Term Paper on "Management Development Process Has Been Adopted"
Term Paper 16 pages (4207 words) Sources: 7
[EXCERPT] . . . .
management development process has been adopted in the public and private sectors for the enhancement and development of the new managers and professionals. The enhancement program was adopted and implemented in the Internal Revenue Service which is a public sector agency. The agency has implemented 'the principles of Total Quality Management', in this regard, 'the Richmond District enhanced the program that was conducted in other offices by using the Myers-Briggs Type Indicator and the Adjective Check List'. The process adopted by the Internal Revenue Service was fabricated to 'identify those interested in managerial positions', not every staff has the potential to be the manager, therefore the experience factor was given dilute consideration against the motivation and leadership qualities of the interested professionals'. The objective of such exercise was to 'provide an opportunity for non-managerial employees to learn about themselves and about the organization's expectations for managers'. The programs initiated by the organization focused on the personal capabilities of the participant, and the methodology was adopted so as to explore the suitable and diversified background and mentalities of the professionals. The question relevant to the personal information, experience, objective, development of the organization, and several case studies were offered to brainstorm the participants. The focus of the exercise was to ensure the enhancement of the managerial and professional expertise of the participants, for that purpose, the exercises 'enabled the participants to assess their values, managerial styles and attitudes, and career interests' (Hayes, 1988). The management oriented sessions and seminars have undoubtedlyContinue scrolling to
led the potential participants to realize their potential and capabilities to the fullest, and for that purpose the attribute of decision making was focused, and the evaluation and discussion process was narrowed to that spectrum.download full paper ⤓
Role & Responsibilities
The organization usually assigns the managerial responsibilities to the employees of various divisions, keeping in view the difference of area of specialization of the employees. The organization offers employment positions i.e. 'accountants, position classification and labor relations specialists, fiscal analysts, training and development specialists, criminal investigators, taxpayer assistors' (Welch, 2001), in all such respective departments the managerial skills are required to ensure the performance improvement and management development. The Internal Revenue Service has performed required exercises and reviews which has led to the identification of 'twenty one generic skills that managers need, these twenty one skills are divided into four categories: interpersonal skills, analysis and decision making skills, managing systems and organizations, and understanding operations'. The Myers-Briggs Type Indicator and Adjective Check List incorporate the self-assessment relevant to the interpersonal skills category which encompasses, 'self-awareness, understanding individuals and groups, and communications' (Welch, 2001). The scheme has converged the interpersonal skills and managerial skills, and the influence of the respective aspects has been monitored. The Myers-Briggs Type Indicator and the Adjective Check List has been a source of insight for the participants which have helped these participants to resolve their respective concerns having relevance to the career development process. The techniques have relevance towards the leadership and career development processes. The Myers-Briggs Type Indicator was designed as per conclusion of the Carl Jung's Psychological Type. The Myers-Briggs Type Indicator has enabled the participants to concentrate and focus upon managerial skills and leadership qualities, and 'the assessment of their preferences with regard to judging and perceiving' (Jaques, 1989).
Techniques & Indicators
The findings and the results derived from the Myers-Briggs Type Indicator helped the organization in the better understanding of the reaction of the employees to different situation, and such indication was taken as to evaluate the managerial potential and capabilities of the employees. The participants were also encouraged to focus over the areas and topics given extreme consideration during the session so as to learn and apply the suitable teaching where applicable. The Adjective Check List has been another exercise through which the participants can describe and judge their capabilities and potential, which led the participants to the better understanding of themselves. Such techniques have boosted the morale and confidence level of the employees, and have been responsible for the active participation of the employees within their limits and authority. The organization has adopted the principles of the Total Quality Management, which were aimed at the nourishment of the employees in wide areas including, 'top-management leadership and support, focus on the customer, employee training and recognition, and employee empowerment and teamwork' (Hampton, 1987). The core purpose of such performance and managerial enhancement programs were useful in the assessment of the 'congruence between the employees' characteristics and the needs of the total quality organization' (Welch, 2001).
The organization has stressed over the implementation of the Total Quality Management, which is an initiative towards the adoption of the 'management-driven philosophy', as per which every member of the organization is liable and encouraged to understand and review the organizational mission, which will eventually result in the improvement of the work conducted within the organization, and will result in the customer satisfaction. The Total Quality Management originated in the 'private sector where organizations' outputs were tangible products and organizations' motivations included maximizing profit', therefore in the case of the public organization, the implementation of the Total Quality Management is restricted to those particular organizations that 'have service as outputs'. It is important to recall that the employees, 'who value opportunities to advance their careers, are motivated if they believe that quality performance will facilitate career advancement', furthermore, the employees who 'believe that there are opportunities for them to advance their careers in an organization also tend to be more satisfied there' (Hamel, 2000).
The nature of the job, and the environment offered by the organization has always develop interest in the managers, and several other professionals, because such conducive professional atmosphere provides the professional with an opportunity and hope to apply and implement their thoughts in suitable and best possible manner, aimed at the development of the organization. The contribution from an employee towards an organization can neither be requested nor forcibly retrieved; rather it is the professional environment which supports professionalism which will eventually result in the revelation of the possible skills and leadership qualities, and related contribution from the employees within their limited and restricted capacity (Hirsh, 1987).
The responsibility of the managers has been to maximize output from available resources, and for that purpose perfection shall lie in the inputs and the vulnerable forces. In this regard, the element of perfection meant for the professional shall be descriptive, and for that purpose the clarity of the responsibilities and the understanding of the operations and objectives of the organizations shall be fully realized. In this regard, the selected terms relevant to the job design and work organization shall be fully defined and explained, and the aspects relevant to the application of the traditional approach towards the job design and work organization shall be fully examined and reviewed. The alternative forces shall be described and elaborated which counter the cognizance of needs of the employees, for that purpose the organization shall encourage the generation of proposals and ideas which shall be reviewed and debated, so that the optimized version of the ideas and recommendations can be extracted. The organization further needs to stress over the significance of the adaptability which shall be practiced by the employees on need basis, so that productivity benefit shall be achieved. All such factors are essential and are likely to contribute towards the professional development of the employees which will eventually result in the enhancement of the performance (Nadler, 1998).
EMPLOYEES to BE CONSIDERED as an INVESMTMENT
The employees of the organization is the major investment which the management can avail without insecurity or capital, it is the employees who generate momentum towards the functioning of the organization and the profitability of the organization can be protected and ascertained through strong employee relations. The relationship between the employers and employees, and employees are crucial, and contribute massively towards the smooth and stable functioning of the organization. The relationship between these associates can be fostered through different schemes, initially the management should provide good opportunities to these parties to discuss, and this will eventually create a bridge of understanding, which will alter facilitate their professional expertise and concerns, which in return will lure stability for the company. The improvement of the employee relation can be achieved at different platforms within an organization, for any small issue which although can be resolved easily, should be sorted out by arranging a mutual forum of discussion between the employees, to be monitored by the employers, such a platform will bridge harmony and understanding among the workforce. The competitive schemes of financial rewards and benefits should be launched to encourage active participation of the employees in these exercises, therefore simultaneously not only the focus of the employees can be achieved, but focus of the entire workforce can be gathered, which will result in the ultimate and timely increase of their motivational level.
Problem Resolution
The given reforms are mandatory to ensure that the qualitative outcomes are achieved through relevant exercises related to any organization.… READ MORE
Quoted Instructions for "Management Development Process Has Been Adopted" Assignment:
“RESEARCH PAPER
This assignment requires you to review the current academic literature on one of the topics covered in class. The paper should be technical in nature, focusing on factual research results along with technical recommendations for management. The paper should not focus on problem identification or definitions, but on solutions and recommendations. This is not a review of individual articles but a review of the literature similar to the term papers written in other classes. The finished product looks like an article from the Academy of Management Review or the literature review section of a research article.
The paper should include a thorough literature review and a discussion of the practical implications of the information. The paper should be at least 15 pages long (double spaced, 1***** margins, Times New Roman font, 12 pt.), excluding the title page, abstract and bibliography. At lease one third of the paper, a separate section, should be your interpretation of the information, practical implication, recommendations, and conclusion. You must also follow proper procedures for citing the work of others. You may want to use the American Psychological Association style manual for this purpose.
You must use only articles from academic journals (at least 7 articles) which includes: Personnel Psychology, Journal of Management, Academy of Management Review, Academy of Management Journal, and Journal of Applied Psychology. A partial list of academic and practitioner journals follows to the research assignment sheet. It is the student*****s responsibility to insure that all reference materials meet the academic journal requirements. If you are not sure, ask.
You cannot use book reviews in the academic journals or information from an internet site. You may obtain the information over the internet but it must be from academic journals.
I will grade the papers on content, presentation (spelling, grammar, format, etc.), logic, and degree of original analysis.
I will not accept any paper that does not site at least seven academic articles, meet the page requirements, include a separate section with personal views and recommendations, or reflect graduate level work. I will not accept any paper that includes plagiarism or excessive quotes, representing more that 15% of the paper. You will receive a 0% for the paper. If you have any doubts contact me. You must have your articles for the literature review before the second weekend and have me review them.
Students are expected to be familiar with the professional literature in their fields of study. The professional journals are the most immediate and direct communication link between the researcher and the practicing manager.
A. Research-Orientated (Academic) Journals. These journals contain articles that report on original research. Normally these journals contain either sophisticated writing and quantitative verifications of the authors findings or conceptual models and literature reviews of previous research. You may use articles from these journals or any law review article. You may not use book reviews or information from the internet. You may use additional research ***** articles if you have them approved prior to the due date.
Academy of Management Journal
Academy of Management Review
Administrative Science Quarterly
American Behavioral Scientist
American Journal of Psychology
American Psychologist
American Sociological Review
Annual Review of Psychology
Applied Psychology: An International Review
Behavior Science Research
Behavioral Science
British Journal of Industrial Relations
Cognitive Studies
Croup and Organization Studies
Decision Science
Educational & Psychological Measurement
Employee Responsibility and Rights Journal
Human Organization
Human Performance
Human Relations
Human Resource Management Review
Human Resource Planning
Industrial & Labor Relations Review
Industrial Relations
Interfaces
Journal of Abnormal Psychology
Journal of Applied Behavior Analysis
Journal of Applied Behavioral Science
Journal of Applied Business Research
Journal of Applied Communication
Journal of Applied Psychology
Journal of Applied Psychology
Journal of Applied Social Psychology
Journal of Business
Journal of Business and Psychology
Journal of Business Communications
Journal of Business Research
Journal of Clinical Psychiatry
Journal of Communications
Journal of Counseling Psychology
Journal of Experimental Social Psychology
Journal of Industrial Relations
Journal of International Business Studies
Journal of Labor Economics
Journal of Law Economics and Organization
Journal of Management
Journal of Management Issues
Journal of Management Studies
Journal of Occupational and Organizational Psychology
Journal of Occupational Psychology
Journal of Organizational Behavior
Journal of Personality and Social Psychology
Journal of Political Economics
Journal of Social Behavior and Personality
Journal of Social Issues
Journal of Social Psychology
Journal of Vocational Behavior
Labor History
Labor Law Journal
Labor Relations Yearbook
Labor Studies Journal
Management Science
Managerial Auditing Journal
New York Law Journal
Occupational Psychology
Organizational Behavior and Human Decision Processes
Personnel Psychology
Psychological Bulletin
Psychological Review
Psychology Monographs
Public Personnel Management
Social Forces
Social Science Research
Sociology Perspective
Sociometry
Work and Occupations
Management ***** (Practitioner) Journals. These journals generally cover a wide range of subjects. Articles in these normally are aimed at the practitioner and are written to interpret, summarize, or discuss past, present and future research and administrative applications. Not all the articles in these journals are management-*****. You CANNOT use these for your paper.
Academy of Management Executive
Administrative Management
Advanced Management Journal
American Medical News
American Business Review
American Economic Review
Arbitration Journal
Australian Journal of Management
Business
Business and Social Review
Business Horizons
Business Monthly
Business Quarterly
California Management Review
Canadian Manager Columbia Journal of World Business
Chicago Daily Law Bulletin
Compensation and Benefits Review
Construction Management and Economics
Cornell Hotel and Restaurant Administration Quarterly
Corporate Counsel's Quarterly
Directors and Boards
Employee Benefits Journal
Employee Development Bulletin
Employee Relations Law Journal
Employment Decisions Practices
Employment Relations Today
Enterpreneurship Theory and Practice
Federal Times
Forbes
Fortune
Harvard Business Review
Health Care Management Review
Hospital & Health Services Administration
HR Magazine
Human Behavior
Human Resource Executive
Human Resource Management
Human Resources Management International Digest
INC.
Industry Week
International Management
IRS Employment Review
Journal of American Academy of Business
Journal of Business Strategy
Journal of Pension Planning
Long-Range Planning
Manage
Management Consulting
Management Decision
Management Planning
Management Review
Management Solutions
Management Today
Management World
Managers Magazine
Michigan State University Business Topics
Monthly Labor Review
Nation*****s Business
National Productivity Review
Organizational Dynamics
Pension World
Personnel
Personnel Journal
Personnel Management
Psychology Today
Public Administration Review
Public Opinion Quarterly
Research Management
SAM Advanced Management Journal
Security Management
Sloan Management Review
Supervision
Supervisory Management
The Los Angeles Daily Journal
The Tax Advisor
Training
Training and Development Journal
Working Women
Plagiarism:
A Brief Overview
Kirsten Fleming
Associate Professor
of Mathematics
August, 1998
CENTRAL MICHIGAN UNIVERSITY
Plagiarism: A Brief Overview
Plagiarism is the intentional or unintentional use of the work of another without proper acknowledgment.
You may be aware that reproducing the published words of another without acknowledging the source of the words is plagiarism; however, you might be unaware of the scope of the concept of plagiarism. The term plagiarism applies not only to the published word, but also to unpublished materials, the spoken word, opinions, theories, pictures, graphs, and statistics. In fact, plagiarism might occur at any time when the material of another is being used, regardless of the source or format of the material. An example of a situation in which unintentional plagiarism can easily occur is when students work together, formally or informally, on a class assignment. If you do collaborative work with other students and then use their ideas or material in the work you submit, you must credit the work of the other students. If you do not properly acknowledge that you have incorporated the work of other students into your materials, you are guilty of plagiarism.
In addition, you might not appreciate that plagiarism is not limited to copying verbatim from a source but also occurs when you paraphrase the work of another.
The sole exception to the rule that all materials being used must be properly acknowledged is if the material being used is common knowledge. Information and ideas that appear in many places or that are readily available to anyone would be regarded as common knowledge. You may not know what is common knowledge in your discipline. When in doubt, err on the side of citing your source.
The appropriate method of acknowledging source materials varies from discipline to discipline and from instructor to instructor. References to source materials might be given in footnotes, endnotes, a bibliography together with pointers in the text indicating where and which bibliographical item was used, or possibly in the body of your text. You should talk to your instructors about their requirements for properly acknowledging sources.
Types of Plagiarism
If you use a sentence (or sentences), a phrase (or phrases) or possibly even a single word (if the word is unique or newly coined) lifted directly from a source, you must enclose the sentence (phrase or word) in quotation marks and you must cite the source of the material. Otherwise you are committing plagiarism. In general, direct quotes should be used sparingly and only when the wording of the source material is particularly effective or salient. Quotations should not be used as a mechanism for avoiding the often challenging task of expressing ideas in your own words.
Although not word-for-word copying, the reproduction of source material in which the basic structure is unchanged but in which you substitute synonyms for certain words or in which the structure is rearranged is considered plagiarism, even if you cite the source. Use your own words; avoid paraphrasing. Not only will this assure you avoid this form of plagiarizing, but it will also allow you to demonstrate that you truly understand the concepts you are discussing.
Although many students recognize and carefully avoid the forms of plagiarism just described, they are sometimes unaware that using the ideas, opinions, findings, or theories of another is also plagiarism unless the source is given credit. Therefore, it is imperative that you credit your source whenever you use the ideas, opinions, findings, or theories of another, even when you are expressing them in your own words.
To repeat: any use of words taken directly from the source should be placed in quotation marks and you should cite the source. Avoid paraphrasing or using slight variations in the language. Even if you are not using direct quotes, you must cite the source when you are using ideas and information contained in the source material unless the ideas are common knowledge.
In order to help you understand what constitutes plagiarism, consider the following text written by Fleming in 1998:
An attribute of high-quality education is, most certainly, the quantity of knowledge conveyed to, and learned by, a student. In addition to possessing a good knowledge base, a student who has been fully educated should be able to: communicate effectively; apply critical thinking skills; and adapt to unanticipated circumstances.
Now consider four excerpts from (fictitious) student papers where the above original text was used as a source. Each excerpt is followed by a discussion of whether, and how, the excerpt exhibits plagiarism.
Excerpt 1: A characteristic of a good education is, most certainly, the amount of information conveyed to, and assimilated by, a student. As well as having a broad knowledge base, a student who has been completely educated should be able to: speak well; use critical thinking skills; and adapt to unforeseen circumstances (Fleming, 1998).
Comment: Even though the source is cited, this is quite clearly plagiarism. A number of words have been replaced by synonyms but the underlying structure of the original statement is unchanged. In addition, the sense of the original statement is not fully preserved the ability to communicate effectively is not the same as the ability to speak well.
Excerpt 2: A student who has been fully educated should be able to: apply critical thinking skills; communicate effectively; and adapt to unanticipated circumstances. Although an attribute of high-quality education is, most certainly, the quantity of knowledge conveyed to, and learned by, a student, the possession of a good knowledge base does not constitute a complete education (Fleming, 1998).
Comment: Again the source is cited, but this is still plagiarism. The original statement has simply been rearranged but still consists of the original authors words.
Excerpt 3: There are many different ideas of what makes a high-quality education. Most people believe that an important attribute of a high-quality education is the quantity of knowledge conveyed to, and learned by, a student. However, it is also believed that the tangible skills and knowledge gained from education do not constitute a complete education. A complete education must also give a student the ability to communicate effectively; apply critical thinking skills; and adapt to unanticipated circumstances.
Comment: This is still plagiarism. The ideas being conveyed in this version are unattributed. Even if the ideas were properly credited, this would still be plagiarism since the text borrows phrases from the original. The borrowed phrases should be placed in quotation marks or, preferably, where possible the ideas should be expressed in words other than the original authors.
Excerpt 4: There are many different ideas of what makes a high-quality education. An important part of a good education is that a student gain a significant body of knowledge and also that the student master the tangible skills appropriate to their discipline. However, it is also believed that the tangible skills and knowledge gained from education do not constitute a complete education. Fleming (1998) believes that a complete education must also give a student the ability to: communicate effectively; apply critical thinking skills; and adapt to unanticipated circumstances (p. 2). A student should also leave college with the ability to work successfully with other people as well as independently.
Comment: This is not plagiarism. The ideas being conveyed in this text are attributed and the phrases lifted from the original text are enclosed in quotation marks.
Avoiding Plagiarism
When using source materials in your work, you should:
*****¢ Express the ideas, facts, etc. in your own words.
*****¢ Ensure that the information being conveyed accurately reflects the original material.
*****¢ Place the spoken or written words of another person in quotation marks.
*****¢ Cite the source material using the format appropriate to your discipline. If you are unsure as to whether a source should be cited, then err on the side of including a citation.
Recommended References
You might want to consult the following books for further information on avoiding plagiarism and for in depth advice on scholarly writing.
Chicago Manual of Style (14th ed.). (1993). Chicago: University of Chicago Press.
Crews, F. (1991). The Random House Handbook (6th ed.). New York: McGraw Hill.
Gibaldi, J. (1998). MLA Style Manual & Guide to Scholarly Publishing (2nd ed.). New York: Modern Language Association of America.
Hacker, D. (1994). The Bedford Handbook for *****s (4th student ed.). Boston: Bedford Books.
Turabian, K. L., Grossman, J., & Bennett, A. (1996). A Manual for *****s of Term Papers, Theses, and Dissertations (6th ed.). Chicago: University of Chicago Press.
A Final Caution
Claiming *****I*****ve always written papers this way and no one ever told me it was wrong***** is no defense for plagiarism. Perhaps you have been lucky until now. The only way to ensure you do not get caught plagiarizing is to avoid it. The penalties are very severe.
Sources
In preparing this document, the following web pages were used
http://www.hamilton.edu/academics/resource/wc/AvoidingPlagiarism.html
http://www.indiana.edu/~wts/wts/plagiarism.html
http://nlu.nl.edu/ace/Guidelines.html
http://sja.ucdavis.edu/SJA/plagiarism.html
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