Change Management Organisations - Free Essay Example

Sample details Pages: 11 Words: 3274 Downloads: 1 Date added: 2017/06/26 Category Management Essay Type Essay any type Did you like this example? Change Management Strategy Report Organisations are highly specialized systems and people working within the organisations are generally cynical to change in the work environment as they dont want to get into uncharted territory. It is the natural tendency of human being to live in their comfort zone and no one likes to be comfortable being uncomfortable even for a short duration (during the change process). But, for organisations to survive and succeed in the current environment change is no longer optional. Organisations have to learn to love change to stay ahead of competition. An overview of change management Definition Change management is about moving from one state to another, specifically, from the problem state to the solved state (Jung, 2001). But, the organisational terminology for change management can be varied and ‘change may be used under different terms. E.g. when a company talks about re-engineering, restructuring, promoting cultural transformation, or keeping pace with the industry, then it is talking about change. Lewin (1951) conceptualized that change can occur at three levels. Don’t waste time! Our writers will create an original "Change Management Organisations" essay for you Create order Change in the individuals who work in the organisation – that is their skills, values, attributes, and eventually behaviour. Leaders have to make sure that such individual behavioural change is always regarded as instrumental to organisational change. Change in the organisational structures and systems – reward systems, reporting relationships, work design and so on. A direct change in the organisation climate or interpersonal style – dealing with people relationships, conflict management and the process of decision making. (Leonard et al., 2003, cited in Mabey Mayon-White (ed)) Change can be further classified as planned and emergent. When change is deliberate and is a product of conscious reasoning and actions is supposed to be planned. Emergent change is a direct contract to this and unfolds in an apparently spontaneous and unplanned way. Drivers of change Change is mostly driven by circumstances and always takes place with a particular goal in mind. Some of the common drivers of change are, to keep pace with the changing environment, to beat competition, technological changes to improve process efficiency etc. No matter what the driver for change is, the goal of the whole process is to lead the organisation into a future state which is different from the current state under which the organisation operates. (Nicols, 2006) The scope and scale of change can vary. E.g. Change can be limited a particular department (operations, marketing etc.) or it might affect the whole organisation, it might relate to only a group of people or might affect every employee in the organisation. Initiators of change Irrespective of its nature, change has to be initiated, driven and implemented by someone. This is where leadership fits into the change management process. It has been found that organisations that have been successful in coping with change have strong leadership that guides the team through a series of initial steps that set the stage for success (Nadler, 2001). Leaders are responsible for bringing about change in a staged and planned manner. Dirks (2000) points out that change has to be instigated and it is the leader who instigates the change by his vision and persuasion. Nadler, Thies and Nadler (2001) suggest that, for effective change to occur, and in particular cultural change, there is no substitute for the active engagement of the leadership and executive team. Top leaders must assume the role of chief architect of the change process. Cartwright and Cooper (1993) take this one step further by suggesting that it is important that employees at all levels become i nvolved in the change process. Jung (2001) also views managers as playing key roles in developing, transforming and institutionalizing organisational culture during the change process. For managing an organisation wide change, the leadership has to possess an unusually broad and finely honed set of skills. It needs to have a clear sense of mission and delegate task effectively to build a whole team of ‘change agents. The structure of the organisation needs to change to one with less internal bureaucracy. Hatch (2000) suggests that the implementation of any change process often flounders because it is improperly framed by top management. The key to choosing the right approach to change is thus to keep in mind how organisations function. As social systems comprising work, people, formal and informal systems, organisations are inherently resistant to change and designed to neutralize the impact of attempts at change (Chemers, 2001). Leaders play a critical role in sel ecting and planning appropriate change Reluctance to organisational change Gofee and Jones (2001) point out that the reluctance to organisational change from employees and other staff is primarily due to the way change is implemented and the abilities of the leader in bringing about the change rather than the nature of change itself. Bridges (1991) believes that it isnt the actual change that individuals resist, but rather the transition that must be made to accommodate the change. Organisational change entails change in the work process, culture and the nature of an employees working conditions. Psychologists believe that resistance to change is because of people being afraid of the unknown. During times of change, it is important that the leaders of the organisation create an atmosphere of psychological safety for all individuals to engage in the new behaviours and test the waters of the new culture after the change has been implemented. Approaches to change Change can be classified in a number of ways. The categorization depends on the extent of the change and whether it is seen as organic (often characterized as bottom-up) or driven (top-down). Ackermans change classification segregates change into Developmental change may be either planned or emergent; it is first order, or incremental. It is change that enhances or corrects existing aspects of an organisation, often focusing on the improvement of a skill or process. (Ackermann, 1997) Transitional change seeks to achieve a known desired state that is different from the existing one. It is episodic, planned and second order, or radical. Transformational change is radical or second order in nature. It requires a shift in assumptions made by the organisation and its members. Transformation can result in an organisation that differs significantly in terms of structure, processes, culture and strategy. It may, therefore, result in the creation of an organisation that operate s in developmental mode – one that continuously learns, adapts and improves. (Mabey Mayon-White (ed), 2003) Implementing change It is widely believed that the way an organisation adapts to change is fundamental to its success. In an ever increasing competitive environment, change is ubiquitous and the way employees respond to change (resistance/acceptance) has been identified to play a vital role in the change management process. Managing organisational change requires more than reengineering and restructuring systems and processes. It requires managing the human responses that accompany any organisational change (Darwin et al., 2002). For its smooth implementation, the change management process has to be carefully planned and the onus is on the leader to ensure a hassle free implementation through effective and sensible planning, confident and effective decision-making, and regular, complete and timely communication with the employees (Simon Newell, 2006). Factors such as organisation culture, structure of the organisation, bureaucracy, employee attitudes, business model etc. also play their part in implementing change. Skills needed for effective change implementation Authors like Nadler and Thies (2001) have stressed on the importance of problem solving within the change management process and argue that change can only be effectively implemented by good problem solvers. Managing change is seen as a matter of moving from one state to another, specifically, from the problem state to the solved state therefore diagnosis of problems at each stage and coming out with a solution to those problems plays a big part in the change management process (Champy, 2005). Implementation difficulties Bringing about major change in a large and complex organisation is a difficult task. Policies, procedures and structures need to be altered. Individuals and groups have to be motivated to continue perform in the face of major turbulence. It is not surprising, therefore, that the process of effectively implementing organisational change has long been a topic that both managers and researchers have pondered (Nadler, cited in Mabey and Mayon-White, 2003). Beer et al. (2003) believe that most change programs dont work because they are guided by a theory of change that is fundamentally flawed. The problem with most company-wide change programs is that they address only one or two the crucial factors (coordination, teamwork, commitment, structure of the organisation, organisation culture) Change Management Strategy As a part of the strategy, a feasibility analysis needs to be done to assess whether the change the organisation is looking to bring about is feasible considering the present state of the organisation (Huy, 2002). Organisational configurations need to be assessed before deciding on the proper change management strategy. Change management is a three pronged strategy: transform, reduce and apply. Before the change process is drafted, it is the responsibility of the change initiator / leader for assessing the difference between the current state of affairs and the state accomplished after the change process which Haslam Platow (2001) terms as the transform state. This is an assessment stage which requires the leaders to assess the goals. After goal assessment, the strategy should be to try to determine ways to narrow the gap through the change process (reduce stage) and subsequently delegate responsibility to play operators (like divisional heads and other departmental leade rs) to actually effect the elimination of these differences. During the change implementation process, the leader should play a key role, firstly, in the identification of the changes necessary to produce the required outcomes and then to put an implementation process in place to bring about those changes. Champy (2005) believes that the leader is the one responsible for the how, what and why of the change process. It is the leader who should be responsible for identifying how the changes can be effectively implemented with least resistance from employees by taking into consideration the organisation structure and culture. Communication should also form a part of the change management strategy. The change initiator and implementer have to play the role of an effective communicator to inform the employees of the reasons behind the changes. It has to be remembered that organisations change is always brought about by team work and the change process requires frequent commu nication with all the members of the organisation. Leadership approach should be to address resistance through increased and sustained communications and education. As a part of the strategy, employees should be encouraged to express their ideas and concerns with regards to the change. Change management should start with the change manager mobilizing commitment to change through joint diagnosis of business problems. A shared vision of how to organize and manage competitiveness needs to be developed. Consensus has to be fostered for the new vision. Once there is a consensus, leaders and change agents should have the competence to enact it and the cohesion to move it along. The change management process and the strategy have to revitalize all departments without pushing change from the top. As a part of the implementation strategy, the leader should monitor and adjust strategies in response to problems in the revitalization process. Also, all too often change agents try to completely change the culture of the organisations within the change management process. The strategy should be to try to control the culture rather than influence it. Leaders dont have to drive the change but supervise it. Change has to be implemented and driven by the people who get affected by the change. Mumford et al. (2002) point out that the reluctance to organisational change from employees and other staff is primarily due to the way change is implemented and the abilities of the leader in bringing about the change rather than the nature of change itself. Changing the culture of an organisation should be a gradual transformation process. Change management strategy should ensure that much of the task is delegated to the departments and leadership is mainly concerned in coordinating between the departments. It has to be made sure that the departments understand the importance of change through their effective, timely and regular communication. Departmental heads shou ld be made to realize the importance of establishing a sense of urgency and enthusiasm about the change. Change should never try to be rushed. Communication between organisational members, at all levels, from management and among peers, should be a major priority in any change process. A feeling of ‘No Consultation occurs among employees is they are not properly communicated; therefore ‘consultative leadership should be followed during the change process. Transparency and trust also form a very important part of the change management process. As a part of the change management strategy, leaders need to select carefully the method or approach to be used to manage the change process and develop a new culture following the change. They have to establish effective channels of communication which involve individuals at all levels of the organisation to inform individuals of the stages to be followed and to outline clearly outcomes for them. Above all, they need to lead in a positive manner, recognizing that change is an emotive process and people need to be ‘changed with dignity by acknowledging contributions and justifying the reasons for them personally to move on. Word of caution – Even though, bringing about a change is important for organisations to stay competitive in the global market environment, organisations have to bear in mind that they dont thrust change on their employees. The infrastructure for implementation of change management has to be ready before the implementation. The change process has to be correctly configured and the need for change has to be clearly communicated to the employees who will be affected by it. Conclusions An organisation is a complex entity and bringing about a change is an equally complex ordeal. Orchestrating a companywide change process is a delicate balance which requires able leadership. Effective leader make the change process easy for themselves and the organisation. But, playing a leadership role within the change process is far from easy. Not only do leaders have a responsibility to lead, but as an employee they have to deal with change themselves. Therefore, it is very important for leaders themselves to understand the benefits of the change process and how change is going to be implemented. They shouldnt get wrapped up in bringing about the change just for the sake of changing. Planned implementation of the change process is utmost important. Change should not be imposed on the employees without proper planning and consideration given to the organisation culture. Planning requires coordination and leaders need to coordinate between departments to successfully plan the change. Organisations should not try to change too much too soon and need to take a staged approach to change. Change should be a well thought process and implemented in a planned and systematic manner. Everyone in the organisation should be adequately informed and listened to before embarking on the cultural change process. Finkelstein Hambrick (1996) point out that the task of change management is to bring order to a messy situation, not pretend that its already well organized and disciplined and leadership is hugely responsible for bringing that semblance of order. Companies also need to have the right approach and mind step to deal with the change process. Successful organisations drive change rather than being driven by the change. Although, the strategic decision to change comes from the top management but the implementation should always be a bottom up process. HPs didnt get either of those decisions right; its decision to change came too late (when Dell had already gained ground and had the first over advantage) due to which it tried to impose the change from top down. It is worth mentioning that change management strategy adopted is also reliant on the type of organisation. Different organisations may need to approach change differently and the type of change management approach adopted should be consistent with the objectives of the organisation and its situation. For example, an organisation whose future depended on improving customer service should, logically, adopt a change model focused on improving processes that have a direct bearing on that objective and removing obstacles that prevent its achievement. This is because; a disjunction between the objective and the mechanism would result in untoward or unwanted results. References Books and Journals Ackerman, D (1997) A natural history of senses, London, Financial Times Adler, Nancy J. (2003) (third edition). International dimensions of organisational behavior. Cincinnati, Ohio: South-Western College Publishing. Bacal, R (2006) How to manage performance (Mighty Manager), New York, Harvard Business School Press Bluedorn, A. C. (2000). ‘Time and organisational culture. In: N. M. Ashkanasy, C. P. E. Wilderom and M. F. Peterson (eds), Handbook of Organisational Culture and Climate, pp. 117–129. Sage Publications, London. Brown, M. C. 2002. Organisational Performance: The succession effect. Administrative Science Quarterly, 27: 1–16. Chemers, M. M. (2001). ‘Leadership effectiveness: An integrative review. In: M. A. Hogg and S. Tindale (eds), Blackwell handbook of social psychology: Group processes, pp. 376–399. Blackwell, Maulden, MA. Champy, J. (1995). Reengineering Management: The Mandate for New Leaders hip. Harper Business, New York. Child, John. (2001). Culture, contingency and capitalism in the cross-national study of organisations. In L.L. Cummings B.M. Staw, Research in organisational behavior, 3: 303-56. New York: JAI. Conger, J. and R. Kanugo (1987). ‘Toward a behavioural theory of charismatic leadership in organisational settings, Academy of Management Review, 12, pp. 637–647. Dirks, K. T. 2000. Trust in leadership and team performance: Evidence from NCAA basketball. Journal of Applied Psychology,85: 1004–1012. Finkelstein, S., Hambrick, D. C. 1996. Strategic leadership: Top executives and their effect on organisations. St. Paul: West Educational Publishing. Goffee, R. and G. Jones (2001). ‘Organisational culture: a sociological perspective. In C. L. Cooper, S. Carwright and P. C. Earley, The International Handbook of Organisational Culture. John Wiley Sons Ltd, Chichester. Harrison, R.C (1972) When power conflicts trigge r team spirit. European Business, Spring, 27-65 Haslam, S. A. and M. J. Platow (2001). ‘Your wish is our command: the role of shared social identity in translating a leaders vision into followers action. In: M. A. Hogg and D. Terry (eds), Social identity processes in organisations, pp. 213–228. Psychology Press, New York. Hatch, M. J. (2000). ‘The cultural dynamics of organizing and change. In: N. M. Ashkanasy, C. P. E. Wilderom and M. F. Peterson (eds), Handbook of Organisational Culture and Climate, pp. 245–261. Sage Publications Inc., London. Herscovitch, L. and J. P. Meyer (2002). ‘Commitment to organisational change: Extension of a three-component model, Journal of Applied Psychology, 87, pp. 474–487. Huy, Q. N. (2002). ‘Emotional balancing of organisational continuity and radical change: The contribution of middle managers, Administrative Science Quarterly, 47, pp. 31–69. Jones,G Goffee, R (2001)Why sho uld anyone be led by you, New York, Harvard Business School Press Jung, D. (2001). ‘Transformational and transactional leadership and their effects on creativity in groups, Creativity Research Journal, 13, pp. 185–195. Lewin, K (1951). Frontiers in group dynamics, Human Relations,1, 5-41 Mabey,C Mayon-White, B (2003) Managing Change (2nd edn.), London, PCP Publishing Mumford, M. D., G. M. Scott, B. Gaddis and J. M. Strange (2002). ‘Leading creative people: Orchestrating expertize and relationships, Leadership Quarterly, 13, pp. 705–750. Nadler, D. A., P. K. Thies and M. B. Nadler (2001). ‘Culture Change in the Strategic enterprize: Lessons from the Field. In: C. L. Cooper, S. Carwright and P. C. Earley, The International Handbook of Organisational Culture and Climate John Wiley Sons Ltd, Chichester. Websites Nicols,F (2006) Change Management https://home.att.net/~OPSINC/change.pdf Date accessed 21/03/2007 The institute of Direct Marketing (2006) Leadership, change management and corporate culture Nicols,F (2006) Change Management https://home.att.net/~OPSINC/change.pdf Date accessed 20/05/2007 Types of change (2006) University of Luton Study https://www.effectingchange.luton.ac.uk/types_of_change/pdf/types.pdf Date accessed 20/05/2007

My Philosophy And Philosophy Of Personal Educational...

It is true that many educators do not know what their educational philosophy is. However it is imperative for educators and future educators to know their personal educational philosophies so that they can be accountable, explain how they teach, what they are doing and why. My personal Educational philosophy is made up of four components; metaphysics, epistemology, axiology, and logic. My educational Philosophy Metaphysics (reality) is a combination of realism and idealism, that the mind, spirit, and body are connected and that they should and must work together. God is the father of the universe. He created it for his spirit children who he loves and communicates with on a daily basis. Individuals are spirit sons and daughters that God†¦show more content†¦When students are encouraged to tutor their peers and younger students, their own learning is enhanced. Going out into the community to learn about subjects coupled with reading about them in books is a powerful learning tool as well. Once students are in the community and aware of what the community needs, students should be encouraged to take some action or responsibility in planning for a change. I am an advocate of behaviorism. Educators should discourage poor behaviors and encourage appropriate behaviors as well as teach new behaviors. Students are capable and should be involved in creating rules f or the classroom. Education should encourage cooperation and teach decision making skills. School should be a place of molding (without forcing) children into good citizens that will contribute to the community in a positive way. My Educational Philosophy consists of bits and pieces of many of the philosophies because most of the philosophies included components I would not or could not include in my own. None of the philosophies metaphysics matched my own, so I combined the metaphysics of realism and idealism because Idealists believe that the spirit and mind are the only reality, where realists believe that the body or matter is more real than the mind. I believe that the mind and spirit and body are a unit and must work together for the common good. I think that the curriculum ofShow MoreRelatedPersonal Philosophy : My Educational Philosophy1452 Words   |  6 Pages When I first set out to write my educational philosophy, I had absolutely no idea what to write about, to be perfectly honest. So, I thought that I would start with the most essential aspect of an educational philosophy: why do I want to become a teacher? The reason why I want to teach is because I want to be able to impact young people’s lives and help them to learn how to become successful citizens in our world. I feel that it is important that no matter what students do with their lives, theyRead MoreMy Personal Philosophy : My Educational Philosophy1747 Words   |  7 PagesAbstract My educational philosophy can be summarized in one word â€Å"family†. Every thing can begin and end with the family. This paper examines my personal belief that a student has higher success rate in life when they have a supportive, loving family environment. The primary roles of a mother and father in today’s society are drastically lacking. These particular reasons vary from absentee fathers, overworked single mom, and/or grandparents having to assume the role of parents again. My theory startingRead MoreMy Personal Educational Philosophy Essay866 Words   |  4 Pages Educational Philosophy Essay My personal educational philosophy is a combination of perennialism and essentialism, which leaves me uniquely well-armed to teach my subject of choice: History. History, viewed as a whole, is a monument to the achievements of Man. It is unchanging, though new aspects may be found or brought to light, and it can be viewed from many angles, it is an unchanging truth that what happened, has indeed happened. Through a thorough and guided exploration of this subject, studentsRead MoreEssay about Personal Educational Philosophy1069 Words   |  5 Pagespaper is my personal educational philosophy statement. It represents my ideas and values about teaching and learning; it reveals my personal teaching beliefs and their relation to the five major established educational philosophies; it shows my role and responsibilities in educational process. I place great significance on personal style of instruction and its influence on curriculum implementation. The paper also highlights my career a spiration and orientation. Personal EducationalRead MoreThe Educational Philosophy Of Adult Education803 Words   |  4 PagesJonathan Taylor The focus of this assignment was to view the educational philosophy concerning adult learning. Background histories of the adult’s education ages ago were briefly gleaned. Other topics viewed were on the adult educational philosophy, the five educational philosophical approaches, the personal adult educational philosophy, the adult learner, developing my own adult educational philosophy, and lastly on how changes is an educational practice. However, learning does take place throughout theRead MoreEducational Philosophy Reflection1539 Words   |  7 Pagesexperience to my students. Early in the education program, Bud Stefanski posed us the question about our educational philosophy in the Foundations of Education class. When answering that question, I was 100% progressivism in my education philosophy students should only learn through hands-on experiences and not be forced to sit at a desk and absorb information (Mirah, 2013). After gaining actual classroom experience and l earning more about the influencers of curriculum, my educational philosophy has shiftedRead More My Philosophy of Education: Combining Progressivism, Essentialism and Behaviorism826 Words   |  4 PagesMy Philosophy of Education: Combining Progressivism, Essentialism and Behaviorism Upon being faced with the task of writing my philosophy of teaching, I made many attempts to narrow the basis for my philosophy down to one or two simple ideas. However, I quickly came to the realization that my personal teaching philosophy stems from many other ideas, philosophies, and personal experiences. I then concentrated my efforts on finding the strongest points of my personal beliefs aboutRead MoreMy Personal Philosophy Of Education1476 Words   |  6 PagesPhD Personal Philosophy of Education Submitted by: Wessam Elamawy . Personal Philosophy of Education Introduction: From the very beginning of my life I recognized the importance of higher education. I am 34 years old. I am Egyptian. I was born in a highly educated family . My father earned a Ph.D. in chemistry. My uncle earned a Ph.D. in Engineering . My aunt is a doctor. My grandparents were highly educated and they were great leaders in the educational field. This shaped my personalityRead More Educational Philosophies Essay1574 Words   |  7 PagesEducational Philosophies Many different ideas of the correct educational philosophy exist. Highly acclaimed psychologists and educators developed these varying philosophies. Each of these philosophies have their strengths and weaknesses and have their positives and negatives in different situations. It is our job as educators to sift through this list of philosophies to find our own style and philosophy. We must research the pros and cons of each philosophy and pick and choose which sectionsRead MoreMy Own Beliefs About Teaching And Learning Essay1679 Words   |  7 Pagesabout your own beliefs about teaching and learning. In writing, discuss which of the philosophies of education and the learning orientations are closest to you? Why? Which do not fit with your philosophy of education and learning? Why? Based upon my own beliefs about teaching and learning, the philosophy of education and the learning orientation that is closest to me is Progressivism; which is a philosophy that places focus on the influential ideologies of education. Progressives believe that

Ben and Biff’s Free Essays

In Arthur Miller’s play, Death of a Salesman, the character Biff is the son of Willy Loman, the protagonist. The character Ben is Willy’s brother. They are very different but they share some similarities. We will write a custom essay sample on Ben and Biff’s or any similar topic only for you Order Now Biff is real, in the sense that he appears in the play in the present, while Ben is a hallucination and a product of Willy’s delusions, appearing in an alternate time-line. Biff is Willy’s hope for the future and a symbol of his own lost hopes and dreams. Ben is a paragon of success and a standard for which Willy strives. Barron’s Booknotes says of Ben, â€Å"From the moment we see Ben he turns out to be a highly idealized figure, for Willy’s memory turns him into a god,† (Miller, Williams, Paul 1984 p 21). Both characters further the plot but Ben is more purely a rhetorical device that helps to drive the play by allowing the audience a glimpse inside the mind of Willy Loman in a way that would be difficult otherwise. Both Biff and Ben are adept at taking Willy’s mind off his own problems. He goes into a sort of hallucinatory trance and speaks to both characters when he is troubled. Sometimes these conversations are rehashes of conversations past and sometimes they are conversations carried on as Willy wishes they had been. Willy remembers conversations with his brother that never happened. He believes that his brother is the success that he is not and the success that he wants his son to be so he wants Ben to explain the secrets of making a fortune. Both Ben and Biff are amoral and have virtually no social values. Biff is willing to steal and goes out of his way to take a pen as a sort of trophy to show he is superior to someone to whom he actually is subservient. Ben knocks down his nephew Biff in a fight and then tells him that is ok to cheat and do anything necessary to win against a stranger. â€Å"Ben, patting Biff’s knee: Never fight fair with a stranger, boy. You’ll never get out of the jungle that way,† (Act I p 49). Biff’s mother does not like this advice but Biff obviously believes that it is a good motto to live by. His father, Willy, then instructs him to steal material from a construction site. Biff and Ben both seem to think that the end justifies whatever means is used to achieve their goals. Ben shows that he is proud of Biff for being a thief. He praises Biff for having the courage to steal from the construction site, showing he is not afraid. Biff comes to realize his father is a failure at life and his idea of how to achieve dreams is not logical. Biff is more like his Uncle Ben, who treats him as the person he really is and not like the image that he wants to create, as his father does, living on imagined past glory. The characters of Biff and Ben are used by Miller to allow Willy to vent his rage and frustration. They both give Willy Loman an opportunity to address the audience. It shows he is losing his grasp of reality, of course, but more so, it gives Miller the opportunity to advance the themes of the play in a direct way. He is not ‘dime-a-dozen’, he is Willy Loman, Miller has him say. Ben and Biff both say things to Willy that makes Linda, his wife, try to protect him. â€Å"Linda, frightened of Ben and angry at him: Don’ t say those things to him. (He is doing) well enough to be happy right here. Right now,† (Act II p 8). They say things that she doesn’t want Willy to have to deal with. Both Ben and Biff are characters that have a close relationship with Willy even though Willy doesn’t really know either of them. He is lost in his own world. Ben is more the realist than is Willy. He is a man who does not live in the past. He grabs what he wants and makes it his own. Biff at last loses his rose-colored glasses and accepts his uncle’s view of the life. He sees that he is more like his uncle than he realized and that he is nothing like his father. He at last understands that his father is a loser and a tragedy. References Miller, A. , Weales, G. Death of a Salesman New York: Penguin Group 1977 Miller, A. , Williams, L. and Paul, K. Arthur Miller’s Death of a Salesman (Barron’s Booknotes) Hauppauge, N. Y. : Barron’s Educational Series, Inc. Copyright 1984 How to cite Ben and Biff’s, Papers

Developing and Sustaining an Ethical †Free Samples to Students

Question: Discuss about the Developing and Sustaining an Ethical. Answer: Introduction: Taylorism proposed that the productivity of a company can be increased by optimising and simplifying the jobs of the workers. In fact, the managers and the workers need to cooperate with each other in order to advances in the business (Waring 2016). If Taylorism is applied in the recent working scenario in the countries like Australia or USA, it has to be said that it would act as a means of motivation for the employees. The concept can be directly applied to the fact that the employees an in organisation needs to be motivated in order to increase the productivity of the employees (Mortenson et al. 2015). The design of the script for the call centre is based on the fact that the employees should consider themselves in the shoes of the customers and understand the needs of the customers in order to provide better customer service and improve the productivity of the organisation. The idea of Taylorism is to adopt the scientific method to study and work and determine the most effective means to perform a particular task (Nyland et al. 2014). Thus, it can be said that rather than assigning nay particular work to the workers, it is better to match the workers with the capability and motivation and also train them that they would provide maximum efficiency in their respective work. It falls under the responsibility of the managers to come up with certain approaches that would eventually help to motivate the employees and that in turn will increase the productivity of the organisation (Witzel and Warner 2015). Taylors theory has been badly criticised during its time but Taylorism can find important applications in todays world as well. It is very important to carry out the business activities considering the scientific approach (Mortenson et al. 2015). For instance, it is very important to apply scientific knowledge to the manufacturing of cars or mobile phones or nay other thing. In such cases, the Rule of Thumb cannot hold true importance and what actually matters is the way the particular workplace operates (Nyland et al. 2014). The employees need to be motivated largely in order to gain effective outcome from them and in such cases, scientific way of treating the employees would not be effective enough. For example, the employees of the Google are given the opportunity to work according to their desire time and comfort. This has definitely acted as a means of motivation to these employees that lead to the success of the company. Toyotas cultural web Organisational culture has been described into seven dimensions depending on the values and beliefs of the organisation. The cultural model depends on the culture of the people and the relationship that the employees enjoy with the organisation. The car manufacturing giant has created its mark all over the globe and it is famous for the innovative means of technology that is used for the manufacturing of the cars (Paro and Gerolamo 2017). Thus, this particular organisational culture of Toyota can be termed as the achievement versus ascription dimension of the organisational culture. The organisational culture is designed in such a way that each and every employee of the organisation can participate in coming up with innovative approaches for the business. The organisation believes in the work of the employees and they are rewarded no matter how good or poor performers they are. On the other hand, the company believes that the employees should be valued irrespective of the designation or the role that they perform in the particular organisation (Chowdhury 2014). Some of the important organisational feature of Toyota are teamwork, continuous learning, increasing the quality of their product and organisational secrecy in order to remain competitive in the market. It is only in the presence of these principles, the success of Toyota can be determined. According to the cultural web model of Toyota, the employees have to face many challenges while operating in the market. Being a global leader, it falls under the responsibility of the leaders to maximise the human resource capabilities so that they can directly contribute towards the innovation of the business. As a car manufacturer, coming up with innovative ideas is the foremost requirement to remain competitive in the market where it operates (Schwartz 2013). The company also focuses on the quality of the product and believes that success can be achieved only by the means of improving quality of the service. Thus, it follows a culture where the people of the organisation follow a learning culture in terms of supporting problems and supporting the organisation in its innovative steps (Koren et al. 2016). This can be easily considered as the only effective way that has helped the organisation to achieve organisational and market success even in the presence of huge competition. Conclusion: With the detailed analysis, it can be easily said that Taylorism holds importance in the work culture of a number of organisations. However, scientific method cannot be applied to every organisation to increase the productivity but at times it requires motivating the employees that would eventually help to improve productivity. Toyotas model is largely based on the innovation and this is achieved only by the means of carrying out a learning process among the employees. The employees are given the opportunity to come up with their ideas that directly contribute to the innovative ideas and the success of the company. References: Chowdhury, S.D., 2014. Strategic roads that diverge or converge: GM and Toyota in the battle for the top.Business Horizons,57(1), pp.127-136. Koren, Y., Gu, X. and Freiheit, T., 2016. The impact of corporate culture on manufacturing system design.CIRP Annals-Manufacturing Technology,65(1), pp.413-416. Mortenson, M.J., Doherty, N.F. and Robinson, S., 2015. Operational research from Taylorism to Terabytes: A research agenda for the analytics age.European Journal of Operational Research,241(3), pp.583-595. Nyland, C., Bruce, K. and Burns, P., 2014. Taylorism, the international labour organization, and the genesis and diffusion of codetermination.Organization Studies,35(8), pp.1149-1169. Paro, P.E.P. and Gerolamo, M.C., 2017. Organizational culture for lean programs.Journal of Organizational Change Management,30(4). Schwartz, M.S., 2013. Developing and sustaining an ethical corporate culture: The core elements.Business Horizons,56(1), pp.39-50. Waring, S.P., 2016.Taylorism transformed: Scientific management theory since 1945. UNC Press Books. Witzel, M. and Warner, M., 2015. Taylorism revisited: culture, management theory and paradigm-shift.Journal of General Management,40(3), pp.55-70.