others and build commitment to the organisation’s values and goals 2. 2 2. 3 3 Be able to adopt an effective leadership style to motivate staff to achieve organisational values and goals 3. 1 Justify the most effective leadership style to motivate staf f in own area, to achieve the organisation’s values and goals Implement the most effective leadership style in order to motivate staff in own area to achieve the organisation’s values and goals . 2 Additional information about the unit Unit purpose and aim(s) To develop understanding and ability to lead teams to achieve organisational values and goals as required by a practising or potential middle manager. 31/12/2014 Links to MSC 2004 NOS: A2, A3 Unit expiry date Details of the relationship between the unit and relevant national occupational standards or professional standards or curricula (if appropriate) Assessment requirements or guidance specified by a sector or regulatory body (if ppropriate) Support for the unit from a sector skills council or other appropriate body (if required) Location of the unit within the subject/sector classification system Name of the organisation submitting the unit Availability for use Units available from Unit guided learning hours Ad ditional Guidance about the Unit Indicative Content: 1 †¢ A range of leadership theories and different leadership styles, such as: the trait approach to leadership the behavioural school (McGregor, Blake and Mouton) the contingency or situational school (Fielder, Hersey-Blanchard, Tannenbaum and Schmidt, Adair) leaders and followers (Servant Leadership, Team Leadership, Transactional and Transformational) dispersed leadership The key responsibilities of the leadership role in terms of: taking responsibility contributing to overall vision and goals setting and providing guidance on values setting direction for significant programmes or projects stimulating innovation and enterprise anticipating, planning for and leading change overcoming obstacles delegating setting objectives for teams and individuals communicating and motivating supporting and developing programmes, projects, eams and individuals modelling appropriate behaviour representing the team and feeding back its experi ences and views protecting the team and its members Assessing the impact of different leadership styles Organisational values and acceptable standards of behaviour in the organisation Organisational values and organisational purpose, vision and mission Management Standards Centre (MSC) Business Management Institute of Leadership & Management Private 01/01/2008 15 †¢ †¢ †¢ †¢ 2 †¢ †¢ †¢ Theories and principles of delegating responsibility and empowering others The critical importance of the leader gaining the motivation and commitment of others Critiques of the main theories of motivation, such as: Maslow’s Hierarchy McGregor’s Theory X and Theory Y †¢ †¢ †¢ †¢Herzberg’s Two Factor Theory Vroom’s Expectancy Theory McClelland’s 3-Needs Theory Motivational factors that are available to the leader (e. g. safety and security, sense of belonging and common purpose, respect, recognition of achievement , empowerment and self-actualisation, sense of fulfilment, personal and professional development, material rewards, sanctions, job roles and employment conditions) How to evaluate motivational factors and select those that are appropriate to different situations and people Effective communication of values and goals Leadership to support the achievement of the organisation’s goals by encouraging common and acceptable norms of organisational behaviour 3 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢The concept of emotional intelligence as developed by different theorists and how it applies to the leadership role The importance of understanding one’s own strengths and limitations Using and interpreting different techniques to identify their own characteristics, strengths and limitations The importance of continuous self-development and how to identify opportunities to develop oneself in the leadership role The importance of leader s: displaying confidence and self-assurance by playing to own strengths and showing a readiness to take calculated risks being socially aware (empathy, organisational and ‘political’ awareness, service to others) managing relationships (inspiring, influencing, networking, conflict management) displaying self-leadership (controlling own emotions, particularly when under stress, being open and honest with others, showing integrity and trust worthiness, being flexible, setting challenging but realistic objectives for themselves and others, taking personal responsibility for significant challenges, seeing setbacks as opportunities rather than threats) communicating overall vision and goals and how to win and maintain the commitment of teams and individuals to these Effective techniques for communicating, persuading and negotiating both directly and indirectly with teams and individuals How to select communication, persuasion and negotiation skills appropriate to different s ituations and people The importance of being able to use a repertoire of leadership styles in different situations and with different people How to develop vision and goals for significant projects or programmes of work The importance of being aware of and analysing the internal and external environments in which the leader operates The leader’s role in supporting and mentoring team members

Big Q

This is shown in the book Lice's Adventures in Wonderland by Lewis Carroll when Alice chases the rabbit down onto a rabbit-hole without giving it any thought Alice Just Jumps right in not thinking about the consequences â€Å"In another moment down went Alice after it, never once considering how in the world she was to get out† (Carroll 20). Another example of instinct overcoming rational thought is found in Milan, a Disney movie about a girl who goes and fights for her injured father in a war that he would most likely not have survived in.In a specific scene she sees her father and grandmother arguing through the window and from that point is determined to do anything to keep her father from owing back into action (Walt Disney Pictures 1998). Milan does it because she loves her father and wants to make her family proud by saving him from having to fight again. Her instincts make her very emotional and lead to her becoming a warrior and bringing Joy to her family. Most people act first and think later causing emotion to overpower their logic. Secondly, emotion prevails over reason because it is more heart-felt and sentimental.The book A Tale of Two Cities by Charles Dickens contains various quotes that help to connect to emotion. The first quote that relates to the big question is about a man who Just lost his daughter due to the recklessness of the Marquis: â€Å"A tall man in a nightcap had caught up a bundle from among the feet of the horses, and had laid it on the basement of the fountain, and was down in the mud and wet, howling over it like a wild animal. Pardon, Monsieur the Marquis! Said a ragged and submissive man, it is a child. Why does he make that abominable noise? Is it his child? Excuse me, Monsieur the Marquis-it is a pity- yes. â€Å"It is extraordinary to me, said he, that you people cannot take care of yourselves and your hillier. One or the other of you is forever in the way. How do I know what injury you have done my horses? See! G ive him that. He threw out a gold coin for the valet to pick up, and all the heads craned forward that all the eyes might look down at it as it fell. The tall man called out again with a most unearthly cry, DEAD! † (Dickens 115) This quote tells about a man who Just lost his daughter in the blink of an eye and can't control himself, so he Just starts sobbing uncontrollably and crying out like a wild animal.His heart is broken and he has no time to think. All he feels is sorrow and it affects everyone around him. The people around really feel sympathy for this guy and react emotionally as well. They are angry at the Marquis, and they are angry at how they have to live their lives because of the imposing government as well. All of these emotions (angry, somber, and scared) mixed together, also help lead to revolutionary thinking, which is a big part of the book.Another quote that connects the novel to the big question is about the killing of the Marquis: â€Å"It lay back on th e pillow of Monsieur the Marquis. It was like a fine mask, suddenly startled, made angry, and petrified. Driven home into the heart of the stone figure attached to it was a knife. Round its hilt was a frill of paper, on which was scrawled: Drive him fast to his tomb. This, from Jacques. † (Dickens 252) This quote is about the killing of the Monsieur the Marquis and it helps to reinforce the argument. Sentiment is shown in the quote by how personalized the killing was made out to be.The Marquis was stabbed straight in the heart and there was a letter signed by the killer â€Å"Jacques†, an anonymous name used by many evolutionarily used to keep the identities secret, but also used to show that they all had one goal or one purpose in mind. It emotionally bonded all the revolutionaries together showing unity. Another source that connects to emotion is a British television show called Sherlock. As the title gives away, the show retells the story of Sherlock Holmes in modern times. Sherlock is the most rational, logical, and mostly sane person of all time, but even he succumbs to his emotions at times.He falls in love with a spy/ enemy informant and she gets sent to a terrible place where she will most likely die, but even Sherlock with all of his wisdom cannot stop himself from saving her. He knows it is the wrong thing to do because she lied to him and conned him out of important information, but he cannot help what he feels in his heart. (Gait's 2010) Lastly, emotion is stronger than reason because it is irrational and spontaneous. The book Lice's Adventures in Wonderland by Lewis Carroll showcases many absurd things and emotions.A doctoral candidate at the University of Texas explains the homes and background of the book and is in agreement, â€Å"the absurdity, even insanity, of the world from the point of view of the innocent. We're all mad here, the Cheshire Cat informs her in their famous exchange. This absurdity is frequently little more than a source of amusement to Alice; many times, though, it is a source of grief. † (Stanley 1999). Alice enters the rabbit hole and from that point on is confronted with crazy experiences that leave her very emotional.Although emotion overpowers logic in most situations, reason may be evident at retain points in time. An example of this would be an argument of an atheist against religion. The atheist believes in facts and what he/she can observe in the universe around him. Atheists do not believe in having a blind faith towards anything that is not measurable in any humanly way, while religious people are perfectly content with believing that there is some sort of god. A census taken in England in 2011 showed that the numbers of atheists were increasing while the numbers of Christians were decreasing.

Organizational Culture and Leadership Style on Job Satisfaction Level of Managers in SME, Penang Essay

The complex society today has its benchmark of goals and fulfillment that should be achieved by individuals. This set of goals and fulfillment includes securing a good job, preferably with a good pay and hopefully, with job satisfaction. What is job satisfaction? Job satisfaction is how content an satisfaction? Small and Medium Enterprise Corporation Malaysia, SMECORP census report show in 2011, total have 645,136 SMEs in Malaysia. Penang occupied 6.3%from the total. In Malaysia SME total have 3.6million employees, which Malaysia, mployees, contributed a lot of job opportunities to Malaysians. 6.3% of 3.6million is about 3.6million 230,000 employees working in Penang SME. SMEs play an important role in all economies in the world by contributing 80 percent of global economic growth (Jutla, et al., 2002). The importance of SMEs in developing a nation must not be taken lightly and be underestimated (Ragesh et al., 2010; Noor Hazlina & Seet, 2009). The contribution of SMEs on the various Asian nations’ Gross Domestic Product (GDP) is significant as shown in the Table 1 as follows: As indicated in Table 1, more than 90% of the business establishments (except Singapore) are mainly SMEs. These SMEs provides job opportunities for more than 40% of their workforce. Table 3: International SME Development and Growth Source: Malaysia SME Annual Report 2007. Research Gap From the pass many studies (Aria Hassan, 2010; Block, L. 2003; Daft, R. L. 2005; Drucker, P.F. 1999; Harris, L. C. and Ogbonna, E. 2001), it showed some significant relationship between organizational culture and job satisfaction; leadership style and job satisfaction. Not easy to find direct study three variable relationships together. However, another gap to be observed job satisfaction research mainly is oversea research. Even in Malaysia research also didn’t find a very specific research on Penang, SME manager on their job satisfaction base on two independent variables, organizational culture and leadership styles (Harris, L. C. and Ogbonna, E. 2001; Hsu, H. Y. 2009; Kim, S. 2002; Lee, H. Y. 2008; Lee, T. W. and Mowday, R. T. 1989; Li, Y. C. 2004; Rashid, M. Z. A., Sambasivan, M. and Johari, J. 2003 )    Research Problem In facing a variety of challenges, knowledge generation and dissemination are more critical than they had in the past. Drucker (1999) pointed out that personal know-how and tacit knowledge are not stored within an organization; in contrast, this knowledge is maintained by employees. According to past research, managers presented a high turnover rate in the SME industry, for example, Hu et al. (2005) found that the managers in electronics SME had the second highest rate of turnover among all managers in other industry and the rate of turnover was 42% of SME managers expected to remain in their current job for 3 years, 28% anticipated that they would keep the same job for 3-6 years and only 6% planned to remain in the same job for over 10 years. Past studies show that a positive corporate culture and effective leadership styles can enhance organizational commitment and job satisfaction (Ogbonna and Harris, 2000; Lok and Crawford, 2004). With a fit between positive organizational culture and suitable leadership style in the organization, a lasting success in business performance can be achieved. Very few attempts have been made to examine the three variables (organization culture, leadership styles and job satisfaction) in an integrated way. Therefore the fundamental issue guiding this study is to look more specifically on organizational culture and leadership styles and their effect on the job satisfaction of SME managers working in local Penang SME organizations in Malaysia. Research Questions This research attempts to examine the influence of organizational cultures and leadership styles on job satisfaction of SME managers in Penang, Malaysia. In examining the relations, the main research questions are: 1. What is the job satisfaction level of managers in the SME, Penang? 2. Are they satisfied with their current job? 3. To what extent the 2 factors affect job satisfaction of managers in the SME, Penang? 4. What is the moderating effect of age in the job satisfaction? Objectives of the Research The objectives of this research are to examine the association between different types of organizational cultures and leadership styles on job satisfaction of SME managers in Penang. The specific objectives of this research are to: To assess the job satisfaction level of managers in SME Company in Penang. To study the impact of these 2 factors affects the job satisfaction of the managers in SME Company in Penang. To examine whether age has any moderating effect on the job satisfaction of the managers in SME company in Penang. Significance and contribution of the study This study intends to contribute to the existing knowledge base, in particular the influence of organizational cultures and leadership styles on job satisfaction of the SME Manager in Penang. It is noted that even with the literature found from various databases, only a handful looked into the relationship of organizational cultures and leadership styles on job satisfaction of professionals. Very few attempts have been made to examine the three variables in SME Penang (Organizational culture, leadership styles and job satisfaction) in an integrated way. With increasing globalization, greater knowledge of the interaction of these factors on SME managers working in small and medium industry organizations can be beneficial. Thus, upon gathering the data, finding effective methods in managing SME managers are crucial in order to achieve a high level of innovation performance by SME organizations in Penang. The significance of this research can be summarized per below: 1) Contribute to the literature review on the relationship of organizational cultures and leadership styles on job satisfaction SME in Penang. 2) Able to identify types of organizational cultures and leadership styles adopted by SME in Penang. 3) Determine job satisfaction level of SME manager in Penang. 6 4) Identify effective cultures and leadership styles in managing SME managers in Penang. Definition of terms 1.7.1 Organization Cultures There are a number of definitions of organizational cultures that refer to norms of behavior and shared values among a group of members in an organization. According to Conner (1992), organizational cultures can be defined as the â€Å"interrelationship of shared beliefs behaviors and assumptions that are acquired over time by members of an institution†. In fact, cultures dominate in a way that impacts employee interaction, organizational functioning and eventually influences all decision making (Graham &Nafukho, 2007). Schein (1985) integrated the concept of assumptions, adaptations, perceptions and learning and then comprehensively defined organizational cultures as patterns of basic assumptions invented, discovered or developed by a given group as it learns to cope with the problems of external adaptation and internal integration that all works well enough to be considered valid and therefore to be taught to new members as the correct way to perceive, think and feel in relation to those problems. Culture can also be expressed through the organization’s myths, heroes, legends, stories, jargon, rites and rituals. Corporate culture is a key component in the achievement of an organization’s mission and strategies, the improvement of organizational effectiveness and the management of change 7 (Samuel, 2006). A corporate culture can work for an organization to improve performance or against it by creating barriers that prevent the attainment of goals. However, it can be corrected by providing guidance on what is expected by conveying a sense of identity and purpose of unity to members, facilitating the generation of commitment and shaping behavior. 1.7.2 Leadership & Leadership Styles According to Stogdill (1963), different people will interpret leadership differently based on the individual perspective; there are almost as many definitions of leadership as there are persons who have attempted to define the concept. Stogdill stated that the term leadership is a relatively a recent addition to the English language and it was used only for about two hundred years ago, although the term leader from which it was derived appeared as early as A.D1300. Leadership has been defined in terms of individual traits, behavior, influence over other people, interaction patterns, role relationships, occupation of an administrative position and perception by others regarding legitimacy of influence. (Yukl, 2006). Leadership is an interaction between two or more members of a group that often involves a structuring or restructuring of the situation and the perceptions and expectations of members. Some other definitions are as follows: 1) Leadership is â€Å"the behavior of an individual when he is directing the activities of a group toward a shared goal.† (Hemphill & Coons, 1957). 8 2) Leadership is â€Å"an interaction between persons in which one presents information of a sort and in such a manner that the other becomes convinced that his outcome will be improved if he behaves in the manner suggested or desired† (Jacobs, 1970). 3) Leadership is â€Å"the initiation and maintenance of structure in expectation and interaction† (Stogdill, 1974). Job Satisfaction Locke (1969) defining job satisfaction as â€Å"the pleasurable emotional state resulting from the appraisal of one’s job as achieving or facilitating the achievement of one’s job values†. Spector (1985) defined it as â€Å"how people feel about their jobs and different aspects of their jobs. It is the extent to which people like or dislike their jobs. Schmidt (2007) stated that job satisfaction is a reflection of an individual’s behavior that leads to attractive outcomes and is typically measured in degrees of multiple perceptions using multiple constructs or categories. Overall, job satisfaction is associated with an employee satisfaction from both psychological and physical perspectives. Thus, job satisfaction is recognized as a complex construct that includes both intrinsic and extrinsic factors. (Herzberg, 1959). He also identified the intrinsic as derived from internal job-related rewards such as recognition, achievement, advancement and responsibility. Extrinsic factors result from external environment-related rewards such as salary, policies, and interpersonal relations in supervision and working conditions. Spector (1985) identified nine subscales for the Job Satisfaction 9 Survey (JSS): pay, promotion, supervision, fringe benefits, contingent rewards, operating conditions, co-workers, nature of work and communication. 1.7.4 SME Manager SME manager can be explained in 2 parts- SME and the manager. SME is the industry and manager is the position in an organization. Small and medium enterprises or SMEs, also called small and medium-sized enterprises and small and medium-sized businesses, SMBs. SMEs are companies whose headcount or turnover falls below certain limits. The 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. Job Satisfaction underpinning theory 1.8.1 Herzberg Job Satisfaction Theory: Herzberg developed his theory that there are two dimensions to job satisfaction: motivation and â€Å"hygiene†. Hygiene issues, according to Herzberg, cannot motivate employees but can minimize dissatisfaction, if handled properly. In other words, they can only dissatisfy if they are absent or mishandled. Hygiene topics include company policies, supervision, salary, interpersonal relations and working conditions. They are issues related to the employee’s environment. Motivators, on the other hand, create satisfaction by fulfilling individuals’ needs for meaning and personal growth. They are issues such as achievement, 10 recognition, the work itself, responsibility and advancement. Once the hygiene areas are addressed, said Herzberg, the motivators will promote job satisfaction and encourage production. (Christina M. Stello, 2011) 2.0 Literature Review In this chapter, a literature review on the independent variable, organizational culture and leadership styles, also the dependent variable, job satisfaction. 2.1 Independent variable – Organizational Culture Organizational culture is generally seen as a set of key values, assumptions, understandings and norms that are shared by members of an organization and taught to new members as correct (Daft, 2005). It is argued that organizational culture may be the critical key that managers can use to direct the course of their firms (Smircich, 1983). A culture creates distinctions between one organization and others, conveys a sense of identity for its members, facilitates commitment towards the organization’s goals, enhances the stability of the social system, reduces ambiguity and serves as a control mechanism that guides and shapes the attitudes and behavior of employees. However, a culture can also become a liability when it becomes too strongly entrenched within the norms, values and mindsets of the employees and resist changes. A culture can also become a barrier to change, diversity and other transformations required for the organization to adapt in today’s dynamic, 11 globalized business environment. The study of organizational culture can take on a multitude of aspects. Robbins (2005) elaborated that there are seven primary characteristics that, in aggregate, capture the essence of an organization’s culture: innovation and risk taking, attention to detail, outcome orientation, people orientation, team orientation, aggressiveness and stability. Each of these characteristics can exist on a continuum from low to high. Daft (2005) discussed on the three levels of corporate culture, with each level becoming less obvious, i.e. visible, expressed values and underlying assumptions and deep beliefs. Culture can also be determined by its strength, which is the degree of agreement among employees about the importance of specific values and ways of doing things. A strong culture is one which core values are both intensely held and widely shared, and hence have greater impact on employee behavior. Research has found that a strong culture is linked to high agreement among members, increases behavioral consistency builds cohesiveness, loyalty and organizational commitment and more importantly, reduces turnover (Robbins, 2005). According to Wallach (1983), an organization’s culture can be a combination of three categories – bureaucratic, innovative or supportive – to varying degrees. Wallach’s (1983) framework is adapted for the purpose of this study. Wallach (1983) states that the Organizational Culture Index (OCI) profiles culture on the three stereotypical dimensions and can be derived from the combination of these three dimensions. 12 A bureaucratic culture is hierarchical and compartmentalized. There are clear lines of responsibility and authority. Work is organized and this culture is usually based on control and power. Such organizations are stable, cautious, usually mature, power-oriented, established, solid, regulated, ordered, structured, procedural and hierarchical. An innovative culture refers to a creative, results-oriented, challenging work environment. It is characterized as being entrepreneurial, ambitious, stimulating, driven and risk-taking. A supportive culture exhibits teamwork and a peopleoriented, encouraging, trusting work environment. These places are warm and people are generally friendly, fair and helpful to each other. Supportive cultures are characterized as open, harmonious, trusting, safe, equitable, sociable, relationships-oriented, humanistic, collaborative and likened to an extended family. Wallach (1983) further elaborated that an employee can be more effective in his or her current job and realizes his or her best potentials, when there is a match between the individual’s motivation and the organizational culture. For instance, by using McClelland’s three social motivators: a person with a high need of achievement will thrive in an innovative culture, an affinitive person will fare well in a supportive culture and a power-oriented person will perform best in a bureaucratic culture. This has significant implications in recruitment, management, motivation, development and retention of employees. Few published studies describing the corporate culture of Malaysian companies, which are generally more or less similar to other fast-growing, competitive, 13 developing Asian countries. Government offices are generally considered to be bureaucratic, while publicly-listed and private companies are more entrepreneurial in nature. This is exemplified in a study done by Rashid et al. (2003), where companies listed on the Kuala Lumpur Stock Exchange were found to be predominantly competitive and value risk-taking, demanding goals and market superiority. Another study by Rashid et al. (2004) showed that among manufacturers in the country, many had mercenary culture, which emphasized on strategy and winning in the marketplace. To balance this, there exists to a lesser degree consensus, network and supportive cultures within Malaysian companies, consistent with the cultural values of Malaysian managers. Tradition, loyalty, teamwork and personal commitment are among some of the values prevalent in Malaysian companies. Independent variable – Leadership styles Daft (2005) defined leadership as an influence relationship among leaders and followers who intend real changes and outcomes that reflect their shared purposes. Over the course of time, a number of dimensions or facets of leadership behavior have been developed and applied as researchers continue to discover what contributes to leadership success and failures. These included, among others, autocratic versus democratic, task-oriented versus peopleoriented, and the contingency approaches. The first studies on leadership styles conducted by Kurt Lewin and his associates in 1970s, identified the autocratic, democratic and delegative leadership styles. An autocratic leader is one who centralizes authority and derives power from position, control of rewards, and coercion. A democratic leader style involves the leader including one or more employees in the decision making process but the leader maintains the final decision making authority. A delegative leader style, on the other hand, delegates authority to others, relies on subordinates’ knowledge for completion of tasks and depends on subordinate respect for influence. Subsequently, a series of studies on leadership styles (e.g. By Ohio State University, University of Michigan and University of Texas) were designed and conducted in the 1950s. This resulted in the development of reliable questionnaires (e.g. Leader Behavior Description Questionnaire, LBDQ) and models (e.g. Leadership Grid by Blake and Mouton) that would, in time, dominate much of leadership-related research and literature for years to come. Overall, the research into the behavior approach culminated in two major types of leadership behaviors – people-oriented and task-oriented. People-oriented leadership, which is equivalent to the consideration (Ohio State University), employee-centered (University of Michigan) and concern for people (University of Texas) focuses on the human needs of subordinates, respects their ideas and feelings and places importance on establishing mutual trust. Task-oriented leadership, which is equivalent to initiating structure (Ohio State University), job-centered (University of Michigan) and concern for production (University of Texas), focus on directing activities towards efficiency, cost15 cutting, and scheduling, with an emphasis on goal achievements and work facilitation. Theories of leadership then evolved to adopt a contingency approach when researchers failed to find universal leader traits or behaviors that would determine effective leadership. Following this school of thought, research focused on the situation in which leadership occurred. Leadership styles can be contingent upon situational variables, the nature of the followers and the leaders themselves. Many theories have been put forward, including Fiedler’s contingency theory, Hersey and Blanchard’s situational theory, the Vroom-Jago contingency model, Leader-Member Exchange theory and the Path-Goal theory. Depending on the researcher’s conceptions and preferences, most leadership studies have been carried out in various ways. Nearly all leadership research can be classified into powerful influence, behavior, trait approach and situational approach. Currently, the most influential contingency approach to leadership is the Path- Goal theory (Robbins, 2005). This theory was developed by Robert House and extracts the key elements of the Ohio State leadership research on initiating structure and consideration, and the expectancy theory of motivation. The theory states that the main goal of the leader is to help subordinates attain the subordinates’ goals effectively and to provide them with the necessary direction and support to achieve their own goals as well as those of the organization (Silverthorne, 2001). In this theory, the leader increases follower motivation by either; (1) Clarifying the follower’s path to the rewards that are available or 16 (2) Increasing the rewards that the follower values and desires. Path clarification means that the leader works with subordinates to help them identify and learn the behaviors that will lead to successful task accomplishment and organizational rewards. Increasing rewards means that the leader talks with subordinates to learn which rewards are important to them, i.e. whether they desired intrinsic rewards from the work itself, or extrinsic rewards such as promotions. The leader’s job is to increase personal payoffs to subordinates for goal attainment and make the paths to the payoffs clear and easy to travel. The Path-Goal theory suggests a fourfold classification of leader styles: directive, supportive and participative styles. It is assumed that leaders are flexible and that the same leader can display any or all of these behaviors depending on the situation. Directive leadership tells subordinates exactly what they are supposed to do. Leader behavior includes planning, making schedules, setting performance goals and behavior standards and stressing adherence to rules and regulations. Mehta et al. (2003) added that this leadership style provides specific direction to subordinate work activity by organizing and defining the task environment, assigning the necessary functions to be performed, specifying rules, regulations and procedures to be followed in accomplishing tasks, clarifying expectations, scheduling work to be done, establishing communication networks and evaluating work group performance. Directive leadership behavior is similar to the initiating structure or task-oriented leadership style. 17 Supportive leadership shows concern for subordinates’ well-being and personal needs in which the leaders are open, friendly and approachable. The leader creates a team climate and treat subordinates equally. Mehta et al. (2003) further elaborated that a supportive leadership style is one in which the leader creates a facilitative task environment of psychological support, mutual trust and respect, helpfulness and friendliness. Supportive leadership is similar to the consideration or people-oriented leadership described earlier. Participative leadership consults with subordinates about decisions. Leader style includes asking for opinions and suggestions, encouraging participation in decision making, meeting, discussion and written suggestions, similar to the selling style in the Hersey and Blanchard model mentioned previously. Various studies in organizational behavior have found that allowing subordinates to participate in decision-making leads to increased motivation (Mehta e t al., 2003). Achievement-oriented leadership sets clear and challenging goals for subordinates. Leader behavior stresses high-quality performance and improvement over current performance. Achievement-oriented leaders also show confidence in subordinates and assist them in learning how to achieve high goals. The two situational contingencies in the Path-Goal theory are the personal characteristics of group members and the work environment. Personal characteristics can include subordinates’ locus of control, experience, perceived ability, skills, needs and motivations. Work environment contingencies can include the degree of task structure, the nature of the formal authority system and the work group itself. Task structure describes the extent to which tasks are defined and have explicit job descriptions and work procedures. The formal authority system includes the amount of legitimate power used by leaders and the extent to which policies and rules constrain employees’ behavior. Work group characteristics consist of the educational level of subordinates and the quality of relationships among them. The outcome of matching the right leadership behavior with the right situation while taking into consideration the various subordinate and work environments contingencies will result in favorable outcomes such as increased effort, improved satisfaction and performance (Daft, 2005). The study of leadership behaviors as conceptualized under the Path-Goal theory has been applied in many types of researches and has been generally accepted as a good measure of subordinate’s perceptions of leadership style based on participative, supportive and directive. For example, in the context of international marketing channels (Mehta et al., 2003), small and middle-sized firms (Li, 2004), company managers (Silverthorne, 2001), steel industry (Downey et al. 1975), automotive industry (Chang et al., 2003) and market orientation of UK firms (Harris and Ogbonna, 2001). Researchers of marketing channels in the distribution and logistics industry have attempted to show the path-goal theory’s usefulness as a strategy to 19 secure the compliance of channel members and have conceptually and empirically linked it to channel related phenomena such as manifest conflict, cooperation, channel efficiency and effectiveness, role clarity, role conflict, role ambiguity, and channel member satisfaction (Mehta et al., 1996) Not everyone agrees that a particular style of leadership will result in the most effective form of organizational behavior. Different styles were needed for different situations and each leader needs to know when to exhibit a particular approach. No one leadership style is ideal for every situation since a leader may have the knowledge and skills to act effectively in one situation but may not emerge as effectively in a different situation (Rad and Yarmohammadian, 2006). Leaders affect their subordinates both directly through their interactions and also through the organization’s culture (Li, 2004). Past research on corporate leadership in Malaysia frequently focused on its unique, multi-ethnic, multi-cultural and collectivist society. It is acknowledged that leadership in Malaysia is deeply entrenched and connected to its diverse Asian culture, traditions and values. Hence, commonly-accepted leadership theories from the west and how it is thought to affect other organizational behavior factors may not be directly transferable to the Malaysian context. Organizational success in obtaining its goals and objectives depends on managers and their leadership style. By using appropriate leadership styles, managers can affect employee job satisfaction, commitment and productivity.       Many factors related to turnover have been identified by previous research to be significantly correlated with job satisfaction (Chang, Choi, & Kim, 2008; Moore, 2000). In a review of past literature, Rad and Yarmohammadian (2006) justified the need to investigate job satisfaction is exemplified in the seemingly observed relationship between the levels of job dissatisfaction, absenteeism, grievance expression, tardiness, low morale and high turnover. Thus, job satisfaction is an immediate antecedent of intention to leave the workplace and turnover. Unsatisfied workers will leave their jobs more than their satisfied colleagues. Furthermore, more satisfied employees have more innovative activities in continuous quality improvement and more participation in decisionmaking in organizations. 21 2.4 Relationship between organization culture, leadership styles & job satisfaction Research involving two or all three subjects of organizational culture, leadership styles and job satisfaction has attracted considerable interest from both academics and practitioners. Examples of a few key studies in the area are: (1) Corporate culture and leadership style in United Kingdom (Ogbonna and Harris, 2000), Canada and Korea (Dastmalchian et al., 2000). (2) Organizational culture and leadership style on job satisfaction and commitment (Lok and Crawford, 1999, 2004). (3) Leadership style and organizational culture to effect change (Brooks, 1996; Smith, 2003). (4) Leadership and organizational culture in a private organization toward performance (Block, 2003). Despite numerous references to a relationship between organizational culture and leadership styles in many parts of organization theory and research, little systematic research has been conducted to investigate the link between the nature of the relationship of these two concepts and their effect on job satisfaction. Since these two concepts are important in the functioning of an organization (Lok and Crawford, 2002, 2004; Ogbonna and Harris, 2000; Fiedler, 1996; Schein, 1992), further research is required to provide the insight information to the leaders and organizations. 22 On the other hand, previous research on corporate culture in Malaysia (Kamal, 1988; Jaina, Md. Zabid, Anantharaman, 1997) focused more on different ethnic backgrounds (Malays, Chinese, and Indians) and used Hofstede’s model of organizational culture (Hofstede, 1980). Job satisfaction is recognized as an important topic in organizational culture because of its relevance to the physical and emotional health of employees (Oshagbemi, 1999). Although a considerable number of researchers have argued that there is a constant interplay between organizational culture and leadership, there are limited empirical studies examining the relation between leadership and culture as well as their joint effect on important organizational outcomes (Trice and Beyer, 1993). More importantly, research has found that the harmonious combination of appropriate leadership styles with certain types of organizational cultures can positively influence employees’ performance (Harris and Ogbonna, 2000). According to Yousef (2000), the relationship between leadership styles and job satisfaction has received a lot of attention in the past research however findings have been mixed (Savery, 1994; Yousef, 2000). Research therefore does not directly link employee satisfaction to a specific leadership style. Instead, many suggest that leadership style needs to adapt to the culture or situation as it attempts to reduce employee dissatisfaction. Based on a comprehensive literature review by Yousef (2000), several researchers have also looked into the relationship between leadership styles and job performance. The findings were inconsistent as well. A couple of 23 studies in the steel industry and electronic meeting systems reported higher satisfaction and performance levels under directive leadership style when given a highly structured task, while supportive leadership style is preferred for unstructured problems (Kahai et al., 1997). Results from investigations of the antecedents of commitment have not been entirely consistent (Yousef, 2000).   Organizational culture plays an important role as well in generating commitment and enhancing performance (Lok and Crawford, 2001). In particular, studies in various industries and countries showed that innovative and supportive cultures had strong positive effects on commitment and job satisfaction, while bureaucratic cultures had a negative impact (Lok and Crawford, 1999; Rashid et al., 2003; Wallach, 1983). Results from various organizations in the United Arab Emirates suggest (in support of many western studies) that those who perceive their superiors as adopting consultative or participative leadership behavior are more committed to their organizations, more satisfied with their jobs and their performance is high. When employees are dissatisfied at work, they are less committed and will look for other opportunities to quit. If opportunities are unavailable, they may emotionally or mentally â€Å"withdraw† from the organization. Thus the job satisfaction is an important attitude in assessing the employee’s intention to quit and the overall contribution of the employee to the organization. 24 Rashid et al. (2003) surveyed over 200 companies listed on the Kuala Lumpur Stock Exchange. Combining these findings with studies from other countries, both western and non-western, it is reasonable to expect that different types of leadership styles and organizational cultures do affect organizational commitment, which in turn, influences both job satisfaction and employee performance. Samad (2005) studied 584 managerial-level of employees in Telekom Malaysia and reported that job satisfaction did play a positive moderating role in the relationship between organizational commitment and job performance. However, Leong et al. (1994) found a weak correlation between the two variables, Lee and Mowday (1989) found negligible relationship and Wright (1997) reported a negative relationship between the two. In summary, many studies across different industries and geographical regions revealed strong correlations between organizational cultures with job satisfaction. There are very few relevant studies in the Malaysian context have been published to date but through our findings, no research being done on the relationship of organizational cultures, leadership styles and job satisfaction of SME managers working in SME industry, which has significant contribution to the Penang. 2.5 Theoretical Framework For the purpose of this research proposal, Hsu (2009) conceptualization of the relationships between organizational culture, organizational commitment and job satisfaction together with Lee (2008) study on â€Å"Association between 25 organizational culture and leadership behavior and organizational commitment, job satisfaction and employee performance- A Malaysian Perspective† performance are partially adapted. Based on the literature review, the theoretical framework per Figure 1 below; igure Figure 1: Research Framework From the literature and framework above, the following research hypothesis derived. H1: Organizational Culture affects Job Satisfaction of the employees. Job H2: Leadership Style affects Job Satisfaction of the employees. H3: Age has a moderating effect on the level of Job Satisfaction Research Methodology Research Instrument This study adopts a quantitative approach and the data solely depends on the primary data. The instrument to be used to collect the data in this research is a set of questionnaire. The questionnaire consists of two main sections – Section A and B. Section A is regarded respondent’s profile, such as Gender, Age Group, Position in this organization, Highest Level of Academic Qualification and Total Year of Working Experience in this company. Section B is pertaining to the measurement of variables under studied. There are total three variables in this study – one dependent variable which is Job Satisfaction, and two independent variables which are Perceived Organization Culture and Perceived Leadership Style. The Job Satisfaction is measured with ten items, and Organization Culture and Leadership Style, they are assessed by 20 and 15 items respectively. This is self-administered questionnaire. Respondents will be asked to indicate their agreement on each item on a 5-points Likert scale. The scale points are 1=Strongly Disagree, 2=Disagree, 3=Neutral, 4=Agree, and 5=Strongly Agree. A set of questionnaire is appended in Appendix A for reference.    Population and Sample The population for this study composed of all managers in the SME in manufacturing sector companies located in Penang. A two layer sampling method will be employed in selecting the respondents for this study. In the first layer, the companies that formed the respondents will be selected using a simple random sampling method. The list of all the SME in the manufacturing section publishes on the SME website will be used as the population. Each company will be assigned a number and random numbers will be generated to select 380 companies to form the participants. In the second layer, 5 sets of questionnaire will be given to the Human Resources managers of the 380 companies selected. The questionnaire will then be distributed to the managers in their company. The selection of managers is at the discretion of the Human Resources managers. 3.3 Pilot Test Test Pilot is a trial run of procedures and instruments that you plan to use. Pilot test will be conducted with 50 managers of SME in the manufacturing sector randomly picked from the population to ensure that the instrument used is reliable. The returned data on the questionnaire will be entered into the SPSS statistical software. A reliability test will be run and Cronbach’s Alpha coefficient value will be examined. It is suggested that Cronbach’s Alpha value of 0.7 and above is considered good reliability of the measure. However, if the Cronbach’s Alpha value below than 0.7, then we will look further into the value of 28 â€Å"Cronbach’s Alpha if item Deleted†. We will screen through all the items to determine which item if this item deleted will improve the Cronbach’s Alpha value. If necessary, we will add in additional items to enhance the reliability of the measure. In addition, we will also examine the value of â€Å"Corrected item-Total Correlation†. The value of 0.4 to 0.6 is considered acceptable. This statistic can be used to test validity of the measure. If the value is too small such as 0.05, it means this item is no correlated to other items. In other words, this item is not relevant in this measure. Contrary, if the value is too high such as 0.8, then it means this item is too correlated with other items or it is duplicated with other items. The pilot test will be repeated to achieve the acceptable level of reliability and validity. 3.4 Method of Analysis This study will employ descriptive statistic and an inference statistic approach to test the hypothesis and achieve the objectives of this research. However, before we begin any actual data analysis, we will perform the goodness of measure test. 3.4.1 Goodness of Measure Reliability is one of the elements to ensure the goodness of measure. It is suggested that Cronbach’s alpha coefficient should be above 0.7 for reliability to consider the scale as consistent scale. As presented in the Pilot Test, the 29 reliability will be assessed and enhanced before the actual data collection and analysis. In other words, the goodness of data has been pre-assessed. 3.4.2 Descriptive Statistic A descriptive statistic table will be generated using the SPSS statistical software. The table will report the total numbers of respondent and the demographic statistics, mean values and standard deviation of Job Satisfaction, Organization Culture and Leadership Style. These are the basis statistics to describe the samples. From this descriptive statistics, specifically from the mean score of Job Satisfaction, we will know the satisfaction level of managers of the SME manufacturing section in Penang. This statistic is able to achieve the first objective of this research – To assess the job satisfaction level of managers in SME companies in Penang. 3.4.3 Inferences Statistic Various statistical analysis techniques will be employed in this study. These techniques are multivariate analysis and hierarchical multiple regression analysis. Each technique has its own purpose in related to the objective of the research and hypothesis testing. To test the following research hypothesis, multivariate analysis will be carried out. 30 H1: Organizational Culture affects Job Satisfaction of the employees. H2: Leadership Style affects Job Satisfaction of the employees. The outcome of this data analysis will help us achieve the second objective – To study the impact of these 2 factors affects the job satisfaction of the managers in SME companies in Penang. To test on the following hypothesis, we will carry out the hierarchical multiple regression analysis. H3: Age has a moderating effect on the level of Job Satisfaction. With the outcome of this test, the third objective of this study will also can be achieved – To examine whether age has any moderating effects in the job satisfaction of the managers in SME companies in Penang. The above data analysis plan and its purpose of each test in regards to the research objective can be summarized in the table below.    Dastmalchian, A., Lee, S. and Ng. I. (2000). 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Coons (Eds.), leader Behavior: Its description and measurement (pp. 6-38). Columbus, OH: Bureau of Business Research, Ohio State University. Hofstede, G. (1980). Culture’s Consequences: International Differences in Work Related Values. Beverly Hill, CA, Sage. Hsu, H. Y. (2009), â€Å"Organizational Learning Culture’s Influence on Job Satisfaction, Organizational Commitment and Turnover Intention among R&D Professionals in Taiwan during an Economic Downturn†, Faculty of the Graduate School, University of Minnesota, pH. D. Thesis Jutla, D., Bodorik, P., and Jasbir, D. (2002). Supporting the e-business readiness of small and medium enterprises: Approaches and metrics. Electronic Networking Applications and Policy, 12 (2), 139-164. 34 Kahai, S. S., Sosik, J. J. and Avolio, B. J. (1997), â€Å"Effects of leadership style and problem structure on work group process and outcomes in an electronic meeting system environment†, Personnel Psychology, vol. 50 no. 1, pp. 121-46. Kim, S. (2002), â€Å"Participative management and job satisfaction: Lessons for management leadership†, Public Administration Review, vol. 62 no. 2, pp. 23141. Lee, H. Y. (2008), â€Å"The association between organizational culture and leadership behavior and organizational commitment, job satisfaction and employee performance – A Malaysian Perspective†. Faculty of Business and Accountancy, Universiti Malaya, Dissertation (M.B.A.). Lee, T. W. and Mowday, R. T. (1989), â€Å"Voluntary leaving an organization: An empirical investigation of Steers and Mowdays’s Model of Turnover†, Academy of Management Journal, vol. 30, pp. 721-43. Leong, S. M., Randoll, D. N. and Cote, J. A. (1994), â€Å"Exploring the organizational commitment-performance†, Journal of Business Research, vol. 29 no. 1, pp. 57-63. Li, Y. C. (2004), â€Å"Examining the effect of organizational culture and leadership behaviors on organizational commitment, job satisfaction, and job performance at small and middle-sized firms in Taiwan†, Journal of American Academy of Organization Lok, P. and Crawford, J. (2001), â€Å"Antecedents of organizational commitment and the mediating role of job satisfaction†, Journal of Managerial Psychology, vol. 16 no. 7/8, pp. 594-613. Lok, P. and Crawford, J. (2004), â€Å"The effect of organizational culture & leadership style on job satisfaction and organizational commitment: A crossnational comparison†, Journal of Management Development, vol. 23 no. 4, pp. 321-38. Mehta, R., Dubinsky, A. J. and Anderson, R. E. (2003), â€Å"Leadership style, motivation and performance in international marketing channels: An empirical investigation of the USA, Finland and Poland†, European Journal of Marketing, vol. 37 no. 1/2, pp. 50-85. Mehta, R., Larsen, T. and Rosenbloom, B. 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Western society VS eastern society Essay Western Society VS Eastern Society In After the First Death there was major antagonism between the two different societies, the western (American) and eastern (Arabic) societies. Among the eastern society in the novel, appropriate education, value for life and the individual were merely betrayed and violated, they simply did not exist. However, one thing that did exist very strongly was patriotism. The eastern societies are firm believers in patriotism and are powerful patriots. The western society too believed in patriotism, however not nearly as strongly as the easterners. Yet, they still comprised of the values of life and the individuals themselves. Both sides believed in patriotism in their own ways. Both showed love and devotion to ones country. This was what the major conflict was all about. They both conceived and believed that their ways of life were accurate and proper. Nevertheless, only one side in the end was going to win. Either youre a great patriot or a great fool. (Page 192) This was a statement made by Artkin to the general, Bens father. The general stated that he was both. A great fool for risking his sons life in order to save Inner Delta, and a great patriot because he was willing to loose his own son and to go all lengths merely to save Inner Delta. Education played an immense role in the way Miro and Artkins society were educated, as appose to the American education system. I went to a special school, where I was taught the use of weapons and explosives. Combat: with the knife, the gun, the hands. (Page 124) This was how Miro the terrorist was educated, accompanied by thousands of other egotistic and ruthless future terrorists. Yet, still to this day there is no difference in the education system, and nothing has changed. Dictatorship and absolute authority are still operated in the eastern societies as well as continuing to teach terrorism and total patriotism. Miro had dared not question Artkin-no one was so foolish as to do that. (Page 60) This revealed how Miro was taught not to question authority, as appose to the American society, where questioning is believed to be encouraged and dictatorship is unheard of. Miros assignment was to kill the driver. Without hesitation. (Page 17) Life for Miro, Artkin and other terrorists were meaningless and empty, they did not value or appreciate life. They too were also extremely apathetic when it came to other peoples lives. And inflicting death did not bother him (Miro), neither did the contemplation of the act. (Page 18) That it does not matter whether or not I get away. Whether or not I (Miro) live or die. Whether anyone else lives or dies. I have served my purpose. (Page 217) These two particular quotes illustrated that other peoples lives as well as their own lives were pointless, and that it would not even scare them to see their own lives or other peoples lives perish. Automatically this paints a picture of how the two different societies in the novel lived, and the reason for all the conflict. Both societies had different beliefs and different views on life, which in this case produced major antagonism. Both believed that their way of life was superior to all others, and in order to prove that, they were willing to go to all lengths.

Cable Testing Essay Example for Free

Cable Testing Essay It is important to test the cables before you install them and after they are installed. Although there are many tools that are used for testing the cables in a network this paper is only going to talk about three. The first one is the multifunction cable scanner, they are available for testing both copper and fiber optic cable. One such model is the Hobbes 258898 it can test every pin of almost 20 often used cables from coax to 40 pin ribbon cables. It identifies opens, shorts and mis-wires at the pin level. With a multifunction cable tester you can perform a range of tests that you would normally need a few different testers to do. You can do wire-mapping, test for the length of the cable, test the attenuation, and you can test NEXT (near end crosstalk) for copper cables. They will also test for optical power and signal loss in fiber optic cables. A lot of the multifunction cable testers perform other more comprehensive test such as PS-NEXT, ACRF, PS-ACRF, delay skew, propagation skew, and return loss. The biggest advantage to them is that anyone can use one all you have to do is hook it up and press a button. The biggest advantage is also its biggest disadvantage if you don’t know the specifications of the cables you are installing. Unless you buy one that is configurable so that you can set it to the specifications that you need. The second tool is the Wire map tester. Wire mapping tools send signals through each wire in twisted pair cables and check to see if they are connected to the correct pins on each side. They are the most basic of the cable testing tools but are necessary to use because the most common cause of installation errors is not connecting the wires to the pins correctly. Wire mapping tools can detect broken or unconnected wires along with shorts in the wires all of which can make a wire not work. They are almost always part of multifunction cable testers but it is not always necessary to spend more money than you need to in order to perform this simple task. The third type of tool is a tone generator they are used to figure out which cable is which when you have multiple cables in one area not yet connected. A tone generator sends a signal done the cable you use the probe that when  it is touched to the correct wire will emit a tone that lets you know you have the right one. A tone generator will allow you to find shorts in the wires, mis-wiring and open wires. They are very time consuming to use and it is easier and faster to use a wire mapping tool rather than a tone generator. I believe that every installation kit should include a wire mapping tool and a multifunctioning tool. The reason is simple the multifunctioning tool can test for just about everything you need to test for concerning copper and fiber optic cable installation. The wire mapping tool though can be used for when you are just installing cables for voice communications, or if you have multiple people on a job they can both be using a tool at the same time. References TEST-i Multi Function Cable Tester (PC Cable Tester). (n.d.). 258898, $249.99. Retrieved February 2, 2014, from http://sewelldirect.com/TEST-i-Multi-Function-Cable-Tester-PC-Cable-Tester.asp Tone generators and probes— simple yet essential tools in your kit Cabling Install. (n.d.). Tone generators and probes— simple yet essential tools in your kit Cabling Install. Retrieved February 2, 2014, from http://www.cablinginstall.com/articles/print/volume-10/issue-12/products-services/product-update/tone-generators-and-probesmdash-simple-yet-essential-tools-in-your-kit.html Wiring Tools Wire Crimper Map Testers Cable Testers Tone Generator firewall proxy | Network Media and Topologies | Comptia N+ Study Guide | Comptia. (n.d.). Wiring Tools Wire Crimper Map Testers Cable Testers Tone Generator firewall proxy | Network Media and Topologies | Comptia N+ Study Guide | Comptia. Retrieved February 2, 2014, from http://computernetworkingnotes.com/network-media-and-topologies/cabl e-wire-tools.html

Management of ICU Delirium

Management of ICU Delirium 1. Introduction In the critical care setting, haemodynamic failure is recognised by monitoring the patient’s blood pressure and pulse and treatment may involve fluid resuscitation or the use of inotropic agents (Webb Singer, 2005). In respiratory failure, the patient’s respiration rate and oxygen saturations are closely monitored and ventilatory support is sought (Cutler, 2010). Just like the heart and lungs, the brain can acutely fail in critical illness. An acute disturbance in brain function is recognised as delirium (Page Ely, 2011). Historically, delirium was accepted by the medical and nursing community as an inevitable consequence of the ICU experience (Shehabi et al., 2008). More recently, delirium is beginning to gain acceptance as a serious condition in the adult intensive care unit (ICU) and early identification and timely treatment is essential so as to reduce the detrimental effects on patient outcomes (Arend Christensen, 2009 Boot, 2011). Nurses are well-positioned to not only detect discrete fluctuations in levels of consciousness but to also minimise modifiable risk factors and to prompt doctors to review the critically unwell adult (Page Ely, 2011). However, there is a growing recognition that delirium in the ICU is misunderstood and underreported by health professionals and hence continues to cause cognitive dysfunction in affected patients (Wells, 2010). This introduction discusses delirium in adult patients hospitalised in the ICU; specifically nurses’ knowledge, attitudes, beliefs and current practices regarding ICU delirium, and presents the literature review problem, question and the aim and objectives. The literature has used numerous terms interchangeably to describe cognitive impairment in the ICU. There are references to ICU psychosis (Justice, 2000), ICU syndrome (Granberg-Axà ¨ll, 2001), acute confusional syndrome (Tess, 1991), and acute brain failure (Lipowski, 1980; cited in Page Ely, 2011, p. 6). The multiplicity of terms in the literature may explain why the condition has not received the degree of prioritisation it deserves (McGuire et al., 2000). The above expressions are gradually being superseded by a more widely accepted expression termed ‘ICU delirium’ (Boot, 2011). Criteria set by the ‘Diagnostic and Statistical Manual of Mental Disorders’ (DSM-IV; American Psychiatric Association, 2000) describes delirium as a disturbance of consciousness (i.e. limited awareness of surroundings) and cognitive fluctuations (e.g. a memory deficit); the onset is over a short period of time and the syndrome is a consequence of a physiological condition. There are three subtypes of delirium; namely: hypoactive, hyperactive and mixed delirium. Page Ely (2011) provide data on the prevalence of delirium: One in five adult patients hospitalised in the ICU develop delirium. A higher incidence occurs in ventilated patients (four out of five patients). A considerable body of research is dedicated to the investigation of the adverse effects of delirium on patient outcomes. A prospective cohort study by Girard (2010) concludes that the duration of delirium in ventilated patients in the ICU is an independent predictor of cognitive impairment up to 1 year following discharge. This conclusion has far-reaching implications for the growing population of patients who are concerned about the preservation of cognitive function following hospitalisation during a period of critical illness. Similarly, Ouimet et al., (2007) used a prospective study design to conclude that delirium increased the risk of mortality in a population of 820 patients admitted to the ICU for a period of more than 24 hours. In addition to this, delirium was associated with an extended period of hospitalisation. The implementation of preventative measures, early recognition tools and the timely delivery of treatment may prove useful in the preservation of cognitive funct ion in affected patients (Boot, 2011). Although there are several assessment tools available for ICU patients, the National Institute for Health and Clinical Excellence (NICE, 2010) recommends the use of the Confusion Assessment Method for the ICU (CAM-ICU; Ely et al., 2001). The tool has high validity for detecting the delirious non-intubated patient (Ely, et al., 2001); however the symptoms of hypoactive delirium such as lethargy and drowsiness are not always recognised by the CAM-ICU (McNicoll et al., 2005). The topic of this review was selected based on observations made in clinical practice; for example, it was witnessed that very few delirium assessments were being performed in the ICU and subsequent conversations with critical care nurses reinforced the perception that approaches to delirium monitoring in the ICU are inconsistent. In an attempt to address this clinical problem, the topic of ICU delirium was selected as the main focus of inquiry for the present research. So as to construct a relevant and well framed review question it was necessary to explore the literature pertaining to this clinical problem. In a telephone-based questionnaire study conducted in the Netherlands (Van Eijk et al., 2008) it was concluded that 7% of the ICUs surveyed in this nationwide study routinely practiced delirium monitoring using a validated tool such as the CAM-ICU; despite the presence of international guidelines that advocate delirium assessment practices. Ely et al., (2001) states that very few institutions routinely practice delirium monitoring despite well-documented adverse effects associated with the syndrome. The implications of this are that timely diagnosis and the implementation of management strategies are prevented (Ista et al., 2014). Boot (2009) proposes that nurses in the ICU may not have the appropriate level of knowledge to guide nursing practice. On the contrary, Wells (2012) states that a lack of knowledge may not fully explain why nurses do not engage in delirium monitoring and that the reason lies with the barriers to delirium as identified by Devlin et al., (2008) such as difficulties in assessing intubated patients. An alternative explanation is that nursing practices are based on the deep-rooted belief that delirium is an expected consequence of critical illness (Boot 2009). Undoubtedly, a lack of scientific attention given to the topic of ICU delirium may have contributed to a lack of general awareness (Page and Ely, 2011). In recent years, there has been a growing recognition in the literature and clinical practice that a change in attitude is required, which may need to be supported by educational efforts. Prior to introducing a change in attitude; it is first necessary to understand why so many nurs es are failing to incorporate screening into their routine practice (Wells, 2010). In an attempt to gain an improved understanding of the perceived barriers, beliefs, current practices and knowledge levels of critical care nurses, Devlin et al., (2008) identified nurses’ responses regarding delirium monitoring in the ICU using a questionnaire design. One of the main findings from this study was that nurses who did not routinely practice delirium monitoring were unaware that the syndrome was underreported and that delirium is characterised by fluctuating symptoms such as levels of consciousness. The study’s findings bring to attention a severe deficit in nurses’ knowledge relating to questions about delirium in the ICU. Mention should be made here of an important limitation of the study, that is, the results are only representative of 331 nurses in the Massachusetts area of North America. By employing a systematic search strategy to identify similar research, a synopsis of the level of support required to alleviate the clinical problem will be c reated (Aveyard, 2010). There appears to be no published evidence of an attempt to produce a systematic review that has explored critical care nurses’ responses in relation to delirium and delirium monitoring in the ICU. In light of this, the present review will explore this gap in research evidence at the level of a literature review in which a selected body of literature will be critically appraised. 1.1 The Review Question ‘What knowledge, practices and attitudes do critical care nurses have about delirium and its assessment in the ICU?’ 1.2 Aim and Objectives The aim of this review is to critically appraise primary research studies to reveal the knowledge, practices and attitudes of critical care nurses regarding delirium in the ICU and its assessment, whilst identifying implications and recommendations for clinical practice. The following objectives describe the individual steps that will be undertaken as part of this review: To employ a systematic search strategy to retrieve primary research articles that are relevant to the research question as specified above, through the use of inclusion and exclusion criteria. To use appropriate databases and hand searching techniques to identify additional articles that are relevant to the research question and that meet the inclusion and exclusion criteria. To critically appraise the selected research articles using a validated appraisal tool so as to establish their research quality and reliability. To extract the findings from the selected articles so as to effectively answer the research question. To draw conclusions from the findings whilst discussing the limitations of the review and implications and recommendations for clinical practice. Word count 1447 References American Psychiatric Association. (2000) Diagnostic and statistical manual mental disorders. 4th ed. Washington DC: Author. Arend, E. Christenson, M. (2009) Delirium in the intensive care unit: a review. Nursing in Critical Care, 14 (6): 145-154. Aveyard, H. (2010) Doing a literature review in health and social care. A practical guide. 2nd ed. London: Open University Press. Boot, R. (2012) Delirium: a review of the nurse’s role in the intensive care unit. Intensive and critical care nurses, 28 (3): 185-189. Cutler, J. (2010) Critical care nursing made incredibly easy. London: Lippincott Williams Wilkins. Devlin, J. W., Fong, J.J. Howard, E.P. et al. (2008) Assessment of delirium in the intensive care unit: nursing practices and perceptions. American Journal of Critical Care, 17 (6): 555-566. Ely, E.W., Inouye, S.K. Bernard, G.R. et al. (2001) Delirium in mechanically ventilated patients: validity and reliability of the Confusion Assessment Method for the Intensive Care Unit (CAM-ICU). The Journal of the American Medical Association, 286: 2703-2710. Girard, T.D., Jackson, J.C. Pandharipande, PP. et al. (2010) Delirium as a predictor of long-term cognitive impairment in survivors of critical illness. Critical Care Medicine, 38 (7): 1513-1520. Granberg-Axà ¨ll, A., Bergdom, I. Lundberg, D. (2001) Clinical signs of ICU syndrome/delirium: an observational study. Intensive Critical Care Nursing, 17 (2): 72-93. Ista, E., Trogrlic, Z. Bakker, J. (2014) Improvement of care for ICU patients with delirium by early screening and treatment: study protocol of iDECEPTIVE study. Implementation Science, 9: 143. Justice, M. (2000) Does ICU psychosis really exist? Critical Care Nurse, 20: 28-39. Lipowski, Z. J. (1980) Acute brain failure in man. Springfield , IL: Charles C Thomas. McGuire, B., Basten, C. and Ryan, C. et al. (2000) Intensive care unit syndrome, a dangerous misnomer. Archives of Internal Medicine, 160 (7): 906-909. McNicoll, L., Pisani, M. Ely, E. (2005) Detection of delirium in the intensive care unit: comparison of confusion assessment method for the intensive care unit with confusion assessment method ratings. Journal of the American Geriatrics Society, 53: 495-500. National Institute for Health and Care Excellence (NICE) (2010) Delirium: diagnosis, prevention and management [online]. Available from: https://www.nice.org.uk/guidance/cg103 [Accessed 13 January 2015]. Ouimet, S., Kavanagh, B.P. and Gotfried, S.B. et al. (2007) Incidence, risk factors and consequences of ICU delirium. Intensive Care Medicine, 33 (1): 66-73. Page, V. Ely, E. W. (2011) Delirium in critical care (core critical care). Cambridge, UK: Cambridge University Press. Shehabi, Y., Botha, J. A. and Ernest, D. et al. (2008) Sedation and delirium in the intensive care unit: an Australian and New Zealand perspective. Anaesth Intensive Care, 36 (4): 570-578. Tess, MM. (1991) Acute confusional state in critically ill patients: a review. Journal of Neuroscience Nursing, 23: 398-402. Van Eijk, M.M., Kesecioglu, J. Slooter, A. J. (2008). Intensive care delirium monitoring and standardised treatment: a complete survey of Dutch intensive care units. Intensive and Critical Care Nursing, 24 (4): 218-221. Webb, A.R. Singer, M. (2005) Oxford Handbook of Critical Care. 2nd ed. Oxford UK: Oxford University Press. Wells, L. G. (2010) Why don’t intensive care nurses perform routine delirium assessment? A discussion of the literature. Australian Critical Care, 25 (3): 157-161. 1

2001 A Space Odyssey :: Free Essays

2001: Space Odyssey Essay  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   In the first 20 minutes of 2001: A Space Odyssey you see a group of monkeys going through evolution. The first change you see is that of a leader. In the beginning, each monkey did their own thing, and was not bound to any organization whatsoever. The monkeys did what they want when they wanted. Then the change begins. A single monkey, by himself, rises to the top of a cliff. He stands and screams. The other monkeys notice him screaming and began dancing and rejoicing. They scream and jump around, in what appears to be reverence for their new leader. Stanley Kubrick shows the change very simply, yet its message is still very clear. The monkeys had never shouted as loud or danced as much as they had previously in the film. Their actions confirm that something in fact had changed.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The second step shown in these monkey’s evolutionary progress is that now these animals appear to be goal oriented. Like mentioned previously, these monkeys had been working for themselves. They would do what ever they could to benefit themselves, get food, and have a nice place to sleep. Yet, once the changes begin and they have a leader, the monkeys begin to act as a group. They are more coordinated and it seems that their living style has changed from anarchy to monarchy. They attack a larger animal and kill it as a group. In turn, the raw meat is then split between the monkeys and everyone gets a share.   Ã‚  Ã‚  Ã‚  Ã‚  The third and probably most evident change is the monkey’s use of weaponry. One of the monkeys noticed a bone as he walked around the land. He picked it up and examined it. Then gradually he starts to hit it against the ground. The monkey starts to break other bones around him as he hits harder and harder. The discovery of the first weapon is made. 2001 A Space Odyssey :: Free Essays 2001: Space Odyssey Essay  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   In the first 20 minutes of 2001: A Space Odyssey you see a group of monkeys going through evolution. The first change you see is that of a leader. In the beginning, each monkey did their own thing, and was not bound to any organization whatsoever. The monkeys did what they want when they wanted. Then the change begins. A single monkey, by himself, rises to the top of a cliff. He stands and screams. The other monkeys notice him screaming and began dancing and rejoicing. They scream and jump around, in what appears to be reverence for their new leader. Stanley Kubrick shows the change very simply, yet its message is still very clear. The monkeys had never shouted as loud or danced as much as they had previously in the film. Their actions confirm that something in fact had changed.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The second step shown in these monkey’s evolutionary progress is that now these animals appear to be goal oriented. Like mentioned previously, these monkeys had been working for themselves. They would do what ever they could to benefit themselves, get food, and have a nice place to sleep. Yet, once the changes begin and they have a leader, the monkeys begin to act as a group. They are more coordinated and it seems that their living style has changed from anarchy to monarchy. They attack a larger animal and kill it as a group. In turn, the raw meat is then split between the monkeys and everyone gets a share.   Ã‚  Ã‚  Ã‚  Ã‚  The third and probably most evident change is the monkey’s use of weaponry. One of the monkeys noticed a bone as he walked around the land. He picked it up and examined it. Then gradually he starts to hit it against the ground. The monkey starts to break other bones around him as he hits harder and harder. The discovery of the first weapon is made.

Essay --

Well, in today’s society there are commonly known for 105 historically black colleges and universities (HBCUs) in the United States of America present today according to (thurgoodmarshllfund.net, 2012). Historical black institutions are for higher learning and to educate African Americans students. In 1837 the key responsibility mission was to educate freed slaves how to read and write. During the beginning of the 21st century, along with graduates and post graduates degrees, historically Black Colleges and universities offer African American students a place to earn logic of identify heritage and community. Historical Black Colleges have many opportunities people does not know about such as, when was the first HBCU was founded, what is it purpose, different organizations, and who started it. The first HBCU founded was, Cheney University in Pennsylvania. Cheney University was founded in 1837. All HBCUs around America play a critical role in the American system of higher education. For most of America’s history, African Americans that were seeking a college education could only get it from a HBCU. Today, HBCUs remain one of the surest ways for an African American, or student of any race, to receive a quality education. Over 100 HBCUs represent just three percent of the nation’s institutions of higher learning; they graduate nearly 20 percent of African Americans who earn undergraduate degrees. Furthermore, HBCUs were created to support African American students and their education but these institutions of higher learning are no longer exclusive for African American students. Now, HBCUs have a significant percentage of non-African American student populations that consist of Asians, Hispanic, International and white American stu... ... public figures. Many of the institutions emphasize the sciences and engineering, encouraging black students to start a career in those professions. In the early 20th Century, with several black schools established, leaders such as Booker T. Washington and Dr. W.E.B DuBois debated fiercely the future of African-American education. Washington believed vocational training was the key to stepping up from the mire of poverty and bondage; DuBois defended the enlightenment drawn from studying the arts and sciences. In fact, today’s Historically Black Colleges and Universities (HBCUs) incorporate both philosophies, providing students with both technical training as well as liberal arts education. Historically Black Colleges and Universities, or â€Å"HBCUs, have played an important role in enriching the lives of not just African Americans, but our entire country.†-Ric Keller Essay -- Well, in today’s society there are commonly known for 105 historically black colleges and universities (HBCUs) in the United States of America present today according to (thurgoodmarshllfund.net, 2012). Historical black institutions are for higher learning and to educate African Americans students. In 1837 the key responsibility mission was to educate freed slaves how to read and write. During the beginning of the 21st century, along with graduates and post graduates degrees, historically Black Colleges and universities offer African American students a place to earn logic of identify heritage and community. Historical Black Colleges have many opportunities people does not know about such as, when was the first HBCU was founded, what is it purpose, different organizations, and who started it. The first HBCU founded was, Cheney University in Pennsylvania. Cheney University was founded in 1837. All HBCUs around America play a critical role in the American system of higher education. For most of America’s history, African Americans that were seeking a college education could only get it from a HBCU. Today, HBCUs remain one of the surest ways for an African American, or student of any race, to receive a quality education. Over 100 HBCUs represent just three percent of the nation’s institutions of higher learning; they graduate nearly 20 percent of African Americans who earn undergraduate degrees. Furthermore, HBCUs were created to support African American students and their education but these institutions of higher learning are no longer exclusive for African American students. Now, HBCUs have a significant percentage of non-African American student populations that consist of Asians, Hispanic, International and white American stu... ... public figures. Many of the institutions emphasize the sciences and engineering, encouraging black students to start a career in those professions. In the early 20th Century, with several black schools established, leaders such as Booker T. Washington and Dr. W.E.B DuBois debated fiercely the future of African-American education. Washington believed vocational training was the key to stepping up from the mire of poverty and bondage; DuBois defended the enlightenment drawn from studying the arts and sciences. In fact, today’s Historically Black Colleges and Universities (HBCUs) incorporate both philosophies, providing students with both technical training as well as liberal arts education. Historically Black Colleges and Universities, or â€Å"HBCUs, have played an important role in enriching the lives of not just African Americans, but our entire country.†-Ric Keller