Study on Financial Performance Analysis of Milma

EXECUTIVE SUMMARY Project entitled â€Å"A Project on Financial Performance Analysis at Milma ERCMPU Edappally† is conducted to analyze the financial performance of Milma. It helped in knowing the financial efficiency and weakness of the concern and also to draw inference about the present position of the company. Kerala – Cooperative Milk Marketing Federation (KCMMF), popularly called Milma was established in April 1980 with its head office at Thiruvananthapuram for the successful implementation of the operation flood (a dairy programme launched in 1970 under the aegis of National Dairy Development Board (NDDB)). The study is done for the period of five financial years starting from 2007 – 1008 to 2011 -2012. For data collection both†¦show more content†¦* Investors: the investors are interested in the security of the principle amount of loan and regular interest payments by the concern. The investors will analyze the present financial position and study the future prosp ects of the concern. * Government: the financial statements are used to assess tax liability of business enterprise. These statements enable the government to find out whether the business is following various regulations or not. * Others: Trade associations, stock exchange and public at large may also analyze the financial statements to judge the financial position of the concerns. LIMITATIONS OF FINANCIAL STATEMENTS Though financial statements are relevant and useful for the concern, still they do not present a final picture of the concern. It suffers the following limitations: A Balance Sheet is described as a statement of all assets and liabilities. But this is not true. There are certain assets and liabilities which a Balance Sheet fails to disclose. E.g. Value of human resource. The figures given in the Balance Sheet are on a historical basis. While preparing it, the replacement cost of the asset is totally ignored. An investor who wishes to analyze the Balance Sheet is more concerned with the present and future, whereas the Balance sheet pertains to a point of time relating to past and therefore may not be quite useful. Personal judgment plays a great part in determining the figures for the Balance Sheet. Provisions forShow MoreRelatedMILMA Organization study9009 Words   |  37 PagesMILMA KOLLAM DAIRY CHAPTER 1 INTRODUCTION PADMASHREE INSTITUTE OF MANAGEMENT STUDIES Page 0 MILMA KOLLAM DAIRY INTRODUCTION The main objective of conducting an organization study is to get familiar with the nature and working of an organization. It helps students to develop a practical as well as a theoretical knowledge. It provides an opportunity to study the activities of an organization by direct observation. MILMA KOLLAM DAIRY is situated in Kollam district on the banks of Ashtamudi lakeRead MoreOrganization Study at Meriiboy Ice Cream10672 Words   |  43 Pagesgroup that started operation in the year 2003. MeriiBoy ice-cream is the brand name of Supreme Food Industries which started its first factory near Kalady in consultant with Tetra Pak Hoyer, Denmark. The organization Study at MeriiBoy Ice Creams started from 6th of May. The organization study consists of understanding the functional areas of Supreme Food Industries and analyse these functional departments. Supreme Food Industries gives importance to quality from sourcing raw materials to delivery ofRead MoreMarket Analysis Sales Development of Amul Milk11726 Words   |  47 Pages1 PROJECT REPORT ON â€Å"Market Analysis Sales Development of Amul Milk† This study was conducted from 8th June 09 to 8th August 09 At Gujarat Co-operative Milk Marketing Federation Limited BY: PRASANTA KUMAR MOHAPATRA PGDM OF ASIAN SCHOOL OF MANAGEMENT A report submitted in partial fulfillment of the requirements of PGDM (2008-10) Company Guide: Mr. PRANIL JADHAV SENIOR EXECUTIVE (SALES) GCMMF Ltd. PUNE Faculty Guide: PROF. K K BHASIN 2 PREFACE The PGDM programme is well structured and integratedRead MoreMarketing Management130471 Words   |  522 PagesThis will make the firms to be different than the competitors. Hence marketing becomes a very important functional area for every firm where the competition is very high. In a business firm, marketing generates the revenues that are managed by financial people and used by the productions people in creating products or services. The challenge of marketing is to generate that revenue by satisfying consumers wants at a profit and in a socially responsible manner. Marketing is not limited to business

Costco Wholesale Corporation Ethical Framework For...

Costco Wholesale Corporation Ethical Framework for decision-making To examine Costco Wholesale Corporation ethical framework for business decisions and identify the consequences and tradeoffs of those decisions. Costco’s ethical posture Costco Wholesale Corporation, the third largest US retailer, is a membership-only warehouse club that sells in high volume, low price products. Costco prides itself on keeping low prices for the consumer, as evidenced by the brief period they stopped selling Coca-Cola (11/09-12/09) until the manufacturer lowered their wholesale prices (Allison, 2009). In addition to their business methodology to provide low-cost quality goods, they also have a code of ethics to (1) obey the law (2) take care of our members (3) take care of our employees and (4) respect our suppliers (Costco Code of Ethics, nd). Corporate Social Responsibility (CSR), is a long-term key factor contributing to Costco’s success. By adhering to their mission and code of ethics, which includes low prices, high quality products, above average hourly wages, and employee health insurance coverage, they get customer and employee loyalty, low employee turnover (17%), and highly productive employees, that contributes to their bottom line: high profits (Caitlin, 2012). Simply put, Costco’s philosophy is good pay and benefits and positive work environment, increases efficiency and ultimately the share price; 2nd Qtr. 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Hester free essay sample

# 8217 ; s Individualism As Present In Hawthorne # 8217 ; s The Scarlet Essay, Research Paper In Hawthorne # 8217 ; s revered novel The Scarlet Letter, the usage of Romanticism plays an of import function in the development of his characters. He efficaciously demonstrates individuality in Hester to foster our apprehension of the troubles of life in Boston, the after part, joyless universe of Puritan New England. It is all somberness and day of reckoning. If the Sun of all time radiances, one could barely notice. The full topographic point seems to be shrouded in black. The people of this society were austere, and of class repressive. They ever put a palpebra on more natural human urges and emotions than any society before or since. But for this ground specifically, emotions began bubbling and finally boiled over, passions a novelist such as Hawthorne could prehend at ruddy heat and usage for the footing of an effectual novel. Hawthorne shows Hester # 8217 ; s swerve finding to populate in this society straight through her actions and dealingss to others, and indirectly through the presentation of herself and her kid and through her internal emotional battle. Hester # 8217 ; s adultery creates a feeling of discouragement and ill will within the people of Boston. They are non merely shocked that she has done such a thing, but besides because she won # 8217 ; t uncover the name of the male parent of the kid. Although the usual punishment for criminal conversation is decease, the Puritan magistrates have decided to be merciful to her declaring that Hester # 8217 ; s penalty will be to stand for several hours on the scaffold, in full position of everyone. In this # 8220 ; powerful but painful narrative, # 8221 ; ( Chorley 184 ) Hester realizes her wickedness, and acknowledges that she must pay the monetary value for her offenses. She might, Hawthorne tells us, have left the shockable settlement to get down life all over once more in a topographic point where no one knew her narrative. The sea leads back to England, or for a adult female of Hester # 8217 ; s strength, the path leads forth into the wilderness. But Hester turns her dorsum on these flight paths. She stays in the colony, shackled, as if by an Fe concatenation of guilt, to the scene of her offense and penalty. As Hester stands on the scaffold, thought of her hubby, he appears before her startled eyes at the border of the crowd. And his first gesture is declarative of the adult male. Whatever daze or discouragement he may experience at seeing his married woman on the scaffold he instantly supresses his emotions and makes his face the image of composure. The glimpse he bends on Hester is acute and acute. Here is person used to detecting life instead than take parting in it. His is a # 8220 ; furrowed countenance # 8221 ; ( 43 ) . Chillingworth expressions like a adult male who has cultivated his head at the # 8220 ; disbursal of another modules # 8211 ; a parlous endeavor, in Hawthorne # 8217 ; s position # 8221 ; ( Loring 187 ) . Where his overbearing mind will take him, Hawthorne wants us to believe that he could be the accelerator for great strug gles subsequently in the novel. Chillingworth # 8217 ; s finger raised to his lips, commanding Hester # 8217 ; s silence, begins a form of secretiveness that is the mainspring of the novel # 8217 ; s secret plan ; a secretiveness that Hester must keep in order to protect both her and her hubby from the abrasiveness of the Puritans. Hawthorne # 8217 ; s accent on the ability of Chillingworth to analyse the human head and concluding foreshadows his intervention of Dimmesdale subsequently in the novel. Hawthorne shows that while Hester realizes she must pay for her wickednesss, her actions demonstrate a concealed rebelliousness against the people of Boston and their Torahs that she finds to be fiddling. Hester thinks of Pearl as a great sorrow reminding her of her criminal conversation, and a great joy in holding a kid. Although the female parent is non permitted to dress herself in bright colourss, she finds a sense of alleviation in dressing her kid in glittering colourss, imaginatively arranged. Hester dresses her kid in her ain # 8220 ; wild, despairing, noncompliant temper, that arbitrariness of her pique # 8221 ; ( 66 ) . As Hester # 8217 ; s new garments represent her restraint in covering with the universe around her, Hawthorne uses Pearl # 8217 ; s garb as a vehicle by which Hester trades with her new life after being imprisoned. Since Hester is unable to dress in colourss that please her, she uses her kid as an indirect manner to make so. When Hester exits the prison, she makes a dramatic contrast to the grim, joyless crowd of witnesss. She walks into their thick with a glow bright by her stay in prison. She carries herself with a stately, natural grace. Hester stairss of her ain free will in to the unfastened air. It is the move of a adult female who, even in the custodies of the jurisprudence, chooses to be seen in control of her ain fate. Her noncompliant look is one where pride predominates in a mixture of emotions. Everyone sees the vermilion missive # 8220 ; A # 8221 ; intricately displayed on her chest. She has besides added an embroidered gold boundary line around the symbol which was # 8220 ; so artistically done, and with so much birthrate and gorgeous lushness of fancy # 8221 ; ( 39 ) . What a beautiful missive is really is! Made non out of # 8220 ; simple ruddy flannel used for colds and rheumatism # 8221 ; ( 39 ) , as one irate adult female observes, but intricately embroidered with togss of gold. A badge of shame that looks m ore life a mark of rebelliousness, thrown in the magistrate # 8217 ; s dentitions ; a mark by Hawthorne signify Hester # 8217 ; s feeling towards the Torahs of the Puritans that she feels are undistinguished. Throughout the novel as Hester demonstrates her rebelliousness to the citizens of Boston and the Torahs she is subjected to, an consciousness of wickedness and guilt eventually sets in as another round on her emotional ladder. When walking in the streets, aliens curiously scorn the missive, and yet Hester neer screens the item of her criminal conversation with her manus, as she is sorely tempted to make at times. Once in a piece Dimmesdale looks at the missive, and for a minute she feels alleviation, â€Å"as if half of her agony† ( 56 ) , is being shared. Bing entirely much of the clip, Hester’s mentality is slightly affected. She begins to believe that the vermilion missive has furnished her with a new sense of wickedness and a sympathetic cognition of the concealed wickedness in other Black Marias. Despite these ideas, Hester continues to experience that no 1 is every bit guilty as herself. From these ideas, Hester existences for feel guilty for non warning Dimmesdale about her hubby who plans to seek a elusive retaliation. Hawthorne wants us to believe back to the scene where he gives Hester something to loosen up and she thinks that he is poisoning her. Chillingworth responds by stating that there are more elusive ways to acquire retaliation. This shows that there is a great dif ference in what Chillingworth says and means. This trait that Chillingworth carries scares Hester into believing about how powerful a adult male he really is and how incapacitated Dimmesdale will be from the his rigorous scrutinization that he faces subsequently on in the novel. Dimmesdale does non even have an thought as to who Chillingworth really is. Along with a concern for Dimmesdale development, Hester besides beings to see Pearl, non merely as her loving kid any longer, but as a devil ; a merchandise of her extramarital wickedness. Pearl has sprung from a guilty passion. As the kid grows, the female parent sees intelligence and beauty before her. Hester has named her babe Pearl because she represents a purchase of a â€Å"great price† ( 65 ) . Man has given Hester a vermilion missive to take her from human understanding, whereas God has given her a lovely kid placed on that same bosom. Hester becomes discerning that her ain wickedness will be reflected in the childâ₠¬â„¢s nature by some â€Å"dark and wild pecularity† ( 68 ) . Pearl shows some rebellious features like her female parent when she terrorizes other kids in Boston. In visual aspect and disposition Pearl reflects her beginning. The merchandise of a broken regulation, she will non obey regulations herself. Born of a runaway passion, she has a wild and stormy nature. Hawthorne nowadayss Hester in a manner to demo her deep love and concern for her kid, but subsequently in the novel, as Hester enters a phase of guilt and consciousness of her wickedness, her feelings alteration and get down to see Pearl as a devil ; a merchandise of her ain iniquitous action. Hester # 8217 ; s concluding realisation of her wickedness changes her mentality on both the people of Boston and on herself. She acknowledges the fact that her criminal conversation was incorrect. Now she makes an attempt to alter herself and accept her penalty. On the surface, Hester # 8217 ; s entry to society has deepened. She lives more than of all time in conformance with the stiff Puritan codification. With no repute to lose, Hester has conducted herself with such discretion that non the busiest chitchat in Boston can happen a intimation of dirt to describe. Hester # 8217 ; s charity to the hapless continues, and she accepts, without ailment, the ailment use she receives at their custodies. Hester uses her trim hours non for the elaborate work she loves, but in the devising of harsh garments for the settlement # 8217 ; s indigent. # 8220 ; Hester became two people: an inner and an outer individual # 8221 ; ( Colacurcio 230 ) . Outwardly, she still acts as if she # 8217 ; s defiant and that nil can acquire in the manner of her pride, but on the interior, she begins to experience a great trade of admittance to her wickednesss, seeking to alter herself. What # 8217 ; s more, Hester has taken new stairss to deliver herself in the eyes of God and adult male. She has become a self-ordained Sister of Mercy. Her new function is that of a stamp and competent nurse to the settlement # 8217 ; s ill and deceasing. The vermilion missive has become a mark of Hester # 8217 ; s community with people in problem. In families darkened by sorrow, the ruddy item gleams with comfort. A thankful populace has invested the vermilion missive with a new significance. The # 8220 ; A # 8221 ; no longer stands for # 8220 ; Adulteress. # 8221 ; It now means # 8220 ; Able. # 8221 ; Even though her actions show a penitence and giv e readers a feeling of her radically changed personality, Hawthorne # 8217 ; s purpose was to give us another significance. Condemned as an fornicatress, Hester has become a free mind, something far more unsafe in this stuffy, intolerant universe. Once she was a dissident, a individual who broke with her society over a individual jurisprudence. Now Hawthorne gives her the function of a heretic, a individual who inquiries the footing of every jurisprudence. Despite, Hester # 8217 ; s external attempts to rehabilitate herself, internally, she still shows her rebelliousness to Puritan jurisprudence. Hawthorne # 8217 ; s effectivity in showing Hester # 8217 ; s individuality is amazing. Henry F. Chorley could non hold explained this novel any better when he said # 8220 ; wickedness and sorrow have neer been presented in such badness, pureness, and understanding than by Hawthorne # 8221 ; ( Chorley 184 ) . Hawthorne topographic points Hester Prynne, a beautiful adult female in a society such as Puritan Boston and shows how she endures the penalty and oppressive intervention that she receives. Her finding and doggedness have shown that despite being subjected to Torahs that she feels unjust, she is still able to keep her pride internally, while the citizens of Boston think that she has submitted to their regulation. Hawthorne carefully tracks Hester # 8217 ; s plight through and emotional roller coaster of ups and downs. He shows several phases of her actions and how they were accepted by the Puritans. The writer # 8217 ; s chief end in this novel is to demo that no affair wh at we are faced with and no affair how severely we are criticized for it, we must keep a rigorous set of values.

Leadership Is Having an Irrational Sense of Hope Essay Example

Leadership Is Having an Irrational Sense of Hope Essay NANYANG BUSINESS SCHOOL MBA 2012-2013 TRIMESTER 1 B6018 LEADERSHIP AND ORGANIZATIONAL BEHAVIOR Course Coordinator/Instructor: Assoc. Prof Lim Beng Chong Office: S3-B2B-63 / E-mail : [emailprotected] edu. sg Class Schedule: Wed evenings 6:15pm 9:30 pm (or Saturday mornings 9:00 am -12:00 noon for extra/postponed sessions) Class Venue: NTU @ one-north SR 502 COURSE DESCRIPTION A leader is a man (woman) who has the ability to get people to do what they don’t want to do, and like it – Harry S. Truman (1954) Few organization and management issues have attracted as much interest and research work as leadership. From politics to the business world to military institutions, people are always searching for that someone, whom they called LEADER, to lead and inspire the people to achieve success or to bring about change. So what is leadership? There are many definitions of leadership in organizations. Almost every author of books has one. Bass (1990), after reviewing the literature, suggests that there are at least 12 different approaches to the definition. What is your definition of leadership? What type of leader are you? How can you be a better leader to your work team or organization? I hope you will begin to think about these questions as you embark on your leadership journey with me in this course. Essentially, effective leaders are those who can mobilize others to get extraordinary or exceptional things done in their work teams or organizations. In today’s organizations, managers are not only responsible for the planning, organizing and controlling functions in their work teams or organizations; they have to accomplish these goals by leading their people. We will write a custom essay sample on Leadership Is Having an Irrational Sense of Hope specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Leadership Is Having an Irrational Sense of Hope specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Leadership Is Having an Irrational Sense of Hope specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Hence, their success as managers is dependent on their ability to motivate and inspire others. In other words, being leaders of their people. From this perspective, success and failure as managers rest squarely on the ability of the managers to understand and manage people at work. Therefore, critical to leadership success is a good knowledge of managing people in organizations or a good grounding in the fundamentals of work behaviour in organizations. Given the above, this course will bring together the leadership literature and the insights on human nature at work from Organization Behaviour. The learning objectives are: †¢ Increase participants’ understanding of people at work as well as of organizations as complex systems by examining organizational behaviour at 3 levels: the individual (self and others), the work team and the larger organizational context. †¢ Increase participants’ understanding of leadership processes and how these are intertwined with an understanding of organizational behaviour. Develop participants’ repertoire of leadership capabilities through greater self-awareness a deeper understanding of the impact of their actions on others – and building leadership habits to better equip them to lead and take effective actions in today’s organizations. Leadership Develops Daily, not in a Day – John Maxwell 1 COURSE OUTLINE â€Å"The Law of Intentionality – Growth doesn’t just happen† Life is now in session. Are you present? Maxwell (2012) The appendix provides a summary of the topics that would be covered for each session. The approach to all sessions will be grounded on participation-centered learning and the course design includes a range of participation-centered activities such as case studies, group exercises and assignments, peer conversations, debates, self-reflection activities and talks by invited guest speakers. [See attached Course Outline table] READINGS PRE-CLASS PREPARATION The study of leadership and work behaviour, given its multidisciplinary nature, entails a fair amount of reading in preparation for the classes. Pre-class readings are essential and participants are expected to prepare the case studies or exercises prior to discussion in class. Two books have been prescribed and each covers different topics and levels of analysis. The relevant chapters for reading from each textbook and additional readings will be given in the detailed course outline. RECOMMENDED TEXTBOOKS IVANCEVICH, J. M. , KONOPASKE, R. and MATTESON, M. T. (2011). Organizational Behavior and Management 9th edition. McGraw – Hill Internation. New York. ULRICH, D. (2010). Leadership in Asia. McGraw-Hill OPTIONAL REFERENCES JOHN MAXWELL (2007). The 21 irrefutable laws of leadership. Thomas Nelson DANIEL LEVI (2007). Group Dynamics for Teams. 2nd edition. Sage Publication ROB GOFFEE and GARETH JONES (2006). Why should anyone be led by you? Harvard Business Press PARTICIPATION ASSESSMENT Class Participation/Sharing. The course is designed to provide ample opportunities for participants to contribute to the class learning by participating actively in the various class activities and by offering proactively their own experiences and insights for the benefits of other participants. This will constitute an important component of participants’ continuous assessment (10% of the total marks). â€Å"The law of Contribution – growing yourself enables you to grow others† – Maxwell (2012). Class Quizzes. Weekly seminars may commence with a short quiz to assess participants’ basic understanding of the concepts and key terms in the prescribed readings for that week. The purpose is to help participants develop a habit of continuous learning- a critical leadership habit. Hopefully, by the end of the course, participants will have built up a repository of knowledge on leadership and organizational behavior. Again, this will constitute another component of the participants’ Leadership Develops Daily, not in a Day – John Maxwell 2 continuous assessment (10% of the total marks). â€Å"the law of Consistency: motivation gets you going – Discipline keeps you growing. † Self Case Study (real life leadership/OB challenge). John McDonnell once said, â€Å"Every problem introduces a person to himself†. As a leader/manager, you are likely to encounter different types of work situations – both positive and negative. As leaders, we can make the mistake but not lose the lesson. Hence there is much to be learned from one’s experiences especially from less positive ones. The objective of this individual assignment is to provide an opportunity for participants to learn from their experience at work or working with others by overlaying the concepts and theories covered during the course on the real life challenges. (10% of the total marks). The law of Pain: good management of bad experiences leads to great growth. † Reflection PaperLeadership Journaling. As we embark on this learning journey together, I strongly encourage course participants keep a journal to note their reflections and thoughts throughout the course. These reflections and thoughts on leadership and organizational behaviour can form the basis for the reflection paper (less than 1000 words) to be submitte d at the end of the course (10% of the total marks). â€Å"The law of Reflection: learning to pause allows growth to catch up with you. Up to 4 x Mini-Group Assignments. Working in teams is part and parcel of organizational life. As leaders, we are expected to lead a team of diverse individuals to achieve a common goal. Many times, we are also members of other teams. Hence being able to lead and willing to be led is an integral part of being a manager. These mini-team assignments are designed to allow participants to work together to achieve a common goal. Hopefully, they can apply the science of leadership and OB in the process and hone their leadership skills (20% of the total marks). The law of influence: the true measure of leadership is influence – nothing more, nothing less. † Final Examination. The examination will be an open-book exam of two and a half hours. Summary of Course Assessment and Requirements: B6018 Max pts Class Participation / Sharing 100 Class Qu izzes 100 Self Case Study (real life leadership/OB challenge) 100 Reflection paper/leadership journaling 100 Up to 4 x Mini-Group Assignments 100 Final examination (open-book) 100 Total 600 ? subject to changes by the instructor during the course % Final score 10 10 10 10 20 40 100 Leadership Develops Daily, not in a Day – John Maxwell 3 ASSESSMENT PLAN Learning Goal Course Learning Objectives Assessment Method -class Quizzes -Self Case Study -Reflection Paper min-group assignments -Open-book examination -Self Case Study -Reflection Paper mini-group assignments -Open-book examination -Peer assessments of the skills demonstrated during Mini-group assignments Acquiring Applying Knowledge To gain an understanding of various concepts of leadership and organisational behaviour, such that students can use the â€Å"most useful† concepts for their professional lives. Assessment Rubrics* Written Assignment Rubric Critical/Creative Thinking To show critical/creative thinking in the evaluation of written ideas and case examples about leadership/OB. Written Assignment Rubric Teamwork and interpersonal skills To improve students’ skills for working with others. Peer Assessment Rubric Leadership Develops Daily, not in a Day – John Maxwell 4 Written Assignment Rubric Criteria Acquiring knowledge and Critical Thinking Description This refers to the breadth and depth of understanding and analysis of the subject/content. Quality of answer assessed by well-considered and supported assertions, arguments, explanations, logic and inferences drawn from accurate interpretation and appropriate use/citation of literature. Range Poor Answer and/or literature cited do not address the question well. Answer is descriptive rather than analytical. Arguments are implicit rather than explicit. Logic and inferences are not clear. Average Answer and/or literature cited generally address the question. There is analysis and arguments but they are weak and broad. Arguments and logic are piece-meal and not integrated. Some issues are discussed adequately and others, less adequately. Minimum description of appropriate application of knowledge, experience and insights. Good Answer addresses the question directly. Literature is appropriately cited to support assertions and arguments. Writing is generally logical and integrated. Nonetheless, answer falls short of the highest standard in some ways, e. g. possible lines of assertion or argument may be missed or neglected. Well argued application of knowledge with clear and logical linkage to personal experience. Relevant insights and new ideas that have considered the practical constraints. Nonetheless, answer falls short of the highest standard in some ways, e. g. , lapses in one or more arguments, inadequate description. Excellent Answer addresses the question directly with breadth and depth. Literature is appropriately cited to support assertions and arguments. Writing is relevant, logical, and well integrated. Mark Awarded Application of knowledge and Creative thinking This refers to the appropriate application of knowledge and linkages to personal insights and experience. Creative insights and ideas are welcome when they are relevant and anchored to realistic/practical challenges. Inappropriate application of knowledge. Inadequate description of experience and insights. Little or no insights. Irrelevant or impractical ideas. Very well argued application of knowledge and boundaries, with clear and logical linkage to personal experience. Relevant insights and new ideas that have considered the practical constraints. Leadership Develops Daily, not in a Day – John Maxwell 5 Quality of Writing – clarity of expression Quality of Writing – Organization and Formatting This refers to how effectively arguments, ideas and thoughts put forth in the essay are communicated and comprises word usage, sentence usage, paragraphing and fluency of expression. This refers to the overall organization, integration and flow of the essay. Format following the submission guidelines and proper use of footnotes/endnotes; references and bibliography. Has difficulties expressing ideas. Expresses ideas fairly clearly and coherently. Expresses ideas fluently and eloquently. Expresses ideas very fluently and eloquently. Has some limitations organising the ideas and following submission guidelines. Satisfactorily organized. Integration and flow can be better. Some lapses in following submission guidelines. Well organized, integrated and flowing. Format follows guidelines almost completely. Very well organized, integrated and flowing. Format follows guidelines completely. Leadership Develops Daily, not in a Day – John Maxwell 6 Teamwork Interpersonal Skills Rubric (For Peer Rating) Learning Objective: The ability to work effectively with others in a group setting. Your ratings will not be revealed to your team members. Group Name: _______________________________________________ Name of Rater: ______________________________________________ Fill in your members’ names below and Rate on a scale of â€Å"1† to â€Å"6† for each trait Name1 Name2 Name3 Name4 Traits Roles and Responsibility Behaves professionally by upholding responsibility and assuming accountability for self and others in progressing towards the team’s goal. Communication Identifies appropriate mechanisms to coordinate and correspond with team members. Performance Scant Unclear about his/her own role; refuses to take a role in the group; insists to work individually and has limited coordination or communication with others. Evaluation: Scant 1 2 3 4 5 Scant Modes of communication are not appropriate, causing confusion and miscommunication among team members. Evaluation: Scant 1 2 3 4 Scant Does not recognize conflicts or is unwilling to resolve conflicts. Evaluation: Scant 1 Substantially Developed Always fulfills responsibilities; performs his/her role within the group with enthusiasm and demonstrates willingness to work collaboratively. Name5 6 Substantially Developed Substantially Developed Modes of communication are appropriate, and maintains timely communication and correspondence with team members. 5 6 Substantially Developed Substantially Developed Consistently resolves conflicts through facilitating open discussion and compromise. Conflict Resolution Resolves conflicts using a variety of approaches. Contributions Contributes positive input for the team; effectively utilizes one’s knowledge and expertise. 2 3 4 5 6 Substantially Developed Substantially Developed Actively attends and participates in all activities and provides meaningful contribution in articulating ideas and opinions. Scant Largely disinterested in working in a group and refuses to participate; observes passively or is unwilling to share information with other team members. Evaluation: Scant 1 2 3 4 Scant Rarely listens to others and does not acknowledge the opinions that differ from his/her own. 6 Substantially Developed Substantially Developed Engages in respectful relationships with all other members in the team. Embraces and accepts diverse points of view without prejudice. Relationship Maintains cooperative interaction with other team members regardless of individual /cultural differences and respects diverse perspectives. Evaluatio n: Scant 1 2 3 4 5 6 Substantially Developed Leadership Develops Daily, not in a Day – John Maxwell 7 Self Case Study The law of Pain: Good management of bad experiences leads to great growth. † Maxwell (2012) The objective of this individual assignment is to provide an opportunity for participants to learn from their experience at work or working with others by overlaying the concepts and theories covered during the course on the real life challenges. There are two parts to this individual assignment. a. Part 1. To be handed in on Week 3 of the course. The participants will describe some of the challenges/issues/problems about people’s behaviors they encountered at work or when working with people. As a guide, try to limit to not more than 3 challenges. Part 1 should not be more than 1500 words. Try to identify for yourself what you want to learn from this course which will be useful in helping you understand and deal with people you work with in an effective manner. While the list of questions below may not exhaustive, I hope it will help you identify some of the potential issues/problems/challenges you may want to consider: o Think about a conflict which has arisen with one of your co-workers o Do you or your company have any major problems in motivating your or its work force? o How effective is your work group? o Describe your relationship with your boss – do you find it satisfying/dissatisfying? Are there problems in the way in which people use power and influence in your company? o How is change brought about in your company? b. Part 2. The complete assignment is to be handed in during Week 10. In total, this should be no more than 4000 words. The assignment should have the following sections a. Part 1 i. Title of the case ii. Description of the case (from week 3) iii. Why it happened the way it did? iv. What was done about it? b. Part 2 i. Your own analysis of the situation ii. What theories, concepts and frameworks covered in LOB course that may be useful here? iii. Based on your analysis and the theories, concepts and frameworks highlighted, how should the case be resolved? iv. What is your biggest takeaway from this case as a leader? Leadership Develops Daily, not in a Day – John Maxwell 8 OTHER ADMINISTRATIVE MATTERS Late Submission of Assignments Penalties will be imposed for late submissions that are not supported with valid reasons. A penalty of 10 marks will be imposed for each day that the assignment is submitted late. For example, a mark of 65% would become 55% if the assignment is submitted a day late and 45% if it is two days late. In order to ensure equity, students are reminded to stay within the word limit set for each assignment. Academic Integrity Truth, Trust and Justice are at the core of NTU’s shared values. Good academic work includes to a very large extent, honesty and ethical behaviour. The quality of your work as a student is therefore subjected to adhering to principles of academic integrity and to the NTU Honor Code, a set of values shared by everyone in NTU. The content of assignments submitted for grading purposes must be that of your own. You should therefore be diligent in identifying and acknowledging the sources of information used in completing your work (full details must be provided in your reference section). If you feel that the use of the exact wordings from a reference source is the best way to present the ideas, then you must use quotation marks and acknowledge the source. If you choose to summarise the words from a reference, the source must also be acknowledged, as this is not an original piece of work from you. Submitted work must be your own effort and must not duplicate (in whole or in part) the work of others (including other students). As a student, the responsibility falls on you to be familiar with and to apply the principles of academic integrity in all the work you do at NTU. Hence you will need to proactively familiarise yourself with the strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion, cheating, etc. Detailed information can be obtained via the academic integrity website at http://academicintegrity. ntu. edu. sg. Pleading ignorance or claiming that one is unaware of the requirements for maintaining academic integrity does not excuse academic dishonesty. As members of the NTU family, this is a responsibility that students and faculty staff alike must uphold at all times. Use of edveNTUre (Blackboard) The edveNTUre system (Blackboard) will be used to facilitate the posting of assignments, course materials and announcements, as well as for interacting with your coursemates and myself. Do ensure that your personal particulars especially your hand-phone number (if you have one) is updated in edveNTUre. This will allow you to receive urgent messages e. g. change in timing for lessons, via SMS from me. Leadership Develops Daily, not in a Day – John Maxwell 9 Overview of Class Schedule Date Mar 13 Mar 20 Mar 27 Mar 3 April 10 April 17 April 24 April 2 May 8 May 15 May 22 May Topic Overview of Organizational Behaviour and Leadership Process Know Yourself: You as a leader (I) Know Yourself: You as a leader (II) Understanding Others: Your Followers (I) Understanding Others: Your Followers (II) Dialogue with A Group Executive Chairman Ov erview of Team Effectiveness Leadership in Teams Overview of Organizational Effectiveness Leadership in Organizations Conversation with a Leadership Coach Conclusion: Leadership in An Age of Uncertainty Leadership Develops Daily, not in a Day – John Maxwell 10 Leadership Is Having an Irrational Sense of Hope Essay Example Leadership Is Having an Irrational Sense of Hope Essay NANYANG BUSINESS SCHOOL MBA 2012-2013 TRIMESTER 1 B6018 LEADERSHIP AND ORGANIZATIONAL BEHAVIOR Course Coordinator/Instructor: Assoc. Prof Lim Beng Chong Office: S3-B2B-63 / E-mail : [emailprotected] edu. sg Class Schedule: Wed evenings 6:15pm 9:30 pm (or Saturday mornings 9:00 am -12:00 noon for extra/postponed sessions) Class Venue: NTU @ one-north SR 502 COURSE DESCRIPTION A leader is a man (woman) who has the ability to get people to do what they don’t want to do, and like it – Harry S. Truman (1954) Few organization and management issues have attracted as much interest and research work as leadership. From politics to the business world to military institutions, people are always searching for that someone, whom they called LEADER, to lead and inspire the people to achieve success or to bring about change. So what is leadership? There are many definitions of leadership in organizations. Almost every author of books has one. Bass (1990), after reviewing the literature, suggests that there are at least 12 different approaches to the definition. What is your definition of leadership? What type of leader are you? How can you be a better leader to your work team or organization? I hope you will begin to think about these questions as you embark on your leadership journey with me in this course. Essentially, effective leaders are those who can mobilize others to get extraordinary or exceptional things done in their work teams or organizations. In today’s organizations, managers are not only responsible for the planning, organizing and controlling functions in their work teams or organizations; they have to accomplish these goals by leading their people. We will write a custom essay sample on Leadership Is Having an Irrational Sense of Hope specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Leadership Is Having an Irrational Sense of Hope specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Leadership Is Having an Irrational Sense of Hope specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Hence, their success as managers is dependent on their ability to motivate and inspire others. In other words, being leaders of their people. From this perspective, success and failure as managers rest squarely on the ability of the managers to understand and manage people at work. Therefore, critical to leadership success is a good knowledge of managing people in organizations or a good grounding in the fundamentals of work behaviour in organizations. Given the above, this course will bring together the leadership literature and the insights on human nature at work from Organization Behaviour. The learning objectives are: †¢ Increase participants’ understanding of people at work as well as of organizations as complex systems by examining organizational behaviour at 3 levels: the individual (self and others), the work team and the larger organizational context. †¢ Increase participants’ understanding of leadership processes and how these are intertwined with an understanding of organizational behaviour. Develop participants’ repertoire of leadership capabilities through greater self-awareness a deeper understanding of the impact of their actions on others – and building leadership habits to better equip them to lead and take effective actions in today’s organizations. Leadership Develops Daily, not in a Day – John Maxwell 1 COURSE OUTLINE â€Å"The Law of Intentionality – Growth doesn’t just happen† Life is now in session. Are you present? Maxwell (2012) The appendix provides a summary of the topics that would be covered for each session. The approach to all sessions will be grounded on participation-centered learning and the course design includes a range of participation-centered activities such as case studies, group exercises and assignments, peer conversations, debates, self-reflection activities and talks by invited guest speakers. [See attached Course Outline table] READINGS PRE-CLASS PREPARATION The study of leadership and work behaviour, given its multidisciplinary nature, entails a fair amount of reading in preparation for the classes. Pre-class readings are essential and participants are expected to prepare the case studies or exercises prior to discussion in class. Two books have been prescribed and each covers different topics and levels of analysis. The relevant chapters for reading from each textbook and additional readings will be given in the detailed course outline. RECOMMENDED TEXTBOOKS IVANCEVICH, J. M. , KONOPASKE, R. and MATTESON, M. T. (2011). Organizational Behavior and Management 9th edition. McGraw – Hill Internation. New York. ULRICH, D. (2010). Leadership in Asia. McGraw-Hill OPTIONAL REFERENCES JOHN MAXWELL (2007). The 21 irrefutable laws of leadership. Thomas Nelson DANIEL LEVI (2007). Group Dynamics for Teams. 2nd edition. Sage Publication ROB GOFFEE and GARETH JONES (2006). Why should anyone be led by you? Harvard Business Press PARTICIPATION ASSESSMENT Class Participation/Sharing. The course is designed to provide ample opportunities for participants to contribute to the class learning by participating actively in the various class activities and by offering proactively their own experiences and insights for the benefits of other participants. This will constitute an important component of participants’ continuous assessment (10% of the total marks). â€Å"The law of Contribution – growing yourself enables you to grow others† – Maxwell (2012). Class Quizzes. Weekly seminars may commence with a short quiz to assess participants’ basic understanding of the concepts and key terms in the prescribed readings for that week. The purpose is to help participants develop a habit of continuous learning- a critical leadership habit. Hopefully, by the end of the course, participants will have built up a repository of knowledge on leadership and organizational behavior. Again, this will constitute another component of the participants’ Leadership Develops Daily, not in a Day – John Maxwell 2 continuous assessment (10% of the total marks). â€Å"the law of Consistency: motivation gets you going – Discipline keeps you growing. † Self Case Study (real life leadership/OB challenge). John McDonnell once said, â€Å"Every problem introduces a person to himself†. As a leader/manager, you are likely to encounter different types of work situations – both positive and negative. As leaders, we can make the mistake but not lose the lesson. Hence there is much to be learned from one’s experiences especially from less positive ones. The objective of this individual assignment is to provide an opportunity for participants to learn from their experience at work or working with others by overlaying the concepts and theories covered during the course on the real life challenges. (10% of the total marks). The law of Pain: good management of bad experiences leads to great growth. † Reflection PaperLeadership Journaling. As we embark on this learning journey together, I strongly encourage course participants keep a journal to note their reflections and thoughts throughout the course. These reflections and thoughts on leadership and organizational behaviour can form the basis for the reflection paper (less than 1000 words) to be submitte d at the end of the course (10% of the total marks). â€Å"The law of Reflection: learning to pause allows growth to catch up with you. Up to 4 x Mini-Group Assignments. Working in teams is part and parcel of organizational life. As leaders, we are expected to lead a team of diverse individuals to achieve a common goal. Many times, we are also members of other teams. Hence being able to lead and willing to be led is an integral part of being a manager. These mini-team assignments are designed to allow participants to work together to achieve a common goal. Hopefully, they can apply the science of leadership and OB in the process and hone their leadership skills (20% of the total marks). The law of influence: the true measure of leadership is influence – nothing more, nothing less. † Final Examination. The examination will be an open-book exam of two and a half hours. Summary of Course Assessment and Requirements: B6018 Max pts Class Participation / Sharing 100 Class Qu izzes 100 Self Case Study (real life leadership/OB challenge) 100 Reflection paper/leadership journaling 100 Up to 4 x Mini-Group Assignments 100 Final examination (open-book) 100 Total 600 ? subject to changes by the instructor during the course % Final score 10 10 10 10 20 40 100 Leadership Develops Daily, not in a Day – John Maxwell 3 ASSESSMENT PLAN Learning Goal Course Learning Objectives Assessment Method -class Quizzes -Self Case Study -Reflection Paper min-group assignments -Open-book examination -Self Case Study -Reflection Paper mini-group assignments -Open-book examination -Peer assessments of the skills demonstrated during Mini-group assignments Acquiring Applying Knowledge To gain an understanding of various concepts of leadership and organisational behaviour, such that students can use the â€Å"most useful† concepts for their professional lives. Assessment Rubrics* Written Assignment Rubric Critical/Creative Thinking To show critical/creative thinking in the evaluation of written ideas and case examples about leadership/OB. Written Assignment Rubric Teamwork and interpersonal skills To improve students’ skills for working with others. Peer Assessment Rubric Leadership Develops Daily, not in a Day – John Maxwell 4 Written Assignment Rubric Criteria Acquiring knowledge and Critical Thinking Description This refers to the breadth and depth of understanding and analysis of the subject/content. Quality of answer assessed by well-considered and supported assertions, arguments, explanations, logic and inferences drawn from accurate interpretation and appropriate use/citation of literature. Range Poor Answer and/or literature cited do not address the question well. Answer is descriptive rather than analytical. Arguments are implicit rather than explicit. Logic and inferences are not clear. Average Answer and/or literature cited generally address the question. There is analysis and arguments but they are weak and broad. Arguments and logic are piece-meal and not integrated. Some issues are discussed adequately and others, less adequately. Minimum description of appropriate application of knowledge, experience and insights. Good Answer addresses the question directly. Literature is appropriately cited to support assertions and arguments. Writing is generally logical and integrated. Nonetheless, answer falls short of the highest standard in some ways, e. g. possible lines of assertion or argument may be missed or neglected. Well argued application of knowledge with clear and logical linkage to personal experience. Relevant insights and new ideas that have considered the practical constraints. Nonetheless, answer falls short of the highest standard in some ways, e. g. , lapses in one or more arguments, inadequate description. Excellent Answer addresses the question directly with breadth and depth. Literature is appropriately cited to support assertions and arguments. Writing is relevant, logical, and well integrated. Mark Awarded Application of knowledge and Creative thinking This refers to the appropriate application of knowledge and linkages to personal insights and experience. Creative insights and ideas are welcome when they are relevant and anchored to realistic/practical challenges. Inappropriate application of knowledge. Inadequate description of experience and insights. Little or no insights. Irrelevant or impractical ideas. Very well argued application of knowledge and boundaries, with clear and logical linkage to personal experience. Relevant insights and new ideas that have considered the practical constraints. Leadership Develops Daily, not in a Day – John Maxwell 5 Quality of Writing – clarity of expression Quality of Writing – Organization and Formatting This refers to how effectively arguments, ideas and thoughts put forth in the essay are communicated and comprises word usage, sentence usage, paragraphing and fluency of expression. This refers to the overall organization, integration and flow of the essay. Format following the submission guidelines and proper use of footnotes/endnotes; references and bibliography. Has difficulties expressing ideas. Expresses ideas fairly clearly and coherently. Expresses ideas fluently and eloquently. Expresses ideas very fluently and eloquently. Has some limitations organising the ideas and following submission guidelines. Satisfactorily organized. Integration and flow can be better. Some lapses in following submission guidelines. Well organized, integrated and flowing. Format follows guidelines almost completely. Very well organized, integrated and flowing. Format follows guidelines completely. Leadership Develops Daily, not in a Day – John Maxwell 6 Teamwork Interpersonal Skills Rubric (For Peer Rating) Learning Objective: The ability to work effectively with others in a group setting. Your ratings will not be revealed to your team members. Group Name: _______________________________________________ Name of Rater: ______________________________________________ Fill in your members’ names below and Rate on a scale of â€Å"1† to â€Å"6† for each trait Name1 Name2 Name3 Name4 Traits Roles and Responsibility Behaves professionally by upholding responsibility and assuming accountability for self and others in progressing towards the team’s goal. Communication Identifies appropriate mechanisms to coordinate and correspond with team members. Performance Scant Unclear about his/her own role; refuses to take a role in the group; insists to work individually and has limited coordination or communication with others. Evaluation: Scant 1 2 3 4 5 Scant Modes of communication are not appropriate, causing confusion and miscommunication among team members. Evaluation: Scant 1 2 3 4 Scant Does not recognize conflicts or is unwilling to resolve conflicts. Evaluation: Scant 1 Substantially Developed Always fulfills responsibilities; performs his/her role within the group with enthusiasm and demonstrates willingness to work collaboratively. Name5 6 Substantially Developed Substantially Developed Modes of communication are appropriate, and maintains timely communication and correspondence with team members. 5 6 Substantially Developed Substantially Developed Consistently resolves conflicts through facilitating open discussion and compromise. Conflict Resolution Resolves conflicts using a variety of approaches. Contributions Contributes positive input for the team; effectively utilizes one’s knowledge and expertise. 2 3 4 5 6 Substantially Developed Substantially Developed Actively attends and participates in all activities and provides meaningful contribution in articulating ideas and opinions. Scant Largely disinterested in working in a group and refuses to participate; observes passively or is unwilling to share information with other team members. Evaluation: Scant 1 2 3 4 Scant Rarely listens to others and does not acknowledge the opinions that differ from his/her own. 6 Substantially Developed Substantially Developed Engages in respectful relationships with all other members in the team. Embraces and accepts diverse points of view without prejudice. Relationship Maintains cooperative interaction with other team members regardless of individual /cultural differences and respects diverse perspectives. Evaluatio n: Scant 1 2 3 4 5 6 Substantially Developed Leadership Develops Daily, not in a Day – John Maxwell 7 Self Case Study The law of Pain: Good management of bad experiences leads to great growth. † Maxwell (2012) The objective of this individual assignment is to provide an opportunity for participants to learn from their experience at work or working with others by overlaying the concepts and theories covered during the course on the real life challenges. There are two parts to this individual assignment. a. Part 1. To be handed in on Week 3 of the course. The participants will describe some of the challenges/issues/problems about people’s behaviors they encountered at work or when working with people. As a guide, try to limit to not more than 3 challenges. Part 1 should not be more than 1500 words. Try to identify for yourself what you want to learn from this course which will be useful in helping you understand and deal with people you work with in an effective manner. While the list of questions below may not exhaustive, I hope it will help you identify some of the potential issues/problems/challenges you may want to consider: o Think about a conflict which has arisen with one of your co-workers o Do you or your company have any major problems in motivating your or its work force? o How effective is your work group? o Describe your relationship with your boss – do you find it satisfying/dissatisfying? Are there problems in the way in which people use power and influence in your company? o How is change brought about in your company? b. Part 2. The complete assignment is to be handed in during Week 10. In total, this should be no more than 4000 words. The assignment should have the following sections a. Part 1 i. Title of the case ii. Description of the case (from week 3) iii. Why it happened the way it did? iv. What was done about it? b. Part 2 i. Your own analysis of the situation ii. What theories, concepts and frameworks covered in LOB course that may be useful here? iii. Based on your analysis and the theories, concepts and frameworks highlighted, how should the case be resolved? iv. What is your biggest takeaway from this case as a leader? Leadership Develops Daily, not in a Day – John Maxwell 8 OTHER ADMINISTRATIVE MATTERS Late Submission of Assignments Penalties will be imposed for late submissions that are not supported with valid reasons. A penalty of 10 marks will be imposed for each day that the assignment is submitted late. For example, a mark of 65% would become 55% if the assignment is submitted a day late and 45% if it is two days late. In order to ensure equity, students are reminded to stay within the word limit set for each assignment. Academic Integrity Truth, Trust and Justice are at the core of NTU’s shared values. Good academic work includes to a very large extent, honesty and ethical behaviour. The quality of your work as a student is therefore subjected to adhering to principles of academic integrity and to the NTU Honor Code, a set of values shared by everyone in NTU. The content of assignments submitted for grading purposes must be that of your own. You should therefore be diligent in identifying and acknowledging the sources of information used in completing your work (full details must be provided in your reference section). If you feel that the use of the exact wordings from a reference source is the best way to present the ideas, then you must use quotation marks and acknowledge the source. If you choose to summarise the words from a reference, the source must also be acknowledged, as this is not an original piece of work from you. Submitted work must be your own effort and must not duplicate (in whole or in part) the work of others (including other students). As a student, the responsibility falls on you to be familiar with and to apply the principles of academic integrity in all the work you do at NTU. Hence you will need to proactively familiarise yourself with the strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion, cheating, etc. Detailed information can be obtained via the academic integrity website at http://academicintegrity. ntu. edu. sg. Pleading ignorance or claiming that one is unaware of the requirements for maintaining academic integrity does not excuse academic dishonesty. As members of the NTU family, this is a responsibility that students and faculty staff alike must uphold at all times. Use of edveNTUre (Blackboard) The edveNTUre system (Blackboard) will be used to facilitate the posting of assignments, course materials and announcements, as well as for interacting with your coursemates and myself. Do ensure that your personal particulars especially your hand-phone number (if you have one) is updated in edveNTUre. This will allow you to receive urgent messages e. g. change in timing for lessons, via SMS from me. Leadership Develops Daily, not in a Day – John Maxwell 9 Overview of Class Schedule Date Mar 13 Mar 20 Mar 27 Mar 3 April 10 April 17 April 24 April 2 May 8 May 15 May 22 May Topic Overview of Organizational Behaviour and Leadership Process Know Yourself: You as a leader (I) Know Yourself: You as a leader (II) Understanding Others: Your Followers (I) Understanding Others: Your Followers (II) Dialogue with A Group Executive Chairman Ov erview of Team Effectiveness Leadership in Teams Overview of Organizational Effectiveness Leadership in Organizations Conversation with a Leadership Coach Conclusion: Leadership in An Age of Uncertainty Leadership Develops Daily, not in a Day – John Maxwell 10