Article Review of Organizational Culture Essay Example for Free

Article Review of Organizational Culture Essay It was not expected that the hierarchical model would be dominant given the previous attempt to change the culture. The altruistic values of those surveyed indicated they are committed to social development and public interests and are most comfortable with a hierarchical dominate culture. The sample size of 530 participants obtained from the Public Sector Directory was an adequate size. All of the executives in the directory were included in the survey, which suggests a less than random selection process for the final candidates. However, the six varied departments selected represented central coordination, infrastructure provision and social services. Although an almost two to one ratio of male to female employee responses were utilized, none of the demographic variables collected in section C of the three part survey affected the perceptions of the current culture. Sections A and B of the survey gathered information on character, managers, cohesion, emphases and rewards. Results indicated that Departments A – D preferred the internal process or group culture. Department E preferred the internal process model, but it was equally comfortable with rational goal model indicating goal fulfillment was a requirement. Department F results indicated a comfort level with the rational goal model most likely due to their interactive responsibilities with other departments. Forcing change from a formalized, rules and rewards based culture to a more flexible, decentralized culture could create individual-organization value conflict resulting in stress. Of the population surveyed only 191, 36%, was usable and the male respondents outnumbered the female respondents nearly 3 to 1. The survey, divided into three sections dealing with perceptions of the current culture, respondent ideal culture, and demographic information. The survey reviled 4 out of 6 public sector departments in the study held to the traditional model. The findings also suggest organizational culture is driven at the non-managerial employee level and the deeply embedded cultural values can’t be forced any form of management. The article mentions the constant state of transition is the Queensland government over a twenty year period; employees may value the stability and predictability of the traditional bureaucratic model. Base on the research and finding in the article, culture change must target the organization at the non-managerial level in order for the culture change to be effective. In order for Queensland traditionally bureaucratic organizations to embrace high performing teams, the change must address the needs of the driving force of the traditional model culture; the non-managerial employees. In forming high performing teams for the Queensland public sector, it is important to investigate the factors/components of those teams. Also, because most teams are unique in their goals and focus, there is no off the shelf solution for all teams (Davenport, 2001) and that there is no singular, uniform measure of performance effectiveness for groups (Guzzo and Dickson, 1996. p. 309). By creating a customized plan for transitioning, Queensland public sector can move from a control hierarchical organizational culture to a culture of change, flexibility, and productivity. The Queensland public sector was managed for so many decades using the top down management that the culture of the organizations productivity depended on it. The results of the study can be supported by the need for stability which can only be changed by small adjustment to small changes (Bhide 2010). The culture of the organization is controlled by political authority, so it was not surprising that a hierarchical process model was so deeply rooted in to the essence of the government employees who understood the leadership values (Goodwin and Neck, 1998). Organizations lack of understanding of their members caused employees to be less adaptable to change, and with that less productive. Employees will move to do only their specific functions and only respond to the tasks directed by their manager, which is contradicting to the desired results of flexibility, and supports the article results (Miller S 2009). â€Å"Beyond top-down and bottom-up work redesign†, explains â€Å"Authority is traditionally conceptualized as hierarchical†, but the informal authority operates day to day work of organizations. This proved to be true for the Queensland public sector with few exceptions such as a high commitment to the rules and the attention to details. These changes have also been achieved on a federal level with similar setbacks who still managed to overcome the existing dominant culture (189). Just because the organization is not dominated by the â€Å"new managerialist thinking† as stated in â€Å"Organisational culture in the public sector† article, Sting and Loch explain that this does not mean that there is not a need for a â€Å"bottom-up participation† which was part of the work environment before the values of the employees were, in a way, forced to be changed for unexplained reasons to them. As a result of such, this did cause setbacks in the cultural change that was attempted. Changing the value of a large group of people within the company is next to impossible when it’s so closely tied to their private beliefs such as the members of the Queensland public sector. In order to move from a hierarchical process model of an organization to a more flexible and change oriented one, organizations must first understand their employees preferred organizational structure, and then create a corporate culture which employees can slowly get accustom to. In the case of six organizations in the Queensland public sector, the transformation required a culture change from the â€Å"Mechanistic† to ‘Organic† organizational structure and this should have been done very slowly only after understanding the values of those involved. One easy way to get this information is to have employees perform a self-assessment. Because â€Å"a corporate culture is influenced by the industry in which the organization operates†, outside factors such as political control have to be considered in a path taken to change employees assumptions, values, and artifacts (McGraw-Hill Companies, 2002-2009). Before an organization can move from a hierarchical process to a more flexible one employees must understand the benefits of shifting their culture from â€Å"control† to â€Å"performance†, where their input is valued. Through our research and critical analysis of the six organizations in the Queensland public sector, it is evident to us that the paradigm public organizations are functioning in will not change easily. Though the employees have to be able to accept change and shift, employers must understand that the need to create an environment that fosters a corporate cultural environment is vital. Change is inevitable but a positive response to the change is not. Without the strategic planning of organizational leaders, we will continue to see results like we saw with the six organizations in Queensland; the entire organization has to be a part of the implementation, intimately, in order for it to be effective. Unfortunately, when employees of any organization settle for the â€Å"norm,† they will not only resist change but they will fear it.

Cato the Elder and Julius Caesar Essay -- Roman History

The Roman Republic's most memorable men are Cato the Elder and Julius Caesar. Each man gained unfathomable power over the greatest nation of the world for its time. Our world today continues to feel the affects of Caesar, who developed the modern day calendar system (Suet. Caesar, 40). Both men changed Rome and added to its rich and nobel history. Ancient biographers, Plutarch and Suetonius, give insightful glimpses into to the lives of Cato and Caesar, and what formed them into history makers. Through careful analysis of Cato and Caesar's biographies, it becomes apparent that they shared similar skills and values that vaulted them to the top of Roman society. However, they were strikingly different in how they used their skills and lived their lives. Although the lives of Cato and Caesar are similar in many respects, the biographies of Plutarch and Suetonius reveal that personality and family background are the main causes for their differences. Commonalities between Cato and Caesar abound in Suetonius and Plutarch's biographies. The most apparent similarity is physical appearance and ability. Cato followed a sober mode of living and trained hard to attain â€Å" a tough constitution and a body which was as strong as it was healthy† (P1). In battle Cato was a â€Å"formidable fighter, who stood his ground resolutely and and confronted his opponents with a ferocious expression â€Å" (P1). Caesar was also strong in body and battle. He was â€Å"tall fair and well built,† and he was â€Å"a most skillful swordsman and horseman, and showed surprising powers of endurance† (s45,57). The enormous number of victories left by Caesar are testimony to his skill as general and fighter. Similarity in strength is only one part of dom... ...ter, Julia, like a game piece and married her to pompey to form an alliance. Caesar's personality has clearly shown through in these examples of marriage and offspring. On the other hand, Cato views his offspring and marriage in a much different light.. Due to his sense of hard work and care for family, Cato believes strongly that if he puts effort into his son's education he will be rewarded with a son to be proud of. This turns out to be true because Cato receives a letter from his son's commander, in which his son is praised â€Å"in the highest terms for his gallantry† (plu. 20). Also, Cato only had one wife at a time, and only remarried after his first wife died (plu. 24). Compared to Caesar, Cato's moral nature is clearly shining through. Personality and character traits clearly show the how difference arise within the context of marriage and offspring.

Noun and Ans

GRAMMAR Topics: †¢ A or an †¢ Sentences using Yes, it is/No, it isn’t †¢ Sentences using Yes, they are/No, they aren’t †¢ Singular Plural †¢ Punctuation †¢ My Favorite Fruit (Essay) †¢ This is, There is/These are, There are †¢ My Mom (Essay) †¢ Noun †¢ Proper Nouns †¢ Verb †¢ Sentences using can/can’t †¢ My Pet (Essay) †¢ Words/Opposites †¢ Masculine/Feminine †¢ Comprehension Unit 0: Topic 1: A or an Definition: Exercise: (in copy) Q1: Fill in the blanks with a or an? 1. It’s a mat. 2. This is an umbrella. 3. It’s a book. 4. It’s an orange. 5. This is a fish. 6. It’s a tree. 7. It’s a cup. . This is an egg. 9. This is a pencil. 10. It’s an insect. Topic 2: Introducing â€Å"Myself† 1. My name is _____________. 2. I am ___________ years old. 3. I like to _________________. 4. I live with my _____________. 5. There are __________ people i n my family. 6. I live in _________. Topic 3: Sentences using â€Å"Yes, it is/No, it isn’t† 1. Is it a mat? *. Yes, it is. 2. Is it an orange? * No, it isn’t. 3. Is it an apple? * Yes, it is. 4. Is it a rat? *. No, it isn’t. 5. Is it an egg? * Yes, it is. 6. Is it a cat? *. No, it isn’t. †Topic 4: â€Å"Singular / Plural† Definition: Singular |Plural | | | | |Cat |Cats | |Hat |Hats | |Pencil |Pencils | |Book |Books | |Door |Doors | |Egg |Eggs | |Banana |Bananas | |Rat |Rats | |Tree |Trees | |Biscuit |Biscuits | Topic 5: â€Å"Punctuation† Definition: Example: 1. Monkeys live in the trees. 2. I am a boy. 3. Dog is an animal. Exercise (in copy) Q1: Use capital letters and full stop. 1. there are two apples *. There are two apples. 2. sky is blue *. Sky is blue. 3. honey is sweet *. Honey is sweet. 4. ali has a pencil *. Ali has a pencil. 5. he was born in karachi *. He was born in Karachi. Work Sheet Punctuation Marks R ewrite these sentences using capital letters, full stop. 1. i like to eat vegetables __________________________________________________________________________ 2. this kite belongs to ali _________________________________________________________________________ 3. i like to paint and read books __________________________________________________________________________ 4. he is eating __________________________________________________________________________ 5. rana has a new bicycle __________________________________________________________________________ 6. i will go to school tomorrow __________________________________________________________________________ Work Sheet Punctuation Marks Rewrite these sentences using capital letters, full stop. 1. i like to eat vegetables I like to eat vegetables. 2. this kite belongs to ali This kite belongs to Ali. 3. like to paint and read books I like to paint and read books. 4. he is eating He is eating. 5. rana has a new bicycle Rana has a n ew bicycle. 6. i will go to school tomorrow I will go to school tomorrow. Topic 6: â€Å"MY FAVORITE FRUIT† (ESSAY) 1. My favorite fruit is apple. 2. It is red in colour. 3. It has many seeds. 4. Its taste is sweet. 5. I like it very much. â€Å"COMPREHENSION† Read passage and do the exercise? â€Å"A LITTLE FAIRY† Once there was a little fairy called Cindy. She lived in a little house in the forest. She had four lovely squirrels named Munch, Crunch, Punch and Bunch. They all had big, bright eyes and long tails. They loved to eat nuts.One day they left the nutshells all over the house and Cindy got very angry. She decided to punish them by not giving them food for a day. They learnt their lesson and did not mess up the house again. Answer the following question? Q1: Who was Cindy? Ans: __________________________________________________________________________ Q2: Where did she live? Ans: __________________________________________________________________________ Q3: How many squirrels were there? Ans: __________________________________________________________________________ Q4: What did the squirrels do one day? Ans: __________________________________________________________________________ Q5: How did Cindy punish them?Ans: __________________________________________________________________________ â€Å"COMPREHENSION† Key Read passage and do the exercise? â€Å"A LITTLE FAIRY† Once there was a little fairy called Cindy. She lived in a little house in the forest. She had four lovely squirrels named Munch, Crunch, Punch and Bunch. They all had big, bright eyes and long tails. They loved to eat nuts. One day they left the nutshells all over the house and Cindy got very angry. She decided to punish them by not giving them food for a day. They learnt their lesson and did not mess up the house again. Answer the following question? Q1: Who was Cindy? Ans: Cindy was a little fairy. Q2: Where did she live? Ans: She lived in a little house in the forest.Q3: How many squirrels were there? Ans: There were four squirrels. Q4: What did the squirrels do one day? Ans: They left the nutshells all over the house. Q5: How did Cindy punish them? Ans: She decided to punish them by not giving them food for a day. Topic 7: â€Å"This is, There is† â€Å"These are, There are† Definition: â€Å"Sentences on â€Å"This is† 1. This is a book. 2. This is a clock. 3. This is a pencil. 4. This is an orange. 5. This is an egg. Sentences on â€Å"There is† 1. There is a glass. 2. There is an umbrella. 3. There is an aeroplane. 4. There is a ruler. 5. There is a leaf. Sentences â€Å"These are† 1. These are apple. 2. These are cats. 3. These are buttons. 4. These are doors. 5.These are pins. Sentences on â€Å"There are† 1. There are two cups. 2. There are three balls. 3. There are some kites. 4. There are four fishes. 5. There are five tins. Topic 8: â€Å"MY MOM†(Essay) 1. My Momâ₠¬â„¢s name is ________________________. 2. She is ________ year old. 3. She is very beautiful. 4. She cooks food very tasty. 5. She takes care of me. 6. I love my mom very much. Topic 9: â€Å"Noun† Definition: Example: Sara, Table, Cat, Karachi. Q1: Underline the mouse? 1. I have a pencil. 2. Sara is reading a book. 3. The hen has a pen. 4. Fish lives in water. 5. He went to Islamabad. 6. Ali and Tom are friends. 7. This jug is big. 8. I like to eat pizza. Note: Pencil, Sara, book, hen, pen, fish, Islamabad, Ali Tom, jug, pizza are nouns) * Topic 10: â€Å"PROPER NOUNS† Definition: Example: 1. Tom and Jerry. 2. Monday. 3. July 4. Summer. 5. Lahore. â€Å"Exercise† Q1: Circle the Proper nouns? School, bag,Lahore, cake, Monday, van, pen, Donald Duck, ruler, Winter, shoes, March, book, America, bell, cup, Edison. Note: (Lahore, Monday, Donald Duck, Winter, March, America, Edison are proper nouns) Topic 11: â€Å"VERB† Definition: Example: 1. Eating. 2. Drin king. 3. Sleeping. 4. Reading. 5. Playing. Q1: Underline the verbs? 1. She is eating a cake. 2. They are going in a garden. 3. We are reading books. 4. You are laughing. 5. He is playing football. 6. Ali is crying. Note: eating, going, reading, laughing, playing, crying, are Verb) Topic 12: â€Å"SENTENCES USING CAN/CAN’T† Definition: Example: 1. I can sleep. 2. I can play. 3. I can’t swim. 1. Can a cat run? *. Yes, it can. 2. Can a bee swim? *. No, it can’t. 3. Can you play football? *. Yes, I can. 4. Can you jump? *. Yes, I can. 5. Can you cook food? *. No, I can’t. Topic 13 : |Animals |Sounds | |Cat. |mew. | |Dog |bark. | |Hen |cluck. |Cow |moo. | |Goat |bleat | |Duck |quack. | |Wolf |howl. | |Horse |neigh. | |Donkey |bray. | |Snake |hiss. | Topic 14: Words / Opposites |Words Opposite | |On |Off | |In |Out | |Up |Down | |Come |Go | |Black |White | |Sit |Stand | |Dry |Wet | |Old |New | |Hard |Soft | |Near |Far | Topic 15: Masculine / F eminine Masculine |Feminine | |He |She | |Boy |Girl | |Father |Mother | |Brother |Sister |Son |Daughter | |Man |Woman | |King |Queen | |Bull |Cow | |Sir |Madam | |Horse |Mare | Topic 16: COMPREHENSION† Read passage and do the exercise? â€Å"THE SINGING GRASSHOPPER† Once upon a time, there were two friends. They lived in the jingle. They were the ant the grasshopper. The ant was hard working insect. Everyday, it would go out to look for food. It would than bring the food back to its nest. The grasshopper was a lazy insect. It did not like to do any work. Instead, it lived to sing all long. Answer the following questions: Q1: Where did the two friends live? Ans: ________________________________________________________________________ Q2: Who were the two friends? Ans: ________________________________________________________________________Q3: What kind of an insect was the ant? Ans: ________________________________________________________________________ Q4: Wh ere did the ant bring back its food? Ans: ________________________________________________________________________ Q5: What kind of insect was the grasshopper? Ans: ________________________________________________________________________ Q6: What did the grasshopper do all the day? Ans: ________________________________________________________________________ â€Å"COMPREHENSION† KEY Read passage and do the exercise? â€Å"THE SINGING GRASSHOPPER† Once upon a time, there were two friends. They lived in the jingle. They were the ant the grasshopper.The ant was hard working insect. Everyday, it would go out to look for food. It would than bring the food back to its nest. The grasshopper was a lazy insect. It did not like to do any work. Instead, it lived to sing all long. Answer the following questions: Q1: Where did the two friends live? Ans: Two friends lived in the jungle. Q2: Who were the two friends? Ans: They were the ant and the grasshopper. Q3: What kind of an ins ect was the ant? Ans: The ant was hard working. Q4: Where did the ant bring back its food? Ans: The ant brought back its food to its nest. Q5: What kind of insect was the grasshopper? Ans: The grasshopper was a lazy insect.Q6: What did the grasshopper do all the day? Ans: It loved to sing all long. ———————– â€Å"A† is used before consonant. â€Å"An† is used before vowels. Vowels a, e, i , o u Singular means one thing. Plural means more than one thing. Every sentences should begin with a capital latter and end with a full stop. â€Å"This is and there is, are used with one thing†. There are and these are used with two or more things. Word that name things are called â€Å"Nouns†. Names of people, days, months, cities and seasons are a special kind of noun. They are called â€Å"Proper noun†. Doing words are called â€Å"Verbs†. We use â€Å"can† to talk about things that people are able to do.

The Palestinian Conflict Of The Middle East - 1654 Words

Israeli-Palestinian Conflict The creation of two sovereign states is the only possibility of a peaceful end to the conflict over historical Palestine in the Middle East. To achieve this, a third-party must offer enough incentive to both the Arabic and Jewish states and create a sovereign Palestinian state. This is not a very probable outcome, as the conflict is rooted in the peoples’ traditions and beliefs making it much harder to compromise. I predict this conflict will end in the overwhelming takeover of the Palestinian and Holy Land area by the militarily superior Israelites and the trampling of the Arab people. Conflict over Palestine and the less well-defined, Holy Land, is deeply rooted in Middle Eastern society. Conflicting claims over the land have rocked Palestine and the surrounding states for many years. The two key actors in the Israeli-Palestinian conflict include the Jews and the Arabs. Outside actors who also have influence and interests over the area include Europe, America, and Egypt. Jewish interest in the Palestinian territory is based either religiously or with the interest of creating a Jewish state. According to religious writings and tradition, the Holy Land was promised to the Jewish people. Groups who identify religiously do not necessarily support the creation of a Jewish state. Jews who do hold interest in the creation of a Jewish state are identified as Zionists. While today’s Zionists continue to call for an end of the diaspora of the JewishShow MoreRelated The Palestinian-Israeli Conflict in the Middle East Essay3520 Words   |  15 PagesThe Palestinian-Israeli Conflict in the Middle East The Arab world is not in a compromising mood†¦ Nations never concede; they fight. You won’t get anything by peaceful means or compromise. You can, perhaps get something, but only by the force of your arms†¦But it’s too late to talk of peaceful solutions† (Bard 1). 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