Progressive Era v. New Deal free essay sample

During the New Deal, many government planners and leaders drew inspiration for their policies from Progressive era reforms. New Dealers saw in the early twentieth century Progressive movement an innovative campaign to address the social and economic dislocations which were directly relevant to the crisis of the Great Depression. New Dealers also found in the Progressive movement an example of gradual reform through democratic institutions. In addition, the Progressives had insisted upon the need for government to promote social justice, to preserve democracy, and to provide security to Americans, all principles that New Dealers championed as well. But the New Deal was not simply a continuation of Progressivism. In several important ways, the New Deal of Franklin Roosevelt set the United States on a course that diverged substantially from the vision of Progressivism. In particular, The New Deal accepted that the United States was a pluralist nation and moved away from the overbearing program of assimilation that had characterized the Progressive era solution to national identity. We will write a custom essay sample on Progressive Era v. New Deal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And the New Dealers did not revive the imperialist ambitions that had led the United States into intervention throughout the world during the Progressive era. In the end, the differences between the New Deal and Progressivism are no less important than the similarities. At the most basic level, economic depressions inspired both the Progressive movement and the New Deal. The severe economic dislocation that followed the Depression of 1893 called into question the prevailing belief in laissez faire government. With millions of Americans unemployed, calls from business leaders and politicians for Americans to patiently await the return of prosperity left many Americans frustrated. Motivated often by both a concern for the victims of the depression as well as by fears of violent social disorder, middle class reformers applied social planning and social science to tame the problems that beset industrial America. When the New Dealers confronted the Great Depression, they envisioned their efforts as the culmination of a campaign to impose order on the American economy that had begun after the depression of 1893. From the perspective of New Dealers, Progressive era reforms had established important precedents for government intervention in the economy but had not gone far enough to prevent economic uncertainty. Urged on by severe economic distress and the looming threat of social unrest, both progressives and New Dealers sought to reform American capitalism. They shared the assumption that it was possible to reconcile social justice with capitalism. Although both the Progressives and the New Dealers tirelessly advocated economic cooperation and efforts to address the plight of the nation’s neediest, neither group proposed any coercive redistribution of wealth. Indeed, they sought to reform capitalism so that it would not be replaced by radical alternatives. For the Progressives, the threat came from violent and revolutionary anarchism; for the New Dealers, from reactionary nationalist movements like those that emerged in Italy and Germany. The defense of democratic institutions, then, was bound up in the reform of American capitalism for both Progressives and New Dealers. Both the Progressives and the New Dealers shared a belief in the possibility that government could promote and speed social improvement. At times of great uncertainty and change, both Progressives and New Dealers insisted that the state could be used to achieve a measure of security and order. This confidence in the state reflected the confidence of both Progressives and New Dealers that government officials could use the tools of modern social science to discern the appropriate policies to address the nation’s needs. In other words, both the Progressives and the New Dealers looked to government bureaucracies to generate and oversee much of the most important business of government. This faith in government policy makers may seem curious to us, given the negative stereotypes of bureaucrats that are commonplace today. But both Progressives and New Dealers assumed that bureaucrats, motivated by a sense of public service and informed by their professional expertise, were far more likely to propose and implement disinterested policies that would benefit the broad public than would most elected politicians, who were beholden to special interests. The experience of government activism during World War One bolstered the faith of New Dealers in the capacity of activist government to address problems in critical areas of the nation’s economy. Even before Americans entered the war in 1917, President Woodrow Wilson had secured the expansion of the regulatory power of the federal government in order to regulate the nation’s financial institutions and the passage of a progressive federal income tax that taxed the wealthier at a higher level than the middle and working classes. Although significant, these measures were modest compared with those that followed during World War One. Going to war in 1917 entailed a complete reorientation of the American economy. For the army and navy to suceed abroad, mass production f war materials had to be centrally planned, and only the federal government could fulfill this role. The Wilson administration created various new agencies to manage the American war economy, including an agency that oversaw the nation’s railroads, a War Industries Board that supervised all war-related production, even to the point of setting prices, and a labor board that resolved disputes between workers and employers. The close cooperation between industry and government produced efficiency, but did not ignore the interests of workers. Taking an unprecedented position, the Wilson administration promoted adequate wages, reduced work hours, and the right of workers to form unions. For at least two decades before the United States entered World War One, a debate raged over the proper role of the federal government in regulating industry and protecting people who could not protect themselves. Controversy had also centered on te question of how much power the government should have to tax and control individuals and corporations. The war and the problems it raised did not resolve all of these questions. But the war did substantially expand the power of the federal government and demonstrated that in times of crisis the federal government could play a decisive role. It was this lesson that encouraged the New Dealers to adopt many of the policies during Roosevelt’s so-called Hundred Days to use federal influence to organize, coordinate, and regulate the nations economy. If New Deal reforms would eventually expanded the federal government far beyond anything that had been possible during the Progressive era, much of the underlying vision of the New Deal may nevertheless be traced to the experience with government during Wold War One. For all of these similarities and continuities between Progressivism and New Deal reform, it would be a mistake to conclude that the New Deal was simply reheated Progressivism. New Deal nationalism differed fundamentally from the nationalism of the Progressive era. Progressives displayed far more enthusiasm for using the government to exert social control over public behavior. The passage of the 18th Amendment prohibiting the manufacture and sale of alcohol was perhaps the most conspicuous example of this tendency. But it also included efforts to coerce immigrants into assimilating into American society. Fearing that immigrants threatened the very basis of American democracy, many Progressives advocated strong measures to compel immigrants to speak English and adopt American values. Ethnic traditions could be tolerated as long as they represented little more than a quaint nostalgia for the former homeland, but allegiance to American institutions and values was inviolable. This coercive form of nationalism was especially powerful during World War One, when German Americans and immigrant opponents of the war were targets of extralegal violence, persecution, and deportations. Roosevelt and the New Dealers, in contrast, envisioned a pluralist American society in which shared principles of equality before the law and a sense of civic responsibility would unite Americans. In part because the waves of massive immigration had been drastically reduced by reform of the nation’s immigration laws during the 1920s, the issue of immigration was much less charged during the 1930s. Even so, Roosevelt and his administration reached out to America’s immigrant communities and actively promoted greater tolerance toward them. Instead of looking upon persisting ethnic traditions as a threat to American identity, the New Dealers celebrated the nation’s ethnic cultures as a source of strength and creativity. This tolerance for America’s diversity found expression in the New Deal policies for Native Americans and in the New Deal’s responsiveness to African Americans. John Collier, Commissioner of Indian Affairs during the New Deal, rejected the assumption that Indians’ survival depended on their assimilation into white culture. He recognized the autonomy of tribes and instituted bicultural and bilingual education at schools for Indians. There were limits to the New Dealers’ commitment to pluralism; Roosevelt allowed political expediency to constrain his efforts on behalf of racial justice. Because he needed the support of southern white congressmen he dragged his feet over civil rights legislation that would have made lynching a federal crime. And during WW Two his administration ignored the civil rights of Japanese Americans, who allegedly posed a threat to national security, and interred them in relocation camps. But these conspicuous and regrettable lapses were exceptions to the general pattern of tolerance that the New Dealers displayed towards the nation’s diversity. The New Dealers also pursued a foreign policy that differed in important ways from that of the Progressive. Motivated by faith in the superiority of American institutions and democracy, Progressive era presidents, especially Theodore Roosevelt and Woodrow Wilson, had engaged in imperialistic adventures in the Caribbean basin and elsewhere. The Wilson administration had also viewed the victory of the Bolsheviks in the Russian Revolution as a disaster for global democracy and organized worldwide opposition to the revolution. Prompted by an interest in selling American goods to the Soviet Union, the New Dealers established diplomatic relations with the Soviet Union. Led by Secretary of State Cordell Hull, Roosevelt’s administration also reversed the earlier policy of intervention in South America. The United States continued to support dictators, especially in Central America, beacuse they promised to promote stability and preserve American economic interests. But Roosevelt promoted a Good Neighbor policy that included the removal of American forces from Haiti and Nicaragua in 1934 and in a series of important pan-American conferences. When he pledged that the United States would not interfere in the internal or external affairs of any other country in the hemisphere he broke with the tradition of interventionism established by his Progressive era predecessors. In a real sense, the relationship between Roosevelt’s foreign policy to that of his Progressive era predecessors was characteristic of the relationship between Progressivism and the New Deal. Progressivism established a precedent for government activism that the New Dealers repeatedly drew inspiration from. But the New Dealers did not duplicate the reforms of the Progressive era. Indeed, Prohibition was repealed and their was no coercive campaign to Americanize immigrants during the New Deal. Instead, New Dealers set out to adapt the expanded state that they inherited from the Progressives to the circumstances of the Great Depression. And their experiments went much further than had the tentative reforms of the Pr

How To Use Spanish Interrogative Pronouns

How To Use Spanish Interrogative Pronouns Interrogative pronouns are those pronouns that are used almost exclusively in questions. In both Spanish and English, interrogative pronouns are typically placed at or very near the beginning of a sentence. The Spanish Interrogatives Following are the interrogative pronouns in Spanish with their translations and examples of their usage. Note that in some cases the pronouns can vary in translation when they follow a preposition. Also, some of the pronouns exist in singular and plural forms and (in the case of cunto) masculine and feminine forms that should match the noun they stand for. quià ©n, quià ©nes - who, whom -  ¿Quià ©n es tu amiga? (Who is your friend?)  ¿Quià ©n es? (Who is it?)  ¿A quià ©nes conociste? (Whom have you met?)  ¿Con quià ©n andas? (Whom are you walking with?)  ¿De quià ©n es esta computadora? (Whose computer is this?)  ¿Para quià ©nes son las comidas? (Whom are the meals for?)quà © - what (The phrases por quà © and para quà © are usually translated as why. Por quà © is more common than para quà ©. They are sometimes interchangeable; para quà © can be used only when asking about the intent or purpose of something happening and can be thought of as meaning what for.) -  ¿Quà © es esto? (What is this?)  ¿Quà © pasa? (Whats happening?)  ¿En quà © piensas? (What are you thinking about?)  ¿De quà © hablas? (What are you talking about?)  ¿Para quà © estudiaba espaà ±ol? (Why did you study Spanish? What did you study Spanish for?)  ¿Por quà © se rompià ³ el coche? (Why did the car break down?)  ¿Qu à © restaurante prefieres? (What restaurant do you prefer?)dà ³nde - where -  ¿Dà ³nde est? (Where is it?)  ¿De dà ³nde es Roberto? (Where is Roberto from?)  ¿Por dà ³nde empezar? (Where do we begin?)  Ã‚ ¿Dà ³nde puedo ver el eclipse lunar?  (Where can I see the lunar eclipse?) Note that adà ³nde should be used when where can be substituted with where to with no change in meaning. adà ³nde  - where to, to where  -   Ã‚ ¿Adà ³nde  vas?  (Where are you going to? Where are you going?)  Ã‚ ¿Adà ³nde podemos ir con nuestro perro? (Where can we go to with our dog?)cundo - when -  ¿Cundo salimos? (When are we leaving?)  ¿Para cundo estar listo? (By when will it be ready?)  ¿Hasta cundo quedan ustedes? (Until when are you staying?)cul, cules - which one, which ones (This word also can often be translated as what. Generally speaking, when cul is used it suggests the making of a selection from more than one alternative.) -  ¿Cul prefieres? (Which one do you prefer?)  ¿Cules prefieres? (Which ones do you like?)cà ³mo - how -  ¿Cà ³mo ests? (How are you?)  ¿Cà ³mo lo haces? (How do you do it?)cunto, cunta, cuntos, cuntas - how much, how many -  ¿Cunto hay? (How much is there?)  ¿Cuntos? (How many?) - The masculine form is used unless in context it is known you are referring to an object or objects that are grammatically femini ne. For example,  ¿cuntos? might mean how many pesos? because pesos is masculine, while  ¿cuntas? might mean how many towels? because toallas is feminine. Using Interrogative Pronouns As you may have noticed, the interrogative pronouns are all spelled with accent marks that do not affect the pronunciation. Many of the interrogative pronouns also can be used in indirect questions  (as opposed to questions) while retaining  the accent mark. Note also that many of the interrogative pronouns can be used as other parts of speech, including adjectives and adverbs, either with or without the accent marks, depending on the context.

False and Puffery Advertising Essay Example | Topics and Well Written Essays - 2000 words

False and Puffery Advertising - Essay Example Aside from these ethical issues, advertising is also considered to have an impact on activities of the industry and the society. According to Wolfe and Ferland (n.d.), â€Å"the goal of advertising is often to create a need, increase consumer awareness and ultimately influence consumers purchasing decisions.† It has been believed that the use of puffery in advertisement would be helpful and effective in order to build awareness and catch consumer’s attention. Puffery is vague promotional statements and claims that boost only the appeal of a product or service subjectively rather than objectively without a misleading intention that makes the advertisement immunized from regulation (Ford, 1996, p. 8). In legal aspects, false or deceptive advertisements are categorized as implied falsity, literal falsity, and puffery (Barigozzi & Peitz, 2007, p. 223). More often, puffery is not considered as deceptive advertising for it only used to indicate exaggerations, opinions, and su bjective claims about product qualities, properties, claims, slogans, and many more (Hunt, 2007). Puffery becomes deceptive only if it crosses the fine line of distinction between puffery and deceptive advertising such as falsely claiming superiority that affect consumer’s choices. Literal falsity refers to statements presumed to mislead consumer’s purchasing decision rather than general statements of opinions wherein no reasonable consumers are likely to rely (Matheson, 2009). Finally, advertisements that talk about facts but there is a hidden falsity across the information is called an implied falsity. The main thrust of this paper is to discuss ethical issues and situations about false and puffery advertising that has an impact on the industry and the society as a whole. Ethical and Social Responsibility From the ethical point of view, puffery and false or deceptive advertising are viewed as important elements in consumer’s choices and value through the highe st standard and accurate information that prevails in advertisements. In other words, in order for advertisements to be ethical, claims should be factually substantiated supported with empirical facts and evidences (Levinson & Godin, 1994, p. 36). Ethics in advertising is said to be an integral part of advertising itself because people who often read and see advertisements assumed that there are truths in advertising. As long as the advertisement did not imply nor literally guaranteed something in return upon promoting the product or services, the advertisement would not be considered unethical. Misrepresentations and deceptive aspects of advertising are among the common criticisms of ethics advertising. The issues take several forms and this include â€Å"using deceptive mock-ups, using untrue paid testimonials, inserting the word guarantee where nothing is guaranteed, quoting misleading prices, failing to disclose defects in a product, misleading disparaging a competitor’s goods, or simulating well-known brand names† (Velasquez, 2006). On the other hand, the deceptive aspects of advertising occurred if the conveyed information to the consumers such as the real attributes of the products or services are different from what have been advertised. In terms of social impact, criticisms are always part of advertising, sometimes it focused on the

Dynamics of health Essay Example | Topics and Well Written Essays - 1500 words

Dynamics of health - Essay Example In this paper, the above mentioned topics are clearly emphasized and discussed by providing them examples and illustrations. Moreover, they are also presented as factors proving that the health of individual can directly be correlated to his or her social environment. Brunner & Marmot (2006) emphasized causes of diseases and other related illnesses to be socio-economic aspects, geographical locations, climate and culture. Furthermore, stress can be noted in the second chapter of their article as one of the major causes of diseases. The process of acquiring disease from stress sounds like everything started out personal or social and then finally turned out into a more biological issue as the body physically responded to physical situations. Stress is an output of an environmental challenge faced by humans (Brunner & Marmot, 2006). The social environment in which the human lives is a challenging environment to live in. This shows that humans are not ensured from not experiencing stress as a result of various challenges faced by the humanity through socio-economic aspects, geographical locations, climate and culture. Stress is usually defined as reaction of people to excessive demands or pressures while coping with tasks, responsibilities or other job-related pressures and in the long run, it can lead to heart disease and high blood pressure (Robertson, 2000). The effect of stress can be so challenging and somehow serious to the extent that they are detrimental to future human race. Research shows that stress can affect fetus while the mother was stressed during pregnancy (Ward, 2007). It is important to think about treatment when it comes to management of chronic illness or other diseases. Thus, it is also important to look at patients’ response to some health care programs underlying treatment and prevention of diseases. This is simply to say that patients’ response to some programs underlying treatment may vary according to their

Networking Essay Example | Topics and Well Written Essays - 1000 words

Networking - Essay Example Portfolio 2 Activity 1 - Addressing Scheme (The packet tracer) No Subnet First host Last host Broadcast Subnet mask 1 192.168.10.32 192.168.10.33 192.168.10.62 192.168.10.63 255.255.2555.224 2 192.168.10.64 192.168.10.65 192.168.10.94 192.168.10.95 /27 3 192.168.10.96 192.168.10.97 192.168.10.126 192.168.10.127 255.255.2555.224 4 192.168.10.128 192.168.10.129 192.168.10.158 192.168.10.159 255.255.2555.224 5 192.168.10.160 192.168.10.161 192.168.10.190 192.168.10.191 255.255.2555.224 6 192.168.10.192 192.168.10.193 192.168.10.253 192.168.10.254 255.255.2555.224 Activity 2 – Cabling The link between the two routers (Vetinary and Rincewind) is a serial cable – one side has to be the DCE, meaning that it will provide the clock rate. Connect the DCE side (should be labelled as such) to Rincewind. Routers are specialised computers and as such, a crossover cable must be used for a direct computer to router connection (such as the one between Host 2 and Rincewind). Activity 3 - Basic router commands Command Function 1 logout Exit from the EXEC 2 ping Send echo messages 3

Briefing On Coaching And Mentoring Management Essay

Briefing On Coaching And Mentoring Management Essay This paper will critically assess the main approaches to coaching and mentoring; identify information needed to establish and implement effective strategies for coaching and mentoring; it will also identify the main barriers and blockages to effective coaching and mentoring; and lastly, it will expand on the requirements of an effective coaching and mentoring strategy. This paper will provide answer to the following questions: Identify and critically analyse the barriers and blockages that may occur to the successful implementation of a coaching and mentoring scheme at Coca-Cola Foods Identify management strategies that could be used to overcome blockages. Discuss the role played by key workplace stakeholders in enabling a learning culture in the workplace and identify how they could be used to help ensure that coaching and mentoring scheme was fully accepted and allowed to run successfully. What is coaching and mentoring? According to a journal from the (CIMA) website titled technical briefing: mentoring and coaching (2002), there is no universal definition for either of the terms (coaching and mentoring), as it can be defined differently in different contexts. For example: in Australia, wild life coaching is likely to be associated with humanistic psychology, whereas in the UK, is more likely to be associated with fringe medicine (Clutterbuck, D., 2008). However, in this paper coaching and mentoring is discussed in an organisational context. The Chartered Institute of Personnel and Development (CIPD) factsheet (2011) describes coaching and mentoring as a development technique used to enhance an individuals skills, knowledge or work performance based on the use of one-to-one discussion. Parsloe (1999, p8) defined coaching as, a process that enables learning and development to occur and thus performance to improve. He also added that in order to become a successful coach, one will need a comprehensive understanding of the various process, styles, skills, and techniques appropriate to different coaching situations. On the other hand, mentoring relates primarily to the identification and nurturing of potential for the whole person (Megginson Clutterbuck, 2005). In other words, a mentor acts as an adviser, counsellor, role model, and also, helps the client build a wider network from which to learn and influence. The differences between coaching and mentoring. The table below shows the differences between coaching and mentoring (Clutterbuck, 2008; Praxis Paper 14, 2007; CIMA Technical Briefing, January 2002). Coaching Mentoring Addresses performance in some aspect of an individuals work or life. Often associated with the entire development and career progress of an individuals work or life. More task-oriented, skills-focused, directed and time-bound. More open-ended personal development. Focuses on achieving specific objectives, usually within a preferred time period. Follows an open evolving agenda and deals with a range of issues. Similarities in coaching and mentoring. In some cases, coaching and mentoring share some common features such as: Both coaching and mentoring has to do with asking the right questions in order to generate individual self-awareness which can, in turn, lead to informed decision making, at whatever level of concern. They both offer a medium for analysis, reflection and action that ultimately allows the individual to improve in one more areas of their life or work. Coaching and mentoring are both linked with organizational change initiatives in order to help staff to accept and adapt to changes in a manner consistent with their personal values and goals. Why are coaching and mentoring programs important for organizations? Several organizations use coaching and mentoring programs as a fundamental part of the human resource development approach (Ensher Murphy (2010). Organizations benefit from coaching and mentoring programs as employees increase their sense of loyalty and commitment as a result of effective communication (Ensher Murphy (2010). Coaching and mentoring programs are also used as a tool by organizations to attract new employees, and for the retention of high potential talent. Coaching and mentoring programs offers a preventive option to improve performance before it becomes costly to the organization (Praxis Paper 14, 2007). With todays complex and fast-changing working environment, self-awareness, trust and relationships between managers and employees is vital. Therefore, coaching and mentoring programs offers a two-way relationship with both the individuals and the organizations, providing the opportunity to address such issues in a non-threatening way (Praxis Paper 14, 2007). What types of approaches and models are available for coaching and mentoring? It has been stated that coaching and mentoring can be seen as different styles on a continuum, with different approaches being suitable in different circumstances (Praxis Paper 14, 2007). Coaching Mentoring Figure 1: The Coaching/Mentoring Continuum (Praxis Paper 14, 2007) Main aim: Skills Performance Potential Personal Objectives: Finite/concrete Role/competencies Complex/evolving Style: Directive Non-directive Duration: Shorter Longer The most appropriate approach depends on the main aim of the intervention. These could be: Develop their skills: the coach usually has does a lot of telling and has specific and clear goals on how to develop the coachees skills. In most occasions, they have the expertise in the related field and want to pass it on. Improve their performance: the coach usually pays particular attention to the behaviour of the coachee, allowing the coach to observe any block that could affect the coachees performance. The GROW model can be applied in this situation. The GROW model is a performance coaching model where the coach asks a series of questions relating to the coachees Goal, their Reality, their Options and their Will. Maximise their potential: in this approach, the coach focuses on assisting the coachee to increase and expand their human capacities aiming at producing insight that allows them to see their situation from a different and wider perspective. A tool that can be used in this situation is the OSKAR model (Outcome, Scaling, Know-how and Resources). This model focuses on bringing out the existing skills and capabilities of the coachee to attain their self-defined goals. Proactively become the person they want to be: this approach offers the coachee a chance to stretch and challenge themselves to learn. The coach usually focuses on the coachees whole life (not just work) and does a lot of asking questions and listening. A well suited model for this approach will be the co-active, as it balances is the four corner coaching stones (the client is naturally creative, resourceful and whole; it addresses the clients whole life; the agenda comes from the client; and the relationship is designed alliance) to restore and give fulfilling meaning to the clients life. Stages in developing and implementing effective coaching and mentoring strategies. Burley Pomphrey, 2011cited in Clutterbuck (2003), identifies three main stages for developing and implementing effective coaching and mentoring as: context, process and outcome. These stages will enable the coach decide on the appropriate approach suitable for the intervention. An example of a typical coaching and mentoring process entails (Friday, E. Friday, S.S., 2002): Identifying the various target audiences the programs are to serve; Identifying the criteria for selecting mentees and mentors; Recruiting qualified mentees and mentors; Interviewing and selecting mentees and mentors; Matching and training mentees and mentors; Evaluating the mentee-mentor experience. Putting Coaching and Mentoring into practice: A case study of Coca-Cola Foods To address the first question, this section will briefly describe the company (Coca-Cola Foods) and the coaching and mentoring scheme implemented, it will also identify the barriers and blockages that was encountered during this process. Company overview Coca Cola is the number one manufacturer of soft drinks and also one of the most recognizable brands in the world and in the world. With their headquarters is situated in Atlanta Georgia. Coca-Cola sells nearly 400 different products in more than 200 different countries. 70% of its sales are generated outside of North America. Production is based on the franchise system Coca-Cola coaching and mentoring program (Veale Wachtel, 1996). Human Resource Development is considered as a key to building competitive advantage in Coca-Cola Foods. The company views coaching and mentoring as a tool for directly enhancing performance that is to continuously build employees skills in order to the creation of a high-performing organization. A challenge Coca-Cola was facing was the struggle to maximize and/or optimize their Human Resource Developments contribution to business success. In order to tackle this challenge, the company created a system of mentoring programs tools which included one -on-one mentoring, group mentoring and mentoring self-study. Up with the following approaches: To strengthen the link between business strategy and developmental focus; To involve leadership of the organization in all aspects of development; To use a variety of developmental tools to match personal and organizational needs better. The main aim of the coaching and mentoring program at Coca-Cola is to help the individual (employee) better understand the company and his or her role in it. However, the case study focuses on the coaching and mentoring processes used by the company to develop their employees. To maximize the benefits of coaching and mentoring, Coca-Cola Foods trains managers to establish a communication environment of mutual respect that is problem-focused and change-oriented. Some of the coaching and mentoring models used by Coca-Cola Foods in their training programmes are: The Hersey-Blanchard model with its emphasis on both task and support skills as a requirement of good coaching. This model focuses on using different leadership styles. For example, instead of using just one style, the model encourages successful leaders to change their leadership styles based on the maturity of the people theyre leading and the details of the task. Also, the company uses Front-line Leadership programme which has basic principles defining the tone and style of the conversation, and then other modules focused on the formats for communicating to enhance performance. The Front-line Leadership series clearly advocates mutual goal setting, discussion and problem solving within an atmosphere of trust and collaboration. Some potential barriers and blockages that could occur while implementing the coaching and mentoring program. When a coaching and mentoring programme is initiated in an organisation, it is necessary to understand the potential barriers that may occur for both members of the relationship. Considering these in advance and pointing them out to the potential coach and coachee may help to overcome them at an early stage. The incorrect matching of mentors/coaches and coachee/ protà ©gà ©s; The lack of managerial support; The resentment felt by those not involved in the coaching and mentoring programmes, perhaps due to a perception or favouritism; The creation of false promotional expectations; The overdependence of the mentor or mentee; Gender inequality; Blurring of role boundaries There are a number of factors which will contribute towards a successful relationship between mentor and mentee during the coaching and mentoring processes: Commitment and interest of the individuals involved Sufficient resources and organisational support Taking a holistic, personal approach Embedding the process in the organisational context Skills and experience of coaches and mentors Recognition of cross-cultural issues Ensuring an enabling external environment. Managerial strategies that could be used to overcome blockages. There are different ways a mentee can be supported, checked, encouraged and given constructive feedback. With each strategy, it is important to be aware of its purpose, appropriateness, the likely impact and its value to the mentee. Strategies can include: Giving advice offering the mentee your opinion on the best course of action. Giving information giving information on a specific situation (e.g. contact for resource). Taking action in support doing something on the mentees behalf. Observing and giving feedback work shadowing and observation by either or both parties. Observation coupled with constructive feedback is a powerful learning tool. Reviewing reflection on experience can develop understanding allowing one to consider future needs, explore options and strategies. The selection of strategies can be guided by a number of factors, such as: Values and principles underpinning the mentoring scheme in this case, encouraging self sufficiency and empowerment. Shared understanding between mentee and mentor of the purpose behind the mentoring relationship. Quality and level of the professional relationship. Level of experience and need of the mentee. Level of mentors own awareness and comfort with the mentoring process Managers will require the following skills for them to be good coaches and mentors: The role of stakeholders in coaching and mentoring It is crucial for managers to see the value and understand the importance of developing individuals, teams and the overall organisation. The primary relationship in any coaching or mentoring scheme is between the coach/mentor and the individual, but this may not be the only important relationship. Other key stakeholders such as the people representing the organisations interests, in most cases an HR and/or learning and development practitioner, and the individuals manager. All of these parties are interested in improving the individuals performance and therefore their contribution to the organisation. In the case Coca-Cola Foods, a ten-part coaching and mentoring scheme was initiated. Most facilitated mentoring programmes have a formal process which defines each step and audits the ongoing success of the programme. Although these processes will differ somewhat in how they address the needs of the stakeholders, most programmes generally follow procedures similar to those below: Mentees identified: in this step, Coca- Cola Foods identifies the group of people who are eligible for the mentoring programme. This can be done in a variety of ways looking at certain job levels, departments, employee characteristics, etc. Once the target group is defined, specific mentees can be identified by having them volunteer, be nominated by a boss or other sponsor. Identify developmental needs: the developmental needs are determined and an individual development plan is prepared in this stage. This can be done by having the mentees disclose what they think are their developmental needs, having bosses determine these needs, and/or having skill deficiencies revealed through assessment. Identify potential mentors: this step produces a pool of individuals who can serve as mentors. They may volunteer for the role, may be chosen by a mentee, or may be recruited by senior managers. Prior to selection, a mentors general ability and willingness to handle the role should be assessed. Mentor/mentees matching: a mentor is selected for a specific mentee after considering the skills and knowledge needed by the mentee and the ability of the mentor to provide practice or guidance in those areas. Compatibility of styles and personalities can be critical. Mentor and mentee orientation: before the start of the mentoring relationship, an orientation is held for both the mentors and mentees. For mentors this orientation covers time commitments, types of activities, time and budget support, the relationship with the natural boss, reporting requirements and the mentees responsibility for the development. Contracting: a clear agreement is an essential foundation for a good mentoring relationship. It includes a development plan, confidentiality requirement, the duration of the relationship, frequency of the meetings, time to be invested in mentoring activities by each party, and the role of the mentor. Periodic meetings: most mentors and mentees meet for performance planning, coaching, and feedback sessions. The frequency can be determined by the nature of the relationship and by geographical proximity. At these meetings, both parties are candid about progress of the process. Periodic reports: it will be easier to evaluate the success of the mentoring programme if periodic status reports are by both the mentor and mentee. Depending on the level of formality in the programme, this step may or may not occur. Conclusion: a mentoring relationship concludes when the items delineated in the initial agreement have been accomplished or when time/business/budget constraints will prevent the relationships from continuing. It may also be concluded when one of the pair believes it is no longer productive for them to work together. Evaluation and follow-up: after the relationship concludes, both the mentor and mentee are questioned, via interviews or other assessment instruments, about the value of the process, timing, logistics, time constraints and any other valid concerns that could affect the mentoring process. Communication is a plays a major role in building a coach/coachee relationship. Both parties can benefit from analysing a number of key skills (active listening and questioning). The skill of Active Listening Active listening is the ability to listen and internalise what is being said, essentially listening and understanding. You can use your whole self to convey the message of an active listener involved in the discussion, showing interest, gaining trust and respect. This can be achieved by using verbal and non-verbal communication. Using the art of questioning Questioning, if used effectively, is a very useful and powerful tool. It allows the mentee-mentor relationship to develop, assisting the mentee in exploring and understanding their experiences with the hope of formulating avenues and actions for the future. Conclusion The implementation of coaching and mentoring programmes at Coca-Cola was successful, as these programs helped strengthen the company and also fostered professional growth and development for the employees. Because there is a great deal of evidence regarding the important contributions which mentors make to career success, and because Coca-Cola has tied both mentor and coaching programmes to business goals, it would seem that Coca-Cola Foods approach is in line with both the scientific evidence and with recent proponents of achieving competitive advantage through people.

Print Vs. Press :: essays research papers

Print vs. Press   Ã‚  Ã‚  Ã‚  Ã‚  In today’s elections the Media is one of the biggest influences in most elections. Throughout the years the Media has changed quiet a bit. As in most cases, today’s technology has revolutionized the Media and the way we get our information. Not only do we hear about elections through the media, we learn of updated news pertaining to our everyday lives. There are two types of Media that presents different stimuli, which vary substantially from nature to content. The two types are the Printing press and the Electronic press. Both play major roles in educating and informing our nation.   Ã‚  Ã‚  Ã‚  Ã‚  The Print media is best known for it’s â€Å"excel in conveying factual details (graber189).† Graber goes on to add that the print media is generally credited with conveying more knowledge that audiovisual media does. One Critic by the name of Neil Postman says that if our nation is exposed to too much television, we might turn into a nation of dilettantes who avoid the serious issues of the world. I think that we are seeing some of that now. Look at Clinton for example, our media has not been as involved in how well our country has been doing. Rather the media is steady telling the nation who he sleeps with and what he has for breakfast. On the contrary, the newspapers and so on are giving us facts. They are telling us more about the health care reform, and about issues over seas. We as a nation need to care more about our country and set aside some of our amusement. One on the major down falls of the printing press is that, most times the news we r ead is that of old news. If there is an attack in Russia on Wednesday, then it will not be until Thursday or Friday until we read it in the paper. Another example is that of Time magazine. Subscribers of Time usually receive their magazine a week or two later that the latest news. I think that the printing press is for the more informative group and should not be left in the dark.   Ã‚  Ã‚  Ã‚  Ã‚  The Electronic Media is however convenient and has the ability of reaching millions of people within a matter of minutes. Think about someone hiking in the woods. If there is a global matter and the president needs to address the nation the hiker could hear about this through a cellular phone.