Great Filipino Music Artists (80s - Present) Essay Example for Free

Great Filipino Music Artists (80s Present) Essay Basil Valdez Like many Filipino singers in the 1970s, Valdez started solo on his career as a folk singer. In 1972, he joined the Circus Band and after it was disbanded, he released Ngayon at Kailanman, his first solo album. In the Circus Band, he met Ryan Cayabyab, who was then part of other band. When Valdez was preparing his album Ngayon at Kailanman, he asked Cayabyab to give a few songs, he did. Cayabyab stands as Valdezs musical director for 27 years. In the 80s, Valdez republished himself as a singer of movie theme songs; some of them are Paano Ba Ang Mangarap, Muling Buksan Ang Puso and Paraisong Parisukat. A circumstance which sidelined his singing career occurred in 1990, when he found himself as a healer. Valdez then sought the guidance of his Jesuit friends. They explained to him that he has gift of healing. Ryan Cayabyab A great Filipino music artist known as the Executive and Artistic Director of the defunct San Miguel Foundation for the Performing Arts. He was also a resident judge for the solo season of Philippine Idol in 2006. A versatile artist with his works ranging from commissioned full-length ballets, theater musicals, choral pieces, a Mass set to unaccompanied chorus/congregation, and orchestral pieces, to commercial recordings of popular music, film scores and television specials. Cayayabs current project includes the Ryan Cayabyab Singers (RCS), a group of seven young adult singers comparable like his group Smokey Mountain in the early 90s. After FreemantleMedia decided not to renew the Philippine Idol franchise, Cayabyab decided to transfer to rival show Pinoy Dream Academy (Season 2), replacing Jim Paredes as the shows headmaster. PDA 2 started on June 14, 2008. Nonoy Zuà ±iga Nonoy Z’s singing career spans more than 3 decades; as a folksinger from 1971 to 1975 and then as one of the lead singers of the Family Birth Control Band  which performed in the best nightspots and hotels like Philippine Plaza, Holiday Inn and the Manila Hotel from 1975-1980. To hone his skill, he took special voice training from the late Aurelio Estanislao, a well-known tenor singer and music-voice professor at the University of the Philippines. With his clear baritone voice he started to attract the attention of music buffs. His style and rendition of different songs especially love songs made him acquire a number of distinct awards, Bayang Barrios Lumad origin, born on June 12, 1986. A Filipino musician who hails from Bunawan, Agusan del Sur, and is known for her use of indigenous instruments and styles. In 2005, Barrios song Isipin Mo Na Lang was used in end credits of the indie Filipino film Ang Pagdadalaga Ni Maximo Oliveros (The Blossoming of Maximo Oliveros). In September 2008, she launched her fourth album entitled Biyaya. Ramon Jacinto Jacinto has always tried to put music and business together. He started to enter the world of entrepreneurship at the young age of 15. He built up his first enterprise called RJ Enterprises, a company which dealt with producing and release records. RJ Enterprises pioneered multi-track recording in the country and eventually became the primary studio choice for many artists and advertising agencies at that time. Two years later, Jacinto ventured to establish what would become a legendary radio station in the Philippine broadcasting industry – DZRJ. It served as a venue for on-air experiments of radio concepts which were never heard before in Philippine entertainment history. Manned by students, mostly coming from Jacintos high school class, the radio station introduced alternative music to the Filipino youth. It was the first station to play songs from rock legends such as the Beatles, the Ventures and the Beachboys. The radio station also gave emphasis on playing the music of local talent. Apart from DZRJ, Jacinto also established the now defunct, DZUW. Pepe Smith a Filipino singer-songwriter, drummer, and guitarist. More commonly known alternately as Joey Smith and Pepe Smith, he is an icon of original Filipino rock music or Pinoy Rock. Gary Valenciano Born 6 August 1964, better known as Gary Valenciano or Gary V., is a Filipino musician. Also known as Mr. Pure Energy, Valenciano has released 26 albums, and won the Awit Awards for Best Male Performer eleven times. In 1998, he became UNICEF Philippines first National Ambassador. His most notable songs include Di Bale Na Lang (Never mind), Eto Na Naman (Here we go again), Sana Maulit Muli (Hope it repeats again), Natutulog Ba Ang Diyos? (Does God sleep), Gaya ng Dati (Just like before), Pasko Na, Sinta Ko (Its Christmas already, my love), and Narito (Here). He is currently part of ABS-CBN contract actors, and is frequently tapped to sing theme songs for the networks soap operas and films. Fr. Eduardo Hontiveros Fr. Honti, as he is fondly known, was educated at the Capiz Elementary School and the pre-war Ateneo de Manila in Padre Faura, graduating from high school in 1939. From 1939 to 1945 he was at San Jose Seminary. He entered the Society of Jesus after the war in 1945, pronouncing first vows at Sacred Heart Novitiate in Novaliches in June 1947. He finished his studies of philosophy there and then proceeded to Ateneo de Zamboanga for his three-year regency, teaching religion, Latin, and English, and moderating the Choir String Band. In 1951, he traveled to the United States to study theology, and was ordained in 1954 by Francis Cardinal Spellman. After earning a doctorate in theology from the Gregorian University in Rome, he returned to teach in the Philippines in 1958. He pronounced final vows in the Society of Jesus in 1960. Fr. Honti’s initiatives have been recognized with the Ateneo de Manila University’s Tanglaw ng Lahi Award (1976), the Asian Catholic Publishers’ â€Å"Outstanding Catholic Author† (1992), and the Papal award Pro Ecclesia et Pontifice (2000), among many other awards and citations. He suffered another major stroke in early January 2008, and died  on January 15th. At his funeral Mass at the Ateneo’s Church of the Gesu, President Gloria Macapagal-Arroyo was present to honor him with the Presidential Medal of Merit (awarded posthumously). Fr. Manoling Francisco Fr. Manoling Francisco SJ entered the Society of Jesus after second year in college in 1985. As a child he had aspired to be a concert pianist; nevertheless he decided to discontinue his classical piano training at the age of 14 to devote his time to school and socio-civic activities. It was in his First Year High that he composed Hindi Kita Malilimutan. has been popularized by Mr. Basil Valdez. During the past 17 years he has composed more than a hundred and fifty songs such as Tanging Yaman, Sa ‘Yo Lamang are being sung all over the country – indeed, whatever there are Filipinos gathered together in prayer and liturgical celebration. Today, he is easily one of the most gifted musicians in the country.

Overview Of The Sampath Bank Management Essay

Overview Of The Sampath Bank Management Essay Objective of this chapter is to present a general idea about the research. Hence, Chapter one is divided into eight areas such as background of the study, Objectives of the research, research problem, conceptual framework, research hypotheses, research questions, significance of the research and organization of the study. 1.1 Overview of the Sampath bank and Background of the study The dynamic nature of the new marketplace today has created a competitive incentive among many companies to consolidate and reconcile their knowledge assets as a means of creating value that is sustainable over time. Knowledge transferring is believed to be able to improve performance and productivity of the organization and knowledge transferring has been illustrated as a significant discipline in leading to positive performance in the organization (Kasim, 2008). To achieve competitive sustainability, many companies are launching extensive knowledge transferring efforts. More recently, knowledge transfer has emerged as powerful determinants of value creation in organizations. Organizations specific knowledge becomes as a necessary factor of competitive advantage (Gold, Malhotra, and Segars, 2001). The Sampath Bank has commenced its operations as a License commercial bank in 1987 with 47 employees. At present 3rd largest PCB in the contry Its vision statement, The Growing Force in Sri Lankan Financial services and values mentioned in below enhancing professional standards of internal and external customers (Sampath bank, 2012). Create a learning culture that promotes individual and organizational development as well as promoting innovation and value for customers. Treat all internal and external customers the way we would like to be treated. Encourage and promote teamwork in all aspects of behavior. Open to feedback and demonstrate an eagerness for personal development. Monitor and demonstrate an impressive commitment to results. Uncompromising ethical and professional standards of behavior The bank believes that its greatest treasure in what is truly a service industry is its investment in human capital, the high quality of management staff, motivation, dedication, and team spirit. The bank does not employ clerks and peons and ubiquitous features in most other institutions. Its staff is composed of executives assisted by secretaries, all of whom have been handpicked and adequately remunerated at levels well above prevailing market rates. Team of Sampath Bank is young and energetic, adaptable to change and are blessed with a gungkok bo attitude which in all circumstances allows us to pursue the vision and mission of the bank stridently. They are committed to constant improvement, new ideas and remain unafraid of challenges. They seek new opportunities within the knowledge based culture we permeate across the bank and this has resulted in winning accolades from all spheres of competencies. Moreover, among the corporate objectives of the bank was employ, develop and retai n a self-motivated group of employees who themselves enforce high standards of performance (Sampath bank, 2012). According to General Manager of Sampath bank the relative youth, together with the enthusiasm and the pioneering spirit of all members of the staff had laid the foundation for the development of an innovative culture which was so essential in a field as competitive as banking. Intensive training, recreation and welfare facilities transform and guided the development and skills attitudes of the team necessary to deliver superior customer satisfaction (Sampath bank, 2012). The numbers of employees and branches have been increased to 3230 and 206 respectively in 2011. It has recruited new employees parallel to the vision of accelerating the branch network with the aim of gaining competitive advantage. The Sampath Bank had to fill the new vacancies from strategic level to function level in the newly opened 35 branches. The rapid expansion did not give a room to in-house built the skilled team members to allocate for newly opened branches. Most of team members were promoted to higher potential grades than their real potential grades. Number of employees who have been worked in different department in Sampath bank utilized the opportunity to work in branches. Transferred team members were required enhancing professional standards of internal and external customers with moving from their functions to branch banking.nb Several issues can be explored with reference to knowledge transferring in Sampath Bank. This research intends to identify whether the transferred employees have been shared or gain their knowledge within the subordinate employees. The main objectives of this study to explore links between employee transfer and knowledge transfer. This study is monitoring these issues and identified ways in which they may be overcome by introducing changes to the effective knowledge transferring. Objectives of the research The purpose of this research is to examine the links between employee transfer and knowledge transfer. The following objectives will be fulfilled above aim of this study. To explore management concepts to review links between employee transfer and knowledge transfer To identify individual and organizational factors for affecting effectiveness of knowledge transfer Research problem Top corporate entities in the world are beginning to realize the significance and importance of transferring knowledge and are beginning to appreciate knowledge as the most important and valued assets that leads to organizational performance. The Sampath Bank will compete for business only on the basis of quality, price and superior service to its customers. Considering values in Sampath bank, The Bank develops a highly motivated and competent team of individuals who independently ensure that the highest standards are maintained throughout the Bank. The bank Create a learning culture that promotes individual and organizational development as well as promoting innovation and value for customers are highly focused. Promoting open to feedback and monitor commitment to results are aimed to enhance its ethical and professional standards of behavior. The Sampath bank makes every effort to train and develop team members to acquire the professional skills and knowledge they would need to use in the Bank and the bank do hope that both team members professional and personal goals will be realized in a satisfying and rewarding career at the Sampath bank. The bank encourages team members to find new and better ways of doing their job or improving their Banks systems and processes. Innovation creates value not only for customers but for team members. It would add to the quality of work life and ensure that quality work of team members. The Sampath bank considers training and development as one of the most valuable investment in realizing their enduring goals and aspirations. Work towards developing their own talents and creating a culture where team members strive to acquire and share new knowledge critical to achieve mission of the bank. The Sampath bank deploys systematic and modern learning methods to enhance knowledge and productivity. As a matter of policy, the bank provides minimum of sixty hours of training per year for every team member. The type of training will be determined by an analysis of what skills and knowledge are required by each. The analysis will consider not only what is necessary in their current job but also what they would require in successive positions in the future. Team members are generally expected to serve in a particular workstation for a minimum period of four years. However, request for a transfer from team members assigned to Branches in remote areas may be considered after completion of three years. In the event of transfer of a team member, subsequent to his/her promotion, the minimum period of three years will not apply. Except for team members identified for specialization. The Bank encourages team members to acquire the skills and knowledge they need to do their job and the future positions they will hold and to disseminate those skills and knowledge within the Bank, So that, the Banks organizational capabilities and effectiveness are always improved. Career at the bank will depend on how well team members perform in the jobs they hold and the attitudes they exhibit. The work performance will be the sole criteria for any promotion. Considering rapid expansion in Sampath bank, it has emerged more vacancies in Branch banking. In presenting issue in promoting team members who has fewer competencies in branch banking to team members in branches. Required knowledge transferring through the transferred employees is questionable. Relationship between knowledge transferring and employee transferring in the Sampath bank is vital for academic performances. Considering these events and factors less publication in banking industry have addressed the effectiveness of knowledge transferring. As such, this study effort to identify the effectiveness of knowledge transferring from transferred employees at the Sampath bank. Conceptual framework A conceptual framework represents the relationships and the type of relationships among the concepts. The conceptual framework portrayed in figure.1 explains the relevant concepts in this study, and the form of relationship between the perceptions. Figure 1.1 Conceptual framework of the study Characteristics of the Transferred Employees Employee Transfers Effectiveness of Knowledge Transferring Source: Researchers orginal constraction. Moreover, figure 1 describes an analytical model in a graphical model based on some theoretical foundations. Accordingly, the conceptual framework is developed based on theories. The model assumes transferred employees as independent and knowledge transferring as dependent. Research hypotheses Bhatti, Zaheer and Rehman (2010) studied the effect of knowledge management practices on organizational performance. Specially, the study explored the effectiveness of knowledge transferring depend on learning capability, leadership skills and experience of employees. H1: Effectiveness of knowledge transfer is influenced by characteristics of the transferred team members at the Sampath bank. Research questions How individual and organizational factors influence for the effectiveness of knowledge transfer? What are the individual characteristics affect to knowledge transfer? How transfer knowledge via transferred employees? Significance of the research The main significance of this study is to help management of The Sampath Bank identify the effectiveness of knowledge transferring from transferred employees. Effectiveness of knowledge transferring relates to Banks current business performance named as customer orientation, competent people, long term profitability and growth, image building, effectiveness leadership among major customer segments. This knowledge will enable management implement the appropriate strategies that help improve the effectiveness of knowledge transfer. On the other hand, knowledge transferring plays significance role in building up sustainable competitive advantage in Banking industry. Limitation of the study The aim of this section is to define the boundaries of the study or to enumerate how the researcher has narrowed down its focus. The survey was conducted over a period of three months. Organization of the Report The main body of this report comprises seven sections. Its structural organization is presented in Figure 1.2 given below. Chapter 03 Research methodology and framework Chapter 04 Thematic organization, presentation and Analysis of data Chapter 05 Statistics outcome. Chapter 06 Concluding remarks Chapter 01 Introduction Chapter 02 Literature review Source: Researchers orginal constraction. The introduction that comprises a glimpse of the study, focusing on the context, the objectives of the study, an overview of the Sampath bank in Sri Lanka, the research issue and empirical setting of the research. it also provides an account of limitations that the researcher has set for defining the boundaries of the study. Chapter two contains a review of past research on the topics covered in this study. In this section, some important findings of past studies are outlined, while attention is paid to their methodological concerns. A special feature of thhhis literature review is the emphasis placed on bringing to the fore findings of knowledge transferring and characteristics of employees. The research methodology and framework of the study are presented in chapter three. Key areas addressed therein include the case study research strategy employed, units of analysis, the method of sampling, methods of data collection, the quality of research strategy and the research framework. The foundation for this study as developed in the preceding two sections leads to the development of a conceptual framework as a piece of original work of the researcher, which has strengthened the researchers endeavor to contribute to the existing body of knowledge on the subject. Chapter four and five which are based on Knowledge transferring and transferred employees. Chapter Four explains the methodology, adopted in this study in order to empirically test the research hypotheses. Moreover, the chapter presents findings, statistics outcomes and facts. Chapter Five comprises of a review of data collection, followed by a detailed review of the factor analysis.in addition, objectives of the study, evaluate hypotheses and limitations are presented. And, it presents the similarities and differences between knowledge transfers and employee transfers with special reference to the organization of knowledge transferring function and job transfer. Chapter six presents findings and concluding remarks of the study. Latter part of this section documents presents limitations of the study, inviting the attention of academics, researchers, scholars and practitioners to understand how they could plan future research taking cognizance of these limitations. Potential research would essentially contribute to broadening the horizons of the body of knowledge and wisdom on knowledge transferring as an academic and professional discipline. Literature Review 2.0 Introduction to the chapter The purpose of this chapter is to present the literature review related to the concepts incorporated in the study. This chapter consists of sections such as definition of knowledge, definition of knowledge management, types of knowledge, importance of knowledge, knowledge and organizational performance, knowledge transferring, knowledge transferring and competitive advantage, factors affecting for knowledge transferring, effectiveness of knowledge transferring and knowledge transferring in financial institutions and Individual characteristics and knowledge transferring. Meanwhile 2.1 Knowledge and Knowledge transferring Knowledge is fluid mixes of framed experience, values, contextual information and expert insight that provides a framework for evaluating and incur pirating new experiences and information or Knowledge is about people, relationship. Communities and new ways of working Tan (2010) reviewed that knowledge are the two types of knowledge such as explicit knowledge and tacit knowledge. Information systems which achieved by organization named as explicit knowledge and tacit knowledge refers to informal knowledge which gain through work experiences. Most scholars divide knowledge into two types such as explicit knowledge or information, and tacit knowledge or know-how (Hussain. Lucas. and Ali., 2004). The key to knowledge is capturing intellectual assets for the tangible benefits for the organization. As such, imperatives of knowledge is to transform knowledge to add value to the processes and operations of the business, leverage knowledge strategic to business to accelerate growth and innovation and use knowledge to provide a competitive advantage for the business. (Hussain. Lucas. and Ali., 2004). Knowledge management is an organizational discipline bridging information demand and supply in support of learning processes within organizations (Curado.n.d.). Knowledge management enables the communication of knowledge from one person to another so that it can be used by the other person. (Hussain. Lucas. and Ali. , 2004). Knowledge transfer (KT), knowledge retention (KR), and knowledge utilization (KU) are identified as components of knowledge management systems.( Gayton, 2009). Knowledge transfer revealed by Makino (1990) typically has been used to describe the movement of knowledge between different units, divisions, or organizations rather than individuals. This is described Tan,(2010) and Disterer (2001) by stating Knowledge transferring can be defined as a social interaction culture involving the exchange of employee knowledge, experiences and knowledge through the whole department or organizations. However, Gayton (2009) concluded knowledge transferring is not only between departments. The process of knowledge can be transferred through one channel to another channel such as group, department and branch. Therefore, Knowledge transfer means knowledge sharing within an organization between individual and groups (Trautman,2011). 2.2 Significance of Knowledge transferring Most knowledge organizations, uses multiple knowledge management tools to transfer knowledge. With the result of knowledge transfer any organization that competes with other organizations in the marketplace on quality, price, or customer loyalty. (Schlomer, Anderson and Shaw,1997). Due to the, emergence of personal networks and applications, knowledge transferring and capturing are becoming more on-demand. And, Organizations must continuously update their knowledge resource to stay in the competition (Bhatti, Zaheer and Rehman, 2010). Knowledge transferring is necessary for companies because what worked yesterday may or may not work tomorrow because, market needs are changing rapidly. Knowledge is a vital factor for financial institutions. Use the knowledge management system enhances continuous improvement and innovation to gain competitive advantage. Demands from customers and Human resources require transfer knowledge within the organization (Rasoulinezhad,n.d.). 2.3 Factors that Influence Knowledge Sharing There is a scarcity of research specifically in the area of knowledge sharing between individuals in organizations, and empirical evidence has just begun to uncover some of the complex dynamics that exist in processes related to knowledge sharing. Based on a review of theory and research related to knowledge sharing, the following have been identified as the major factors that influence knowledge sharing between individuals in organizations: the nature of knowledge, motivation to share, opportunities to share, and the culture of the work environment. 2.3.1 Nature of Knowledge Knowledge by its very nature exists in both tacit and explicit forms. However, with the increasing recognition of the importance of knowledge in organizations, different types of knowledge have also begun to be valued differently within organizations. These two characteristics of the nature of knowledge, tackiness and explicitness of knowledge, and the value attributed to knowledge have a significant influence on the way knowledge is shared within organizations. 2.3.2 Tacit and explicit knowledge. The dominant classification of knowledge in organizations divides it into two types, tacit and explicit. The critical differences between these two types are found in three major areas codifiability and mechanisms for transfer, methods for acquisition and accumulation, and the potential to be collected and distributed (Lam, 2000). The concept of tacit knowledge was first presented by Polanyi (1966), who argued that a large part of human knowledge cannot be articulated and made explicit easily. Tacit knowledge can be thought of as the know-how that is acquired through personal experience (Nonaka, 1994). It is therefore not easily codifiable and cannot be communicated or used without the individual who is the knower. Tacit knowledge also tends to be sticky in nature. Lam (2000) defined stickiness as the incremental expenditure involved in moving knowledge in a form that is useable and easily understood by the information seeker. According to Lam, stickiness for the knowledge supplier c omes from the tackiness of the knowledge that has to be shared, whereas absorptive capacity creates stickiness for the knowledge user. Therefore, tackiness of knowledge is a natural impediment to the successful sharing of knowledge between individuals in organizations. Explicit knowledge, on the other hand, can be easily codified, stored at a single location, and transferred across time and space independent of individuals (Lam, 2000). It is easier to disseminate and communicate (Schulz, 2001). Explicit knowledge therefore has a natural advantage over tacit knowledge in terms of its ability to be shared relatively easily among individuals. However, just because explicit knowledge is easily transferred across individuals and settings, it should not be assumed that it is easily shared in organizations. Weiss (1999) argued that the ability to articulate knowledge should not be equated with its availability for use by others in the organization. To support this point, he made a distinct ion between explicit knowledge that is easily shared with that which is not by introducing the notion of rationalized knowledge and embedded knowledge within the context of professional services organizations. Rationalized knowledge is general, context independent, standardized, and public. Weiss suggested that because this knowledge has been separated from its original source and is independent of specific individuals, this knowledge is readily shared and available to all those who seek it. Embedded knowledge, on the other hand, is context dependent, narrowly applicable, personalized, and may be personally or professionally sensitive. Therefore, explicit knowledge that is embedded in nature is not likely to be easily shared among individuals. However, knowledge must be seen as more than just explicit and tacit in nature. Regardless of whether knowledge is tacit or explicit, the value attributed to it also has a significant impact on whether and how individuals share it. 2.3.3 Value of knowledge Knowledge is increasingly perceived as being commercially valuable, and its ownership is being recognized by both individuals and the organizations they work in (Brown Woodland, 1999). When individuals perceive the knowledge they possess as a valuable commodity, knowledge sharing becomes a process mediated by decisions about what knowledge to share, when to share, and who to share it with (Andrews and Delahaye, 2000). In situations in which it is valued highly, individuals may tend to claim emotional ownership of knowledge (Jones and Jordan, 1998). This sense of ownership comes from the fact that in several settings, individual knowledge is linked to status, career prospects, and individual reputations (Andrews and Delahaye, 2000). The sharing of such knowledge is a complex process, and Jones and Jordan (1998) found that it involved, among other things, the extent to which individuals perceived themselves to be valued by their organization. Certain types of knowledge are valued highly by both individuals and organizations. For example, knowledge related to research and development is valued highly because of its commercial and scientific value. Research suggests that in research and development organizations, creative power resides in a relatively small number of individuals (Armbrecht et al., 2001), creating issues of ownership particularly because it is linked to tangible outcomes such as creation of new products, patents, research grants, and individual incomes. Therefore, in highly competitive environments or those in which knowledge has high commercial value, there exists a dilemma resulting from contradictory incentives to share knowledge and to withhold it. In organizations in which an individuals knowledge becomes his or her primary source of value to the firm, sharing this knowledge might potentially result in diminishing the value of the individual, creating a reluctance to engage in knowledge-sharing activities. Professionals, in particular, tend to guard their knowledge as they perceive that their own value to the firm is a product of the knowledge they possess (Weiss, 1999). Any reluctance to share knowledge is further heightened in situations characterized by uncertainties and insecurities, such as mergers and acquisitions (Armbrecht et al., 2001). 2.3.4 Motivation to Share Knowledge is intimately and inextricably bound with peoples egos and occupations and does not flow easily across the organization. According to Stenmark (2001), People are not likely to share knowledge without strong personal motivation. Motivational factors that influence knowledge sharing between individuals can be divided into internal and external factors. Internal factors include the perceived power attached to the knowledge and the reciprocity that results from sharing. External factors include relationship with the recipient and rewards for sharing. Knowledge as power, the increasing importance given to knowledge in organizations, and the increasing value attributed to individuals who possess the right kind of knowledge are conducive to creating the notion of power around knowledge. If individuals perceive that power comes from the knowledge they possess, it is likely to lead to knowledge hoarding instead of knowledge sharing. According to Brown and Woodland, individuals use knowledge for both control and defense (Armbrecht et al., 2001).In a competitive environment, withholding knowledge from those considered competitors is often regarded as being useful to attaining ones goals. Power politics is therefore an important aspect of knowledge sharing in organizations (Weiss, 1999). Blackler, Crump, and McDonald (1998) concurred with the notion that knowledge can be perceived as a source of power in organizations. They suggested that because knowledge is always situated within a particular context, it is natural that culture and power dynamics within the context affect the way knowledge is perceived and used. Reciprocity or the mutual give-and-take of knowledge can facilitate knowledge sharing if individuals see that the value-add to them depends on the extent to which they share their own knowledge with others. Reciprocal acts as those in which individuals help others and share information without negotiation of terms and without knowledge of whether or when the other will reciprocate. Reciprocity as a motivator of knowledge sharing implies that individuals must be able to anticipate that sharing knowledge will prove worthwhile (Weiss, 1999). It is the expectation that those involved in sharing knowledge will be able to acquire or benefit from some of the value created by their involvement. Empirical evidence for the relationship between reciprocity and knowledge sharing indicates that receiving knowledge from others stimulates a reciprocal flow of knowledge in the direction of the sender both horizontally and vertically in organizations (Schulz, 2001). Support for the relationship between reciprocity and knowledge sharing was also found by Hall (2001). Reciprocity is also thought to be a motivator of knowledge sharing in communities of practice where knowledge sharing results in enhancing participants expertise and providing opportunities for recognition. 2.3.5 Opportunities to Share Opportunities to share knowledge in organizations can be both formal and informal in nature. Formal opportunities include training programs, structured work teams, and technology-based systems that facilitate the sharing of knowledge. Stenmark (2001) referred to these asformal interactions, and Hall (2001) called them purposive learning channelsthose that are designed to explicitly acquire and disseminate knowledge. Informal opportunities include personal relationships and social networks that facilitate learning and the sharing of knowledge Weiss (1999) referred to these informal opportunities as relational learning channels. Purposive learning channels provide individuals with a structured environment in which to share knowledge. Armbrecht et al (2001) identified some formal interventions that facilitate knowledge sharing in organizations, from basic instructions to share knowledge, to more complex interventions such as Nominal Group Technique and the Delphi Technique. However, knowledge shared through formal channels tends to be mainly explicit in nature (Yang ,2007) The advantages of purposive learning channels are that they are able to connect a large number of individuals and they allow for the speedy dissemination of shared knowledge, especially through electronic networks and other technology-based systems. Empirical evidence for successful knowledge sharing through formal channels was found by Chini (2004) and Tan (2010) Although purposive learning channels play an important role in facilitating knowledge sharing, research indicates that the most amount of knowledge is shared in informal settings through the relational learning. Relational channels facilitate face-to-face communication, which allows for the building of trust, which in turn is critical to sharing knowledge. These informal opportunities to interact with other people help individuals develop respect and friendship, which influences their behavior Lim (2005) called this relation al embeddedness the kind of personal relationships that people develop when they interact with each other over a period of time. 2.3.6 Culture of the Work Environment The factors described above are important to understanding the manner in which knowledge is shared between individuals. However, all of these factors are influenced by the culture of the work environment the culture of the subunit and/or the culture of the organization at large. Organizational culture is increasingly being recognized as a major barrier to effective knowledge creation, sharing, and use (Weiss,1999). Organizations are essentially cultural entities Lim (2005) and therefore, regardless of what organizations do to manage knowledge, the influences of the organizations culture are much stronger. Dyer (1998) defined culture as a pattern of basic assumptions that is developed by a group as they grapple with and develop solutions to everyday problems. When these assumptions work well enough to be considered valid, they are taught to new members as the appropriate way to approach these problems. Schein further added that a key part of every culture is a set of assumptions about how to determine or discover what is real and how members of a group take an action, how they determine what is relevant information, and when they have enough of it, to determine whether to act and what to do. Culture is therefore reflected in the values, norms, and practices of the organization, where values are manifested in norms that in turn shape specific practices (Kasim, 2008). Weiss (1999) identified certain aspects of organizational culture that influence knowledge sharing culture shapes assumptions about which knowledge is important, it control

Advantages Of Women Entrepreneurs Business Essay

Advantages Of Women Entrepreneurs Business Essay In India women entrepreneurs play a very pivotal role. They are not only educated, talented, confident, ambitious and career oriented but they also know their minds. This helps them to juggle the tasks, manage all the chores and strike a fine balance between the professional and personal lives. They have a good foresight, patience, negotiating and budgeting skills. Today, women have demonstrated their multitasking ability. Women entrepreneurs can certainly initiate, organize, plan and operate their small and medium venture efficiently. Affirming this notion, Ms. Husain Chairperson and Managing Director of Shanaz Husain Group of companies elaborate, the women who is creative finds greater freedom to translate her creativity and ideas when she has her own enterprise. For those women without high professional qualifications and those who are from a lower economic sector, entrepreneurship is a means of earning money and contributing to the family income. However, the challenge for the larger sections of women in India lies in crossing the threshold, overcoming barriers and discovering their own potential and identity. The climate is more conducive today and the time is right. C:UsershclDesktopwomen-business.jpg ADVANTAGES OF WOMEN ENTREPRENEURS Advantages of women entrepreneurs are as follows: 1. Emotional Intelligence Women are more emotionally intelligent than man and possess good interpersonal skills which are vital for framing strategies and building support. 2. Multitask Orientation Women have the ability of handling many tasks at the same time like talking on the phone, reading their mails, scheduling what else needs to be finished for the rest of the day and giving excellent results. They balance their families and career simultaneously effectively. Men are known to have been more troublesome with multitasking tending to focus on one or two things, thus wasting opportunities. 3. Self-Branding Attitude Woman entrepreneurs are extremely passionate by nature and enthusiastic about their choices, talking about them and sharing their thoughts. They emphasize the benefits of their services to their potential clients and are aware of how to highlight the positive features. 4. Patience Women entrepreneurs are very patience by nature and have great vision. Visionary entrepreneurs giving up on their dreams after only some months as a consequence of becoming impatient with the process only proves that the vision is not enough. The ability to wait and see is a key attribute in order to receive positive outcomes and women have it naturally. 5. Motivation Women entrepreneurs have a great passion for the work and a commitment to society. If they have the drive to pursue entrepreneurship, it means they are not afraid of taking any risks and will also make monetary gains. They possess the inner strength to continue and searches all possible means to share their business ideas with others. The increasing number of women entrepreneurs can promote economic and social equity which facilitates self-fulfillment for individuals, and improve the use of valuable human capital. Feminine traits and talents can be seen as sources of power with great advantages for entrepreneurship. In the near future women may be closing the venture capital gender gap. DISADVANTAGES OF WOMEN ENTREPRENEURS Family Considerations In the United States, women are more likely to shoulder a greater share of child-rearing duties. Children may demand their mothers undivided attention, which can be a challenge for female entrepreneurs to deal with. Building and running a new business requires a great deal of time, which may conflict with ones family obligations. Women in this situation must balance their family life with their duties as entrepreneurs. For example, parents can communicate about the need to devote some time during the day solely on business, while other times can be devoted to family matters. Confidence Although both men and women can face issues of self-doubt, or lack confidence to compete in the business market, men do not suffer from the same degree of prejudgment as do women entrepreneurs. For example, male business leaders may not believe that their female counterparts can compete or innovate to the degree that men can. The basis of these views are stereotypes about women. Having female mentors and confidants can help instill self confidence in your abilities as a female entrepreneur. Financial Barrier The foremost disadvantage of female entrepreneurship is the capital financing barrier. When starting a business, entrepreneurs need to line up capital to get the business off of the ground. Female entrepreneurs often get their initial funding from family loans, savings and credit cards. However, women can obtain capital from government startup programs, self-funding and venture capitalists. When women have promising business ideas, it is less difficult for them to obtain startup capital. Therefore, having solid business plan helps in reducing the finance barrier for women. Lack of Networks Female entrepreneurs are more likely to encounter difficulty because they are less likely to be associated with networks of people who can help them in launching and sustaining businesses. Networks include people who provide mentorship, help and valuable information to entrepreneurs. Men tend to dominate the highest levels of corporate leadership. Therefore, there are fewer women available to provide valuable advice to female entrepreneurs. Women also face customer/supplier discrimination, which occurs when customers or suppliers discriminate against women-owned firms. In response, women business leaders can create their own networks to cultivate the success of female entrepreneurs. Female Entrepreneurs Versus Male Entrepreneurs Do men have an advantage over women when it comes to starting a business? Historically, research has seemed to show that men have an advantage over women when it comes to starting a business. More recent research indicates that the perceived disparity between male and female entrepreneurs doesnt actually exist and gender is not a determining factor in the success or failure of a new business venture. But even though gender itself doesnt put female entrepreneurs at a disadvantage, the statistics point to several other factors that can impact the performance of women-owned business startups: Experience Expectations Statistically, men benefit from more business experience and higher expectations prior to opening a business. This may give men a confidence advantage when they launch a business, but according to the numbers women are more likely to report positive revenues. So whats the lesson? If you are a female entrepreneur, you shouldnt be intimidated by male counterparts even if they seem to enjoy more experience, higher expectations, and greater confidence. Risk Tolerance According to the numbers, female owners are more likely to prefer low risk/low return businesses. Male entrepreneurs, on the other hand, are more likely to start technologically intensive businesses, businesses that lose their competitive advantage more quickly, and businesses that have a less geographically localized customer base. In other words, men tend to embrace more risk than women in a new business venture. Risk is sometimes unavoidable as a business owner. But for the most part, female entrepreneurs should take steps to maintain a healthy balance between risk and reward in their companies. Education, Business Size, Hours Worked   As it turns out many of the differences that have been thought to exist between male and female business owners are more myth than reality. When all other variables are taken into account, male and female entrepreneurs have the same education levels, start businesses of similar sizes, and work roughly the same amount of hours. Since the notion that female entrepreneurs are less educated with smaller companies and less time to devote to their business is false, female small business owners should feel relieved of much of the pressure to prove themselves to their peers and more free to enjoy the fruits of their entrepreneurial endeavors. CONCLUSION Women are known for their multitasking ability; they have lot of responsibilities to fulfill such as household duties, office duties and in case of mothers, it becomes too difficult for them to step out of the house, for specific time and work in their area of interest. Because of this most of women dont get chance to go for jobs although it is their passion.   A woman, having flexible working hours and a choice of job will show miracles in the market. Starting business at home is a great opportunity for any women to start their journey in a corporate world.   It is proven that woman who runs her own business is happier than a woman who works for others. Advanced technology has given a chance to start and manage their business from home and to pursue their dream of becoming an entrepreneur. This will help them to make money for themselves while relaxing at home. They can work wherever and whenever they want. Because of this they can maintain a balance between their personal and professional life.

Legislation and the Teaching Occupation Essay -- Education Classroom

Legislation and the Teaching Occupation Legislation affects all aspects of the educational environment. Legislation controls teaching credentials, funds allotted for teaching supplies, general public school operation, and curriculum. In turn, the educational environment affects the capabilities of a teacher. Senators and assembly members have made numerous amendments over time to the laws that they have created. Such changes greatly shape the abilities of teachers to teach their students. Teachers must first obtain teaching credentials that relate within their field of experience. Legislation deals with the procedures that teacher candidates must pass in order to receive their credentials. When these teacher candidates become teachers, they have to work with the budget that is allotted to the programs that they teach. The budget also shapes low performing schools, the amount of money that is designated to students planning to pursue a teaching career, and also class size reduction. The state legislatures places many restrictions on the measures that teachers may take to control pupil conduct, while holding teachers liable for anything that goes wrong regarding their students. As a result, teachers are unable to function to the fullest extent of their capabilities due to the fact that all their classroom decisions are hampered by the fear of being held liable. Though local policy makers make the final decision regarding curriculum, influences come from many sources, such as bookmakers, legislators, and even the national government. Teaching Credentials Teaching Credentials focus on the procedures that a teacher applicant must adhere to prior to receiving their credentials. This category primarily... ...l levels. Conclusion The literature compiled consists of sources dating from 1969 to the present. Due to the broad nature of legislation with regards to education, the sources cited focus on particular aspects of the topic. Teacher certification determines the quality of teachers in the workforce. Budget issues decide where funds are distributed, and without proper funds teachers cannot effectively teach. General school operation focuses on the teaching environment. Without the proper environment, the education process suffers. More and more, legislators are taking a part in the shaping of curriculum. If teachers are given restrictive curriculum rules, it stifles their ability to creatively approach different teaching situations. These topics are major influences on the teaching profession, and can affect teachers’ ability to instruct their students.

Xenophon and Aristophanes: The Results of a Husband’s Desire for Control :: Xenophon Aristophanes Power Papers

Xenophon and Aristophanes: The Results of a Husband’s Desire for Control In Greek society women had little control over their lives. A husband wanted to be able to control his wife so she would run his household as he saw fit, so she did not damage his reputation, and so he knew the paternity of his children. A husband wanted the girl to be closely controlled by her father before she married for the same reasons. Aristophanes’ comedies and Xenophon’s Oeconomicus contain very different depictions of a Greek citizen woman’s life before she is married and during the time shortly after she is married. Both the comedies and Oeconomicus examine how girls were educated, how closely guarded they were in their father’s household, and their willingness to deceive their husbands. In Oeconomicus, Xenophon wrote about the ideal girl, but she was exaggerated in the direction of perfection. In the comedies, however, some the female characters were almost the exact opposite of the girl in Oeconomicus. Even though ideas about how girls were rai sed and how they behaved after they were married are very different in Oeconomicus and in Aristophanes’ comedies, both sets of ideas get at a husband’s desire for his wife to have been closely controlled by her father, and then by him. Aristophanes and Xenophon illustrate this desire by presenting the ideal characteristics of a wife and the characteristics men fear. They also use exaggeration to make the distinction between the good wife and the undesirable wife even clearer. Because husbands wanted their wives to be controlled first by their fathers, and then by them, women spent their entire lives under the control of men. There was also a large difference between how closely guarded by her father Ischomachos’s wife was, compared to the girls in the comedies. Girls were not only guarded to keep them from learning too much, but they were also guarded to keep them away from men so they would not have sex with or be raped by them. Because if a girl was, and after marriage her husband found out, he would be unsure of the paternity of his children. Ischomachos’s wife "had previously lived under diligent supervision in order that she might see and hear as little as possible" (Oeconomicus, VII, 5). She obviously did not leave her house much if her family was making an attempt to have her see and hear as little as possible.

Community Service in High School Essay

Community service, work done without pay, is becoming increasingly familiar to high school students nation-wide. Schools are encouraging student to participate in communities that contribute so much to their public education. However, requiring 100 hours of community service is asking too much of students and should be reduced to 50 hours. Students already have their hands full among homework, clubs, sports, and their actual lives. Because the work may not be volunteering if it is required, then students can receive grades and credits that will show up on their transcripts for the community service they volunteer for. It is true of course, that requiring 50 hours of community service would take up students’ time for homework, clubs, and sports, but the service could be completed during the summer and student would have 4 years of their high school career to complete. Wouldn’t requiring the volunteer work make it not voluntary? Well, yes, of course! But it would give stu dents the chance to say, â€Å"I am never doing that again†, or â€Å"I am glad I did that.† Academic gain. Students will tend to do better in school because they would be able to apply what they are learning in school. Increase in self-efficiency for students because they learn that they can all make a difference in what they do, â€Å"Can-do-attitude.† Additionally students will increase their problem-solving skills, while volunteering students will run into problems that requires the use of their brain to solve. Again, applying what they lean in school to use in â€Å"real-life.† Right out of high school, students who volunteer are more likely to vote based on the attitude –â€Å"I can make a difference† – they get from the community service they partake in. Potential employers would see the community service hours attractive. That attraction could lead to a career, not just a job. The hours volunteered in the community could also help students receive future scholarships. The connections students create when meeting new faces or organizations would help with scholarships – the more people/organizations a students know = more possibilities of a recommendation. Community service would be beneficial for all that are involved. Students learning skill that prove beneficial for life. The community being able to receive back what they contribute to public education. So yes, requiring community service hours to graduate high school should be passed.

Ecological Systems Theory Essay

As I was growing up, I always heard of the expression that â€Å"people are a product of their environment†. I never gave this expression much thought until I got older and became more aware of my surroundings and my own environment. Personally, I feel that there is some truth to this statement. A person’s environment is very influential to their development. A famous psychologist that studied child development, Dr. Urie Bronfenbrenner, developed the ecological systems theory to show how a child’s development can be influenced by their environment. Dr. Bronfenbrenner felt that â€Å"a person’s development is the product of a constellation of forces-cultural, social, economic, political- and not merely psychological ones† (Fox, 2005, para 6). According to an article by Nancy Darling of Oberlin College, â€Å"Ecological Systems Theory is presented as a theory of human development in which everything is seen as interrelated and our knowledge of develo pment is bounded by context, culture, and history† (Darling, 2007, p. 204). The Ecological Systems Theory consists of five levels of the environment that are influential to a child’s development. These five levels are the microsystem, mesosystem, exosystem, macrosystem, and the chronosystem. These five levels each contribute significantly and helps to mold an individual which can affect their personality, the way they think, and who they are as a person overall. The first level, the microsystem, consists of the immediate environment that the child is in on a daily basis (Oswalt, 2008). The microsystem would include a child’s immediate family, teachers, neighbors, daycare, school, and peers or anyone who a child or individual interacts with directly on a daily basis. The microsystem is important to a child’s development because if the environment they are around on a daily basis is stable, nurturing, and caring, then that child will likely model the same behavior. However, if the child is in an environment where they are neglected and abused or see violence, this can have an influence on their behavior and cause them to become affected by this negative environment. For example, if a child is surrounded by a family who is violent and does not pay much attention to their needs, neighbors that use profanity, and aggressive peers, then this child is exposed to more negative than positive behaviors. This can cause the child to model what they are exposed to, which is negativity. However, if the same child is in an environment where the family is nurturing, the teachers are welcoming and encourage learning, and its’ peers display positive social skills, then the child is exposed to positive behavior and is more likely to display positive behavior than negative. This level is closest to the child and is the most influential level of the ecological system (Paquette & Ryan, 2001). The next level of the ecological systems theory is the mesosystem. The mesosystem consists of how the people in the child’s microsystem interact with each other. The mesosystem is the connection, or the relationship, between the parents and the teachers or the child and their peers, to name a few. For example, if the child’s parents have a good relationship with his or her teacher and are involved with their education, this can help encourage learning and promote good behavior and good grades at school. If the parents are not involved at school and do not interact with the child’s teacher regularly, the child may feel as if education is not important and may display poor behavior and grades at school, which affects their learning. The ecological systems theory also includes the exosystem. The exosystem consists of people that the child may not interact with on a daily basis but still has an influence on that child such as their neighbors, a coach, a preacher. The exosystem could also consist of situations that may happen to the parents that indirectly affects the child such as promotions or layoffs at work. A promotion or layoff at work determines how the child will be taken care of and impacts their physical needs (Oswalt, 2008). This type of situation can be either negative or positive for the child. A preacher or a coach can be looked upon as a role model or mentor to the child and can be very influential to a child and their development. The last two levels of the ecological systems theory are the macrosystem and the chronosystem. The macrosystem consists of cultures, values, and laws. The macrosystem â€Å"describes the culture in which individuals live† (Santrock, 2007). The macrosystem has much to do with what is going on in society and how it affects the child. For example, a recession, a war, how society views gender roles, and the child’s family values, can all greatly affect the development of a child. This can influence how a child feels about the government, its views on war, or what the child grows up to value. The chronosystem is life events that can alter or change how the child feels about certain things or situations. For example, any transition such as a death of a parent, a birth of another child, or a divorce can change the views of a child. Bronfenbrenner’s ecological theory of development has helped to shape my development because as I was a young child, my parents were affectionate and nurturing towards myself and my siblings, we were raised in a positive, stable, and structured environment, and my parents supported a good education and were involved with our teachers in school. The way my parents raised me has helped me to become a great mother to my son. I try to make sure that the people in his microsystem that he deals with directly are positive in order to help him develop and grow into a positive individual. I consider myself to be nurturing and supportive towards my son. We have a good relationship and I try to raise him a positive environment as well. I instill in him, the values that my parents instilled in me. Since my levels in the ecological system were positive as I was growing up, I feel that it has influenced me to become a well-rounded individual. It has helped me to have morals, values, and sel f-respect. The levels in my ecological system have influenced me to value education and to want to pursue an education on the graduate level. Because I take my role as a mother seriously, I want to offer my son the best life possible. This means that I have to be a great provider for him, which includes having a stable job that pays well and working in a career that I enjoy. I have always enjoyed learning about child development and I currently work with children in the mental health field. Obtaining a master’s degree will help me to be able to develop and grow personally and more professionally so that I can be a better provider for my family as well as get a job in the field that I wish to pursue. My career goals include working with children and adolescents either in the school system, as a child psychologist or social worker, or in the juvenile justice field. In the future, I hope to continue working with children directly, as a part of their microsystem, in order to make a differenc e and be a positive influence to them, as individuals in my microsystem were to me. So, is it safe to say that â€Å"people are a product of their environment?† I think Dr. Urie Bronfenbrenner did a good job of showing that this can be true by developing the ecological systems theory. However, we still have to be aware of the fact that although a child’s environment is very influential to their development, they have the power to change, or transition, their thoughts and beliefs. We must remember that a person’s beliefs systems can also be affected by experiences and situations that they encounter throughout life. So, yes our environment is very influential to our development, but we do not have to be a product of our environment since we are able to make changes within ourselves to become who we want to be. References Darling, N. (2007). Ecological Systems Theory: The Person in the Center of the Circles. p. 204. Retrieved December 20, 2012 from http://www.uamont.edu/facultyweb/brown/PSY4683/Darling(2007).pdf Fox, M. (2005). Urie Bronfenbrenner; renowned authority on child development. New York Times News Service. Retrieved December 20, 2012 from http://www.utsandiego.com/uniontrib/20051002/news_mz1j2urie.html Oswalt, A. (2008). Urie Bronfenbrenner and Child Development. Retrieved December 21, 2012 from http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=7930&cn=28 Paquette, D. & Ryan, J. (2001). Bronfenbrenner’s Ecological Systems Theory. Retrieved December 20, 2012 from http://people.usd.edu/~mremund/bronfa.pdf Santrock, J. (2007). Bronfenbrenner’s Ecological Systems Theory. Retrieved December 20, 2012 from http://impactofspecialneeds.weebly.com/bronfenbrennerrsquos-ecological-systems-theory.html