Parallel Learning Structures Essay Example

Parallel Learning Structures Paper Merrell, Monk, and Pace, the organizational development consultant team of UOP, offers professional services in the area of organizational development intervention strategies. As a team, we assist organizations in their change initiatives through the introduction of an innovative process. Many factors drive the need for change within an organization, such as maintaining a competitive edge by meeting the needs of the changing market or rebounding from a downward trend in productivity. Merrell, Monk, and Pace UOP are able to meet these needs through a pooled knowledge base which encompasses effective strategies that combine the power of human resource creativity and expertise with operational processes. Teetering on the brink of seizure or privatization, the superintendent of said school district has procured the organizational development consultant group of Merrell, Monk, and Pace UOP to recommend and implement a strategy that will revolutionize the schools within the timeframe of a year. Currently, all the schools in the district, with the exception of one, has for two consecutive years received failing marks in meeting the requirements of the No Child Left Behind federal initiative. Immediate action is needed to address and remedy the known issues of student academic failure, non-parental involvement, oversized classrooms, extra-curricular work overload on the teaching staff, support staff demoralization et cetera in order to create an environment focused on student achievement. We will write a custom essay sample on Parallel Learning Structures specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Parallel Learning Structures specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Parallel Learning Structures specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Having assessed the school districts current dilemma, Merrell, Monk, and Pace, propose the intervention strategy of parallel learning structures. Parallel structures help people break free of the normal constraints imposed by the organization, engage in genuine inquiry and experimentation, and initiate needed changes (http://www.humtech.com/opm/grtl/ols/ols6.cfm). Parallel learning groups are comprised of individuals with various backgrounds or expertise that operate via minimal to no supervision within an existing hierarchical structure. These groups do not follow the traditional bureaucratic design of change management within the existing organization but instead are designed to operate parallel to the existing structure or organizational design. It is expected that all participants openly contribute, without fear or organizational retaliation, to identify issues and implement change. Case study evidence on the success of this strategy has been said to include improved productivity and decision making; employee satisfaction; and organizational effectiveness (http://www.humtech.com/opm/grtl/ols/ols6.cfm) Methodology  Participants Our participants are made up of the support staff (custodians, bus drivers, cafeteria workers, etc), teachers, parents, and school administration (principals, vice-principals, guidance counselors, and deans) and student leaders from the targeted school district. Our approach will allow for each and every member of each group to be equally represented. According to Zand (1974) such units are considered to be pilot groups or experimental units. For our purposes all such units can be thought of as parallel systems similar to a Research and Development group in a large corporation (Zand, 1974). Since this is a vast endeavor covering the entire school district, each level of school officials, affiliates, associates and student representatives will be included in the implementation of the interventions first phase of gathering information on the schools districts successes, failures, concerns and issues. The number of participants is undetermined because it is important that each person in the school district have an opportunity to be represented. Secondly, a selected group of representatives from each subgroup will work with Monk, Merrell and Pace UOP to devise a strategy by which to develop a parallel system that can be free to create, be innovative and rely on their expertise and proven research in order to recommend changes in the school districts systems and functioning. Furthermore, our endeavor will seek to utilize a group of the best teachers (as recommended by the administration) to form a quality circle of lead teachers that will serve as the core of our proposed pa rallel system that will represent teachers. Support staff will be selected by an equally empowered entity or method (i.e. Union representatives, professional associations et cetera). The support staff will address their issues in a similar but separate forum with each person having an opportunity to voice their concerns and share their insights. Likewise, the parent group will be comprised of parents from the school district. Participants for the parent group are expected to be from the Parent Teachers Association and other similar community organizations. Our group thought it was also imperative to include student representatives in this project and have therefore allocated a forum by which students can share their insights and offer information regarding their schooling experiences. To support the validity of our approach and intervention each person will have a voice in identifying the problems and concerns that the parallel systems quality circle leads will address. How the Project Will Begin As with any intervention our group has approached the problem facing the school district by first researching and reviewing existing organizational development interventions, literature and research. More specifically, our group examined different interventions that could apply to the needs of our targeted school district. Based on research cited in this paper, parallel learning structures would decrease resistance to change through developing a parallel system and fostering an environment of creativity and innovation in an existing organization that is collectively failing according to certain prescribed standards in the No Child Left Behind initiative. Parallel structures help people break free of the normal constraints imposed by the organization, engage in genuine enquiry and experimentation, and initiate needed changes (French and Bell, 1999). They provide a mechanism to facilitate innovation in large bureaucratic organizations where the forces of inertia, hierarchical communication patterns, and standard ways of addressing problems inhibit learning, innovation and change (Bushe and Shani, 1991). Therefore it is paramount that Merrell, Monk and Pace approach this endeavor in a scientific manner. Generally speaking our group will first gather the appropriate information; analyze the data; publish our findings; select our group participants to help address the issues and concerns; make recommendations for change in the school district; and then allow the parallel systems to implement those recommendations within the context of their respective organizations hierarchy. To monitor the progress and effectiveness of the initiative the project will utilize a pre-test and post-test format with regularly scheduled evaluations throughout the school year. Our method will first select and identify participants for our parallel systems called leads (synonymous with group leaders) who are individuals or groups from the representative organizational sub-groups. As consultants, we deem it necessary to also include administration in these change procedures, as their support of change management is vital to the continued success in the No Child Left Behind requirements. However, with parallel learning structures, we understand that the role of the parallel system works in tandem with the existing hierarchy and school structure but is virtually independent in its decision making and implementation of change processes and innovations. In order to receive decreased resistance to change and foster an environment of creativity and innovation as prescribed by the parallel learn structures approach, it is paramount that teacher, administrator, support staff member, parent and other school affiliates have a voice in some manner through a quality circles process. Quality circles are an example of parallel learning structures which have a primary focus on improving quality (Deming, 1986). Quality circles generally consist of volunteers who meet regularly to analyze and make suggestions about their concerns. Given the short time constraint our quality circles will include information gathered from various sources (i.e. surveys, group meetings, email, personal contact et cetera).

Status through self-improvement Essay Example

Status through self Status through self-improvement Essay Status through self-improvement Essay Chapter thirty-nine can be seen as a pivotal section of Great Expectations due to the climax that is forced upon Pip. However, it helps Pip realise that wealth and social class are not everything, but that friends and relationships are a lot more valuable. His relationship with Magwitch develops and he is now a lot more grateful towards him. There is a definite similarity between Joe Gargery and Magwitch as they have both been watching over Pip. Both men are kind and giving but also of the lower class and uneducated. Joe and Magwitch have educated Pip and given him an opportunity to grow up and become something. However, Pip does not see the as worthy of him and feels he is above them even though both men still love him. Pip has now completely accepted Magwitch as a second father and as a friend in one of the possible climaxes in chapter fifty-six. His understanding of life and of other people is at its fullest and he has now developed into his most mature phase in relation to his character. Now that Magwitch is dying, Pip is visiting him as he sympathises for the sick man.  Dickens refers to God in several ways in the last chapter of Great Expectations. He lets the reader see Magwitchs death as God forgiving him for what he has done and lets him pass away instead of meeting his death through execution. The write uses religion as a symbol to demonstrate the peace between Magwitch and Pip. Glittering rays of April sun shows us how dickens felt that God was looking down on the courtroom and that he had the final say. Dickens makes the audience believe that Magwitch has come to peace with god who in return, forgives him with a quiet death. The Sunrise also suggests a victory for the old man as he passes away. The shaft of sunlight links together the judge and the convicts which shows that there was a sense of equality and that only one person decides what the outcome is. Dickens also uses the weather in pathetic fallacy where the rain symbolises sadness, as Magwitch will be executed, and the sunlight showing his happiness, as he will be able to die at peace with the world. Dickens emphasises the theme of Victorian attitudes towards criminality especially in the courtroom. All of the convicts who are to be tried and hanged are dealt with all together and at the same time as if they were a pack. This lets the reader see how Dickens saw how society viewed the lowest class. They were not treated as individuals and not worthy of being treated fairly. The courtroom could almost be seen as some sort of show. This gives the reader the impression that people were there to receive some sort of entertainment as if it was a circus. This reduces the convicts to the lowest in the community as people used their suffering and eventually death as a form of enjoyment. Dickens can relate to the scene in the courtroom as he has previously worked in one. His father was also arrested and humiliated which I believe left a deep impression on Dickens about how the system was run. He says, I could scarcely believe when all the people were about to be tried which shows a sign of hatred towards the court. He shows how people were demoralised in front of an audience and presents Magwitch as a victim of society. Dickens shows how the corrupt and biased court system favours the richer people and will not look at how Magwitchs life has changed in a positive way. Towards the end of Magwitchs death, Pip tells him about his long-lost daughter; Estella. She is a lady and very beautiful. And I love her! By telling Magwitch about his daughter he reveals that he can finally prioritise of the things, which matter in life. Pip stays with his benefactor until the end and is worried for his fate; while in contrast Magwitch is calm and is finally at peace with the world. This gives Magwitch everything he needs to die a peaceful death in knowing that he has made a true gentleman out of Pip. Magwitch is in many ways responsible for the alterations that have occurred throughout Pips existence. He has made him a more social and wealthy gentlemen as well. But, in many cases it has been Pip who has appreciated and regretted what he has done wrong in the past. With the help of Magwitch, Pip has been able to understand the importance of relationships and love, over wealth and social class. Dickens has used Pip to show how he has learned how to put his main concerns in front in many situations. He has helped the reader see how Pip has always wanted to improve himself as an idealist. This is shown when he wants to learn how to read and become a gentlemen on the whole. However Pips ambitions were morally wrong at first even though Magwitch helped him achieve them, but then, Magwitch also helped him become a true gentleman as well. Magwitch and Joe were both influential in the upbringing of Pip. But, I believe that Magwitch can be seen as a catalyst in regards to Pip as he has supported him financially and emotionally. Dickens has explored the differences in class during Great Expectations. He has discovered the poor and wretched criminals such as Magwitch, but he has also looked at the very rich and rude upper class including Mrs. Havisham. This is why the central theme of Charles Dickenss novel is social class and Pip is used to investigate this through him upgrading his status through self-improvement. The continuous development of Magwitchs and Pips characters are therefore dependent on this theme. Their relationship has helped uncover the attitudes of crime as it has shown through the various characters and is a theme that is repeated many times in the novel.

Globalization Essay Example | Topics and Well Written Essays - 750 words - 1

Globalization - Essay Example Globalization as a phenomenon requires the imposition of certain types of values and traits which are mostly Western in their orientation. Such outcome therefore results into the diminishing of the local values and thus gradually erodes the local culture and replaces it with more modern Westernize culture. Appiah’s arguments therefore of relatively more important considering the fact that the systematic overhaul of the different social values may further result into discernment for globalization rather than generating a widespread acceptance for it. The universalization of the values under globalization therefore can create significant resistance to the same despite the fact that globalization can actually result into the transfer of economic and technological benefits for the developing countries. (Jameson and Miyoshi). Appiah’s arguments therefore are more critical considering the fact that globalization may adversely affect the local cultures and superimpose other cu ltures on local cultures thus creating so called moral disagreement between developed and developing countries. This moral disagreement therefore can result into the clash of civilization and globalization as a whole may fail to provide the desired results. It is also critical to understand therefore that in order to make globalization a successful process and phenomenon, it is critical to understand that globalization must support or allow local cultures and civilizations to grow with the global culture also. The mismatch between the two may create the critical differences between the nations and cultures and thus forcing globalization to fail to provide the desired results to the less developing countries. Foer’s arguments however, offer a deep and practical aspect of how globalization actually failed to erode the local culture. Considering the example of soccer, Foer presents the argument that the local culture associated with the global game of soccer has not changed over the period of time despite the fact that global clubs such as Manchester United and Real Madrid are considered as global icons being followed across the globe. The critical difference between the arguments of both the authors therefore provides a rare glimpse of the possible and concrete differences between theory and practice. Appiah’s arguments are more theoretical in nature suggesting the normative aspects of globalization and how this may result into the overcoming of the local culture through universalization of culture. Foer on the other hand however, has offered a different opinion regarding the failure of the globalization to actually overcome the local culture in its real settings thus potentially failed to achieve its intended aims. Foer believed that the soccer and the culture associated with it is actually a deep impression of the generations of the individuals who carried forward the tradition from generation to generation. However, soccer is also considered as anti-American because it is perhaps the only non-American trend which is dominating the world and which has remained purged from the increasing power of America and its value systems. In fact Soccer is seen as a threat in America because of its resilience to maintain its local cultural orientation. Western values therefore have failed to dampen the real spirit of soccer despite the fact that the sport as a whole has become more commercialized over the period

Conflict Scenario Assignment Example | Topics and Well Written Essays - 250 words

Conflict Scenario - Assignment Example On the other hand, Bryan clearly falls under a different type and finds it hard to accept Jane’s personality. On handling the conflict, Jane is assertive in her use of the competition mode. Although she is very experienced, she has little qualification, no technology know-how and feels threatened of being replaced and made redundant by more qualified, junior staffs like Brandon, to the extend of using her rank to justify her actions. It does not help that Brandon is well-liked by their boss. Likewise, Brandon is also assertive in his use of the competitive mode. To avoid conflict, both employees should cooperate using the collaboration mode as this offers a win-win situation for a long-term benefit. This mode offers effective cooperation from both sides by meeting the needs of each other and acknowledges everyone’s importance to the organization. As the supervisor, approaching both Jane and Brandon to discuss the situation is necessary. In addition, their roles should be set out properly to provide a clear distinction of each other’s task to avoid further conflict and misunderstanding. When tackling conflict, it is better to use emotional intelligence in resolving the

Mission San Diego de Alcala Essay Example | Topics and Well Written Essays - 500 words

Mission San Diego de Alcala - Essay Example The relocation of the Mission from Presidio Hill to the new site took place in the year 1774. Mission San Diego de Alcala is listed as a designated National Historic Landmark and not only that but also on the state level is recognized as a Landmark by the Californian regime. The heritage resource is something that can be easily tied in with the Mission San Diego de Alcala. It has a lot of viewers annually due to its significance in terms of the historic site as well as the enigmatic structure which is based solely on the religious angles. It is after all a place of worship and surely looks like one. The open spaces within the Mission clearly suggest that there is indeed a large space for the worshippers and the sense of ease and calm is something that can be written home about as far as its architecture is concerned. The building rooms within the whole structure are not that tall but they provide space for a number of worshippers to be had within it. The roof at the lower level is covered in a very ancient looking manner which suggests that the traditional thinking was taken care of when it was being constructed. The official artistry of Mission San Diego de Alcala is in line with the religious places like a church or a mosque so to speak. The shades at the front end are supported by a number of pillars which form the support structure for the entrance at the anterior end. The reredos typifies the architecture of the Mission. The wooden structure has different small openings which hold the statues within it. Apart from this, the reredos gives support to the various mirrors which have their front ends with the large arch present towards the bottom sides as well as a smaller one being positioned on the faux and top columns side by side. The reredos is thus a structure that holds the complete statues positioning. Its location is somewhat of an interesting story since it is situated on the Friar’s Road, Murphy Canyon Road where there is a small lane

Mondrian :: Essays Papers

Mondrian " 'Everything was spotless white, like a laboratory. In a light smock, with his clean-shaven face, taciturn, wearing his heavy glasses, Mondrian seemed more a scientist or priest than an artist. The only relief to all the white were large matboards, rectangles in yellow, red and blue, hung in asymmetric arrangements on all the walls. Peering at me through his glasses, he noticed my glance and said: "I've arranged these to make it more cheerful."' "Thus Charmion von Wiegand on Mondrian's New York studio. In his Paris studio he had used flowers to make it more cheerful. One tulip in a vase, an artificial one, its leaves painted white. "As Mondrian was probably incapable of irony, the tulip was unlikely to be a wry joke about his having had to produce flowerpieces between 1922 and 1925 when he no longer wanted to because there were no buyers for his abstracts. It could, of course, have been a revenge for the agony a compromise of that sort must have cost him. More likely, it was simply a part of the general revulsion against green and growth which made him, when seated at a table beside a window through which trees were visible to him, persuade someone to change places. "The artificial tulip fitted in, of course, with the legend of the studio as laboratory or cell, the artist as scientist or anchorite. Mondrian felt it mattered that an artist should present himself in a manner appropriate to his artistic aims. A photograph of him taken in 1908 shows a bearded floppy-haired Victorian man of sensibility. A photograph of 1911 shows a twentieth-century technologist, cleanshaven with centre parting and brilliantined hair; the spectacles were an inevitable accessory. Soft and hairy becomes hard and smooth; one of the great landscape-painters of his generation, one of the great flower-painters of his generation, comes to find trees monstrous, green fields intolerable. "The loneliness of the artificial tulip with its painted leaves might seem to suggest that flora were admitted grudgingly, one plant being the next best thing to none. But it probably meant the opposite of that - was probably a sign, not of Mondrian's having become a different person, but of his having remained the same. When Mondrian had painted flowers, he almost invariably painted one chrysanthemum, one amaryllis, one tiger lily. His most personal paintings of trees are paintings of one tree; of architecture,

Anand Mahindra Profile

Anand Mahindra * Passionate innovator * I call myself a â€Å"right brained person. † * The whole feeling in this company has been one of trusteeship. * Innovators are non-conformists. Innovators and entrepreneurs are those who have immense confidence in their capabilities. * If educated properly, Indians are second to none in the world. * I worry when times are good. * It’s never only about the money, it can’t be. Otherwise I don’t think you can get outstanding results. Timeline 1955: Born in Mumbai, Maharashtra 981: Returned to India and joined Mahindra Ugine Steel Company (MUSCO) as an Executive Assistant to the Finance Director 1989: Became the President of this leading group 1991: Became the Deputy Managing Director of the Mahindra & Mahindra Group 1997: Became the Managing Director of the Mahindra & Mahindra Group 2003:Became the Vice-Chairman of the Mahindra & Mahindra Group 2004: Knight of the Order of Merit by the President of the Fren ch Republic. 2005: Person of the Year from Auto Monitor and Leadership Award from the American India Foundation. 006: Received the CNBC Asia Business Leader Award and Entrepreneur of the Year Award by the Ludhiana Management Association. 2007: Received the Inspiring Corporate Leader of the Year Award from NDTV Profit. Background (From films to business) Anand Mahindra, 50, was schooled at the Lawrence school in Lovedale. He completed his graduate studies at Harvard College in Arts, following it up with an MBA from Harvard Business School. His paternal uncle, Keshub Mahindra, is the current chairman of the company.He is married to Anuradha Mahindra, who is the famous editor of the magazines ‘Verve' and ‘Man's World' and is the Editor-in-Chief of Rolling Stone India. The couple together has two daughters. A communist in his college days You don’t find a Harvard graduate who earned a summa cum laude (Latin for â€Å"with highest honour†) in film, heading one o f India’s largest auto businesses. A self-confessed ‘right-brained person, Anand Mahindra believes this honour from Harvard was a cathartic experience and marked the end of his rebellion.It also proved to sceptics that he could establish himself in a field where his family was not present, rather than walking the easier path of joining and running an inherited family business. Anand, also a Communist party member in his college days, firmly believes that innovation and creativity are mindsets and one needs to constantly question one’s direction in life – something he says he doesn’t see in today’s youth, who he believes are focused and know what they want from day one.Anand began his career in a group company – Mahindra Ugine Steel (MUSCO) – taking it through the stormy early-eighties negotiating with labour unions in the steel business, a period he calls a â€Å"trial by fire†. Anand eventually joined M;amp;M in 1991, an d became the Managing Director in 1997. He has a strong sense of pride in the work he does, and believes given the right education Indians are second to none in the world. The Scorpio success factor Not surprisingly, the Scorpio remains Anand’s biggest achievement.Or, as he puts it, â€Å"The scale of risk we took is our biggest achievement†. The Scorpio, interestingly enough was born, not as a specific SUV project, but as an idea from a 26-year-old engineer who was part of a team building a 13-seater Utility Vehicle. The imposing Rs6bn budget for developing the Scorpio was a huge risk to take and a hurdle to cross. Anand took the bet, convincing the Board that it was the way forward. The rest, of course is history. Real estate – changing the way people liveAnand cites driving innovation across M;amp;M and the entire Mahindra Group as another key achievement. His idea of setting up unique world class complexes (â€Å"World Cities†) that holistically integ rate the needs of work and family is a case in point. Despite opposition from the board (â€Å"For five years people thought I was mad†), Anand held his stance that â€Å"We’re changing the way people live in these townships. † Sure enough, Mahindra Gesco (the holding company) currently has orders worth Rs15bn and takers like Infosys for it’s Mahindra World City, Chennai project. The bluechip criteria† The fact that the Mahindra Group consists of a myriad of companies seems to question the entire concept of focus. However, Anand believes that he already â€Å"chopped the deadwood† in 1994 (exiting businesses like nuclear engineering, oil drilling, etc) and set six areas as key focus businesses for the group. Each of these groups has to meet â€Å"the bluechip criteria,† which means the business must: (a) be a leader in its industry; (b) have innovation as a key model; (c) have global potential; and (d) deliver on demanding financial go als.Six focus areas for the group With Anand removing himself from active management (â€Å"kicking myself upstairs†), all the businesses were given dedicated presidents to provide managerial focus. He believes giving managerial and financial independence to these businesses is what sets them apart from the conventional conglomerate structure that tends to focus on top-management control. Anand is now moving forward to list each of these businesses, which are as diverse as Mahindra-British Telecom (IT), Club Mahindra (time-share holidays) and M;amp;M Financial Services. All of these will be IPOed and will therefore become independent. † The five cylinder engine in autos At the same time, Anand also resisted pressure to carve out M;amp;M’s auto business into a separate company. â€Å"If we do it right, I have a better chance of turning Mahindra as a globally recognised cult brand, than I do, trying to turn it into General Motors. † Anand sees M;amp;M as a t hree-cylinder engine, consisting of UVs, tractors and components. He is focusing on building M;amp;M as an â€Å"auto competency group† by creating verticals sharing the same platforms such as logistics, procurement and ngineering. His philosophy for M;amp;M is â€Å"When you build more verticals you simulate the scale and get a larger company without losing the niche focus. † With the recent tie-ups with Renault and International Trucks, Anand believes he has now created a â€Å"five-cylinder engine†. Benefits for M;amp;M’s core auto business are already flowing in – for example M;amp;M is now tapping into Renault’s global procurement systems. Clear targets for each businesses Anand has clear targets for each of M;amp;M’s three cylinders.UVs – to be a globally recognised brand, tractors – to be a dominant player, and auto components – to be the largest automotive component conglomerate in India (â€Å"We’ d like to be a Dana, Spicer or a Lear. †). Similarly, for the group Anand doesn’t believe in one single goal. He chooses, instead to focus on leadership, innovation, a global presence and delivering on the financials. Everything else, including size, which he believes doesn’t matter, will then follow. What he does with his free time Anand spends as much time as he can with his family and those near and dear.A friend once told him that life is like a bunch of rubber and glass balls that you have to juggle all the time. You have to know, which are the glass balls, and you never drop those. The rubber ones keep bouncing and you can pick them up along the way. A voracious reader by his own admission Anand does not read business books since they become obsolete. He prefers business magazines such as Harvard Business Review, BusinessWeek and Fortune. In fiction, Anand is a big fan of the Booker Prize winning author, Ian McEwan.