Accountability Is An Essential Ingredient Of Corporate...

Abstract Accountability is an essential ingredient of corporate governance, and indeed is the reason for any corporate governance set up. This paper discusses the ways in which accountability contributes to corporate governance and vice versa, and the mechanisms by which organizations may become more accountable and transparent. Corporate governance and accountability are often interrelated in organizations and provides a focus for business practices that promote fairness, ethical behavior, and transparency. The framework often provides information for how a company interacts with other businesses via contractual agreements, procedures for reconcile conflicts or disagreements among stakeholders, and the development of a†¦show more content†¦Ã¢â‚¬ ¢ The governance role is not concerned with the running of the business of the company per se, but with giving overall direction to the enterprise, with overseeing and controlling the executive actions of management and with satisfying legitimate expectations of accountability and regulation by interests beyond the corporate boundaries (Tricker, 1984). †¢ The governance of an enterprise is the sum of those activities that make up the internal regulation of the business in compliance with the obligations placed on the firm by legislation, ownership and control. It incorporates the trusteeship of assets, their management and their deployment (Cannon, 1994). The basic principles of effective corporate governance are threefold; these are transparency, accountability and internal control: The corporate governance structure specifies the distribution of rights and responsibilities among different participants in the corporation, such as the board, managers, shareholders and other stakeholders, and spells out the rules and procedures for making decisions on corporate affairs. By doing this, it also provides the structure through which the company objectives are set, and the means of attaining those objectives and monitoring performance. Therefore, the overall purpose of good governance: to assist organisations to achieve their strategic objectives. Good corporate governance helps

Review on Paynes Ive got the Light of Freedom - Free Essay Example

Sample details Pages: 2 Words: 508 Downloads: 4 Date added: 2018/12/18 Category History Essay Type Book review Level High school Tags: Development Essay Did you like this example? The book Ive Got the Light of Freedom by Charles M. Paynes is a very educative book with a lot of information since it a book with the contents on organizing, something which is necessary to every individuals regarding the normal activities. We realize that this book highlights the families organizations that are enhanced togetherness during that movement at that time[footnoteRef:1]. Payne bases his argument his manner of describing the struggles that the African American went through while they were fighting for their civil rights during the 20th century. [1: Payne, Charles M. Ive got the light of freedom: The organizing tradition and the Mississippi freedom struggle. Univ of California Press, 2007. The book is an important focus on an analysis how the freedom movement was carried out from a different dimensions as well as the efforts against how the African American people were oppressed. It brings out clearly how factors like strategic organization and the organizing dy namics between the whites and the blacks seems to be the main themes and factors for success. The fact that this was during a movement on fights for civil rights then, we see how the organizations brought into being by the Ella baker/septima school which clearly shows the importance of being organized to an extend of developing leadership[footnoteRef:2]. This is something very encouraging since leadership to them implies that someone is responsible for them to come up together in order to develop strategies as well as personal leadership. Paynes brings it clearly to show how such strategies are of much value not only in such an activity that sees the struggle for freedom by the millions of people but also its value in our day to day activities. [2: Payne, Charles M. Ive got the light of freedom: The organizing tradition and the Mississippi freedom struggle. Univ of California Press, 2007. From Paynes book, the theme of change tends to be clear from his argument as brought about i nformation on so many aspects[footnoteRef:3]. We find out he brings out some of the downfalls also known to be a snowball effect, of the success of the various activism at that time. These struggles as seen through the various activists are what results to their use of knowledge at the same time some of the organizations such as SNCC got advantage on this information through guidance. It is through this that through such information and guidance, organizations easily pick up well and with much energy that results to greater growths. Everyone develops and are in transformation towards better leadership. This has greatly been recommended by Paynes who has seen tactics for progress that brings change where change seems to be the main theme. [3: Payne, Charles M. Ive got the light of freedom: The organizing tradition and the Mississippi freedom struggle. Univ of California Press, 2007.] Critique tends to be based around on what clearly the book doesnt come out very well. The history of such a movement especially in 1963 we realize that a lot of information during this time wasnt brought out very clear. Don’t waste time! Our writers will create an original "Review on Paynes Ive got the Light of Freedom" essay for you Create order

Essay about Vector Aeromotive Corporation Case Study

Generally, the board of directors are responsible for the following duties: 1) duty of care – duty to make/delegate decisions in an informed way; 2) duty of loyalty – duty to advance corporate over personal interests; 3) duty of good faith – duty to be faithful and devoted to the interests of the corporation and its shareholders; 4) duty not to â€Å"waste† – duty to avoid deliberate destruction of shareholder value. There is no reason to believe that the duties of Vector’s board should be any different. The major conflict between Vector’s board and its president centers on President Wiegert’s management style, belief of excessive spending and his deceitfulness towards the board members and potential investors. Although President Wiegert’s†¦show more content†¦They safeguard the equity investors’ interests and they protect the interests of other corporate stakeholders. There was a clear conflict of in terest having the president of Vector not only residing as the board chairman but also the individual responsible for selecting the board members. President Wiegart chose close business associates as the company’s board members. There were many mistakes and ignorant decisions that would ultimately plague Vector’s board. It was recognized early on, by the other board members, that the effectiveness of President Wiegart would not be sustained but they decided not to identify or train a possible replacement because Wiegart would â€Å"strongly oppose such actions†. This is a clear example of how the board members chose to ignore other poor actions made by Wiegart in the years that followed. He was even so inclined to add another board member, also another one of his long-time business associates, when he did experience a little resistance with the other board members. Possibly in hopes of shifting the power back in his favor. The board members rarely received information prior to their meetings and what information they did receive, just enough was given in order for Wiegart to achieve the conclusion that he wanted. None of the decisions the board made were in the interests of the investors rather they were made in the interest of keeping a feeling of cohesiveness within the company. The only board memberShow MoreRelatedCase Study- Vector Aeromotive Corporation1685 Words   |  7 PagesNo 3. The Extended Case Study- Vector Aeromotive Corporation Zhenhua Rui 09/20/2010 Vector Aeromotive Corporation was a company which designed, manufactured and sold exotic sports cars. Vector was the only U.S.-based manufacture of exotic sports cars, and his major competitors were Ferrari and Lamborghini. Gerry Wiegert is the President and founder of this company. In 1987, the board of directors was formed with three directors. This case shows events happening between the board and President Gerry

The Cold War Of 1945-1991 - 1660 Words

So be it Will the United States or the Soviet Union continue propaganda or resort to an attack? Many democracies across the world like North America, Western Europe, Japan grew in prosperity after World War II ended. The United States became the world’s wealthiest and most powerful country. These democracies rivaled the United States economically. The United States and the Soviet Union had many differences that didn’t cause a full fled war, but a quiet, propaganda and secretive filled war that pushed both to the edge. This was known as the Cold War of 1945-1991. The main causes of the war were sphere of influence, Ideology, and military factors. The contradiction of who threw the first punch still occurs today; in this case, the Soviets were most responsible for the Cold War because of the, â€Å"Iron Curtain† speech, fears of the West, and the spread of communism. In conclusion, despite the evidence that supports the United States, the Soviet Union was most responsible for the Cold War. In the â€Å"Iron Curtain† Speech given by Winston Churchill gave in Fulton that describes his perspective of how the Soviets were no longer trusted. Churchill said that Stalin hadn’t fulfilled his promise to have free elections in Poland. Stalin also made the situation worse when there were fixed elections to elect communist governments that affected many people because of his dishonesty and selfishness when he could’ve listened to the people and keep his promises intact. In addition, ChurchillShow MoreRelatedThe Cold War Period ( 1945-1991 )1359 Words   |  6 PagesSince the Cold War period (1945-1991) the international community has faced a plethora of challenges, none greater than the current, and rapidly growing threat of climate change. 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Importance Of Teacher Motivation Education Essay Free Essays

string(84) " greatest impact on pupil accomplishment, leading has the 2nd greatest consequence\." A survey of instructors ‘ motive consists of two chief subjects. The first one identifies the different factors impacting instructors ‘ motive, while the 2nd facet analyses how the school caputs can impact on instructors ‘ motive through their leading. This chapter explains the importance of instructor motive. We will write a custom essay sample on Importance Of Teacher Motivation Education Essay or any similar topic only for you Order Now The motivational factors for instructors, using literature findings are reviewed. 2.2: Importance of instructor motive Schools exist, chiefly to educate kids. It is for this intent that instructors are employed in schools ( Fiddler A ; Atton, 1997 ) . Teachers are, therefore, the most of import professionals for any state ‘s hereafter. However, without equal support and resources, instructors will non be motivated although they may be extremely qualified. It is sad to observe that instructors, the most valuable human resource, are frequently neglected ( Abdo, 2001 ) . One should bear in head that a state ‘s strength depends on the high quality of its instruction system and the strength of such a system, in bend, relies on qualified and motivated instructors. Inspired and motivated are indispensable in supplying quality instruction. Schools would decidedly non last without motivated and dedicated instructors. 2.3: Factors impacting instructors ‘ motive Research ( Eimers, 1997 ) has shown that instructors are influenced by both intrinsic and extrinsic factors. Further surveies on motive for learning distinguished between intrinsic, extrinsic and selfless grounds for taking the profession ( Kyriacou A ; Coulthard, 2000 ; Moran, Kilpatrick, Abbott, Dallat, A ; McClune, 2001 ) . Intrinsically motivated instructors are focused on instruction and the activity related to the occupation itself. The built-in satisfaction or the joy of instruction is viewed as the drive force. The extrinsically motivated instructors focus on the benefits of learning, such as salary, holidaies or other external wagess connected to the occupation. Finally, the selflessly motivated teacher positions learning as a socially worthwhile and of import occupation, and has a desire to be portion of immature peoples ‘ growing and development. Barmby ( 2006, p. 253 ) extrapolated these findings and points out that instructors ‘ motive is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. Harmonizing to Hallinger and Heck ( 1998 ) , school leaders can play a critical function in the success of educational establishments. To the extent that school leaders can command the results of instructors ‘ attempts, they can act upon the degrees of motive instructors experience ( Silver, 1982 ) . This can be through their influence on instructors ‘ morale and motive. Surveies have lent cogent evidence ( Hallinger and Heck, 1998 ; Leithwood and Jantzi, 2005 ; Leithwood and Mascall, 2008 ) that School leading affects the manner instructors teach, and therefore, impact straight on pupil public presentation. Since school leaders can, in one manner or the other, impact the intrinsic factors listed, they, therefore, play an highly function in actuating instructors. Indeed, in an effort to analyze instructors ‘ motive, Pitre ( 2003 ) found important relationship between school leading and teacher motive. A school caput should non merely be an effectual leader, director and counsellor, but besides an effectual incentive. Motivated instructors are productive instructors ( Osterloh, Bruno and Frost, 2001 ) as they have occupation satisfaction. School leaders should bear in head that without these, educational programmes may be profoundly weakened ( Snowden and Gorton, 2002 ) . This is supported by Brown ‘s survey ( 2005 ) , which found important nexus between political, local and organizational factors and the usage of inducements to actuate instructors in charter schools. Motivation was higher where more external inducements were provided. In fact, School leading and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leading in schools For much of the 20th century, the function of the school caput was that of director, where he/she was expected to pull off forces and budget, while managing other operational issues ( Usdan, McCloud, A ; Podmostko, 2000 ) . Studies on the subject suggest that in the yesteryear, principals were able to win, at least partly, by merely transporting out the directives of cardinal decision makers ( Perez et al. 1999 ) . Today, in a quickly altering epoch of standards-based reform, as instruction moved into a new epoch of answerability, a different construct has emerged. Harmonizing to Dussault and Barnett ( 1996 ) , educational administrations are confronting many challenges and this displacement brings with it dramatic alterations in what public instruction demands from principals. School principals must, hence, heighten the quality of their services ; they can no longer map merely as edifice directors, tasked with adhering to territory regulations, transporting out ordinances and avoid ing errors. â€Å" Management † by principals is no longer plenty to run into today ‘s educational challenges ( Mulford, 2003 ) . Researchers ( Dussault and Barnett, 1996 ) claim that the existent state of affairss in schools call for betterment and educational leading. As Cawelti ( 1984, p.3 ) stated: â€Å" Continuing research on effectual schools has verified the common sense observation that schools are seldom effectual, in any sense of the word, unless the principal is a â€Å" good † leader † . 2.4.1 School leading and effectual schools School leading ( Huber, 2004 ) , so, has a polar function in lending to effectual schools. Gurr, Drysdale, and Mulford ( 2005 ) found in their instance survey research on Australian principals that â€Å" the principal remains an of import and important figure in finding the success of a school † ( p. 548 ) . Extensive empirical attempts have shown that leading is a cardinal factor for the quality and effectivity of a school ( Reynolds, 1976 ; Harris, 2005 ) . The research consequences show that each and every successful school possesses a competent and sound school leading. Research ( Barber, 1995 ; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988 ; Stoll and Fink, 1996 ) has shown that leading, in fact, defines the success of a school. Harmonizing to Leithwood, Day, Sammons, Hopkins and Harris ( 2006, p. 14-15 ) , â€Å" there is non a individual documented instance of a school successfully turning around its pupil achievement flight in the absence of gifted leading. † In this line of idea, Leithwood, Louis, Anderson A ; Wahlstrom ( 2004 ) claimed that while schoolroom direction has the greatest impact on pupil accomplishment, leading has the 2nd greatest consequence. You read "Importance Of Teacher Motivation Education Essay" in category "Essay examples" The function of the school leader has to be seen in relationship to the context in which the school is runing. Schools are embedded in the instruction system and their local communities ; leaders, hence, have to respond to, get by with and back up the development of the community served by their several schools. Huber ( 1997 ) firmly believes that â€Å" school leaders matter, they are educationally-significant, school leaders do do a difference. † Given the manifold undertakings and duties of school leading, every bit good as the competences required, school leaders may be regarded as â€Å" superheroes † . Their complex function can barely be filled with traditional leading constructs ( Huber, 2004 ) . Educational leaders are now confronted with an wholly new scope of demands and challenges. They should bear in head that their administrations have been set up to carry through a specific societal purpose, determining the society. The quality of instruction provided at school, hence, determines the future society. Furthermore, school leading proved to be of import for the acquisition environment for instructors in schools ( James A ; McCormick, 2009 ; Louis, Dretzke, A ; Wahlstrom, 2010 ) . 2.4.2 Successful and effectual School leading 2.4.2.1 Firm and purposeful leading It has been proven that all facets of the school rely on a proper School Leader ( Stoll and Fink, 1996 ; Huber, 2004 ; Mortimore et al. , 1988 ) . However, both the School Leader and single instructors are of extreme importance. Leithwood, in concert with others ( Leithwood et al. , 2004 ; Leithwood and Riehl, 2003 ; Leithwood et al. , 2006 ) , identified four wide classs of educational leading, or â€Å" nucleus patterns: † puting waies ; developing people ; redesigning the organisation ; and pull offing the instructional plan. At the same clip, effectual leaders know that the ability to take and pull off organizational alteration is critical for endurance since the school environment is a dynamic 1. School Leaderships should integrate the ability to cover with alterations happening in school system construction, particularly when more duties are being thrusted upon the shoulders of the School Leader by the educational system. Harmonizing to Calabrese ( 2002 ) the prototype school leader in the twenty-first century is a alteration agent. They have a duty to take alteration that consequences in more effectual and efficient educational patterns, in an environment that is progressively political. Therefore, outstanding school caputs should be proactive. They must do the alteration go on without estranging the instruction staffs. They should move as go-betweens between those defying alterations ( Levine and Lezotte, 1990 ) and the alteration agents. Leaderships, therefore, got a cardinal function in bring oning others to follow alteration in order to better the organizational effectivity. Hence, school leaders, are cardinal to originate and keeping the school betterment procedure ( Sammons et al. , 1994c ) . Schools, expected to carry through multi-dimensional maps, are affected by both internal and external environmental factors ( Eres, 2011 ) . School leaders can extinguish the negative effects of such factors. Therefore, they need to be proactive, expecting jobs and should be prepared to antagonize these expeditiously and efficaciously. The function of the School Leader is non ever clearly defined since taking and pull offing are two blending duties. 2.4.3 School leading and instructors ‘ motive Leadership can be defined as the ability to enlist, mobilise and actuate others to use their abilities and resources to a given cause ( Eyal and Roth, 2010 ) . This capacity is cardinal in the educational domain. Very frequently, pedagogues think in footings of actuating pupils to larn. Equally of import, though, with regard to educational leading is the motive of instructors ( Silver, 1982 ) . Harmonizing to Kocabas and Karakose ( 2002 ) , instructors are responsible to their schools and the principals are in bend responsible for the proper disposal of the school. Therefore, the chief duty for actuating instructors falls to the school caput. Along this line, Barker ( 2001 ) studied hapless performing artists and effectual principals and suggested that effectual leaders so motivate the staff. He claimed that the latter should be at that place to enthuse and inspire instructors instead than to ‘shape ‘ them. Good leading improves both teacher motive and work scenes. Further research by Kiziltepe ( 2006 ) found that the primary beginning of instructors ‘ de-motivation was the disposal Though, the relationship between School leading and Teacher Motivation have non straight been capable to much research, Brown and Hughes ( 2008 ) highlight the importance of researching the different factors that motivate instructors, as society progressively holds them accountable for pupil accomplishment. The relationship between school leading and instructor motive is related in the research literature to the effort to better understand principals ‘ impact on school public presentation ( Leithwood and Jantzi, 2005 ; Leithwood and Mascall, 2008 ; Supovitz, Sirinides and May, 2010 ) . Thus instructors ‘ battle and their motive have been studied largely as a interceding factor between school leading and pupils ‘ acquisition ( Hallinger and Heck, 1998 ) . Harmonizing to Sharpe, Klockow A ; Martin ( 2002 ) , the factors actuating instructors can change from schoolroom to schoolroom, school to school, or territory to territory. If instructors are non motivated to lear n, so the hunt for educational excellence will be avail ( Richardson, Short A ; Prickett, 2003 ) . 2.4.3.1: How can School leaders affect instructors ‘ motive Several surveies suggest that school leading is 2nd merely to classroom instruction as an influence on pupil acquisition ( Leithwood, Harris, A ; Hopkins, 2008 ; Leithwood A ; Jantzi, 2008 ) and that cardinal to optimising pupil acquisition is the influence exerted by school leaders on teacher motive and committedness ( Day, Stobart, Sammons, Kington, A ; Gu, 2006 ; Leithwood A ; Mascall, 2008 ) . Harmonizing to surveies ( Hallinger and Heck, 1996 ) , school leading affects pupils ‘ results indirectly, by making the conditions that support instructors ‘ ability to learn and pupils ‘ acquisition. Teachers ‘ motive includes the outgo of attempt to accomplish a end ( Martin, 2000 ) . It is besides about making forces that power and drive their several behaviors ( Bursalioglu, 2002 ) . Dull ( 1981 ) believes that school leaders could actuate instructors by bettering a state of affairs perceived to be hard by an person, thereby run intoing demands. In add-on, t he school leader can besides actuate instructors by supplying equal drive forces to press one into action ( Genc, 1987 ) . The human factor should non be ignored, the educational leader should endeavor in developing a physiological and psychological procedure which takes into history single desires, ends, inclinations, behavior, self-interest, penchant, will-power and thrust. He/she should be considerate, that is, see both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviors ( Gursel, 1997 ) . Motivating instructors besides implies increasing the latter ‘s willingness to work and doing them believe that they will fulfill their personal demands if they work expeditiously in the school ( Yuksel, 1998 ) , by supplying the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May ( 2010 ) claims that these conditions include high criterions for pupil acquisition, strict course of study, quality direction, a civilization of acquisition and above all- professional behavior. Indeed, scholarly Hagiographas have linked the above mentioned conditions with increased instructor motive to exercise excess attempt in learning ( Geisel, Sleegers, Leithwood and Jantzi, 2003 ) . They added that school leading has a cardinal function in guaranting these conditions at school. Geisel et Al. ( 2003 ) besides mentioned that schools are effectual merely when the whole school community work as a whole and non as fragmented units. Therefore, the school leaders should non merely occupy the authorization place but should besides be seeable ( Dinham, Cariney, Craigie and Wilson, 1995 ) in the establishment, so as to be able to actuate their staffs. 2.4.3.1.1: Visible leading Indeed, Dinham et Al. ( 1995 ) found that secondary school principals ‘ duties include being seeable, keeping contact with pupil groups, maintaining unfastened lines of communicating with stakeholders, advancing a positive school clime, being cognizant and in control of all school issues, act uponing the school tone, and furthering school pride. Harmonizing to farther surveies ( Huber, 1997 ) , instructors recognize it is extremely actuating when their school caput is involved in the day-to-day modus operandi. The school leader, demoing dedicated involvement in what happens in the category itself, is much appreciated. Teachers have a high regard for leaders cognizing about the course of study and who are actively involved in supervising pupils ‘ advancement. Robinson ( 2006 ) points out that school leaders who have capable specific cognition will be more confident and successful in back uping betterment in instructors ‘ pattern. No uncertainty, instructors find it e xtremely actuating when the principal provides a assortment of support, including practical aid and encouragement ( Murphy, 1989 ) . This involves frequent motion through the school, category visits every bit good as some informal exchange with the learning staff ( Teddlie et al. , 1989 ) . Harmonizing to Scheerens ( 1992 ) , this â€Å" is one of the pillars of school leading † and such regular interactions could besides assist in measuring the ways instructors work. 2.4.1 Relationship between school leader and instructors Davis et Al. ( 2002 ) argue that the relationship between school leaders and instructors is really of import: the school leader ‘s respect for others is, cardinal, to actuating instructors. Bing in charge of the school disposal, school leaders have the greatest portion in actuating instructors. Harmonizing to Griffin ( 2010 ) , relationships with decision makers were rated as a extremely motivative factor. This is supported by Asbill and Gonzalez ( 2000 ) who found a relationship between positive principal-teacher interactions and teacher occupation satisfaction. Egley ( 2003 ) found similar consequences and emphasized the importance of a supportive principal-teacher relationship. School leaders ( Barnett and McCormick, 2003 ) must be able to make an environment conducive to the edifice of positiveness, supplying the platform for the staff to keep good dealingss, so as to make a healthy environment, where all can turn adequately. Wallace ( 2010 ) further claimed that school leading should besides include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will supply a more hearty and effectual work context for instructors. They highlighted that working in a schoolroom environment where there is administrative support enhances the component of regard. Indeed, interviews by Sederberg and Clark ( 1990 ) showed that instructors perceive regard as the most of import inducement, followed by trust, optimism and intentionality. Further research ( Geisel et al. , 2003 ) has shown that certain methods adopted by the School leading so impact on the degree of instructor motive, for case, specifying a clear vision and aims. Shared vision and ends Scholars ( Eyal and Roth, 2010 ; Barnett and McCormick, 2002 ) posited that vision potentially offers the greatest capacity to act upon instructors ‘ motive. Lashway ( 2000 ) added that school principals should guarantee that this vision is relevant to the school context. The leader ‘s vision must besides be related to the bing demands and civilization of the school ( Keedy, 1991 ) . In add-on, it must be focused, consistent, at the same clip, including short term every bit good as long term aims ( Geisel et al. , 2003 ) . These aid define and advance high outlooks ; and they connect straight with instructors and the schoolroom. Barnett and McCormick ‘s ( 2003 ) findings echoed the above research workers ‘ thoughts and even extrapolated those- they concluded that instructors should, at all cost, portion the school ‘s vision. This is because vision provides personal ends for the instructor, a desire to see a alteration in the hereafter. The staff should be able to link to the vision when it is clearly defined, so that, their ain personal aims may shoot out from it. Their surveies have shown that instructors are extremely motivated when they build consensus on the purposes and values of the school. In such instances, instructors can set these into pattern through collaborative and consistent of working. Empirical grounds ( Leithwood and Riehl, 2003 ; Ylimaki, 2006 ) proved that vision creates a sense of intent that binds instructors together and impel them to carry through their deepest aspirations and to make ambitious ends. Indeed, Brewer ‘s research ( 1993 ) showed that pupil accomplishment degrees were higher in schools where the principal had hired like-minded instructors who shared the principal ‘s ends and who were able to implement efficaciously the principal ‘s vision. Other research workers ( Lee and Smith, 1994 ) analyzed public presentation from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best results for pupils. Therefore, effectual professional principals ( Huber, 1997, 2004 ) should unrelentingly work to better accomplishment by concentrating on specifying SMART ends. However, bookmans ( Gagne and Deci, 2005 ; Sheldon, Turban, Brown, Barrick and Judge, 2003 ) claimed that showing followings with a value-laden vision is non plenty. Leading professional No uncertainty, implementing a vision is non instantaneous ; it requires perennial rhythms of contemplation, rating, and response, and merely the principal can prolong it ( Lashway, 1997 ) . Sheldon et Al. ( 2003 ) posited that the leading function played by the school principal is critical in guaranting the vision and mission is attained. Therefore, principals need to have on many different chapeaus during the school twenty-four hours. But, the most effectual school principals are non merely directors and martinets but besides instructional leaders for the school ( Leithwood and Mascall, 2008 ) . Their surveies showed that an effectual school leader is non simply a good decision maker or director, but besides a taking professional- a transformational leader. Harmonizing to Burns ( 1978 ) transformational leading is the procedure in which leaders and their followings bring each other to a higher degree of ethic and motive. Today ‘s schools, hence, want non merely airy and professional leaders ( Lashway, 2000 ) , but transformational 1s. Transformational Leadership and motive Leithwood ( 1992 ) claimed that transformational leading is, really, the restructuring of the system in order for the mission and vision of people to be redefined. It besides ensures that the staff identifies themselves with the ends of the administration, together with enlisting the engagement of the staffs by taking into consideration their sentiment greatly provide the range for motive. Bass ( 1990 ) suggested that motive is, in fact, a sub-dimension of transformational leading. Other bookmans ( Simola, Barling and Turner, 2010 ; Park and Rainey, 2008 ) besides concluded that motive has been shown to be an inspiring constituent of such sort of leading and these have shown a positive relationship between transformational leading and motive. Indeed, Bass and Avolio ( 1997 ) have argued that transformational leading can bring forth extraordinary results in footings of increased committedness to accomplishing group or organizational ends. Coupled with the above, Shamir, House and Arthur ( 1993 ) , maintained that transformational leaders besides foster intrinsic motives related to self construct. Their theory of leading asserted that magnetic leaders promote followings ‘ intrinsic motive to move beyond their self-esteem, self value and societal designation. Research has shown a positive relationship between transformational leading and motive. It has been proved that in an administration with transformational leaders, there is higher productiveness and that the employees are happier and there are fewer negative incidents ( Robbins, 1996 ) . Indeed, transformational Leadership plays an of import function in developing self-motivation. Leaderships increase their workers ‘ motive through their behavior ( Bass, 1990, Greenberg and Baron, 2000 ) . As the human dealingss and communicative accomplishments of a transformational leader are developed, they are effectual in carrying and directing their followings ( G lad and Blanton, 1997 ) . They besides motivate followings to exceed their ain immediate opportunism for the interest of the mission and vision of the administration. The leader motivates followings to â€Å" work for nonnatural ends alternatively of immediate opportunism, for accomplishment and self-actualisation instead than safety and security † ( Murray A ; Feitler, 1989, p. 3 ) , and creates within followings a capacity to develop higher degrees of committedness to organizational ends ( Leithwood A ; Jantzi, 2000 ) . Followings ‘ assurance degrees are raised and their demands broadened by the leader to back up development to higher possible. Such entire battle ( emotional, rational and moral ) encourages followings to develop and execute beyond outlooks ( Bass, 1985 ; Burns, 1978 ) . 2.3.5.1 Transformational and Transactional School leading Bass ‘s theoretical account ( 1998 ) of transformational and transactional leading has a figure of of import deductions for the current reform motion in instruction. Harmonizing to Bass and Avolio ( 1997 ) , the transformational/transactional attack builds trust, regard, and a want on the portion of followings to work jointly toward the same coveted hereafter ends. This non merely allows the transformational leader to run efficaciously within the available context, but to alter it, to do it more receptive to her or his ain leading orientation. Indeed, a positive relationship has been found ( Howell and Hall- Merenda, 1999 ) between transformational leading and a good resonance between the leader and follower. Using this to schools, Avolio and Bass ( 1988 ) argue that although transactional and transformational leading can stand for two distinct signifiers of leading, effectual school principals exhibit features of both by keeping short-run enterprises through transactional leading and by motivating alteration as a transformational leader. A figure of surveies emphasize the importance of transformative leading for school principals ( Fullan 1996 ; Hord 1992 ; Leithwood, Tomlinson A ; Genge 1996 ; Wood 1998 ; Sergiovanni 1992 ; Conley 1997 ; Perez et Al. 1999 ; Reed and Roberts 1998 ) . Transformational school leading and instructor motive Contemporary in-between school leaders have a huge array of duties and are frequently characterized as those who should be â€Å" transformational leaders † ( Sanzo et al. , 2010 ) . The challenges brought to schools by reconstituting have been cited as grounds for recommending transformational leading in schools. Such leading embraces a postmodern manner of thought. It is argued that transformational leading is good suited to the challenges of current school restructuring. It has the potency for constructing high degrees of committedness ( in instructors ) to the complex and unsure nature of the school reform docket and for furthering growing in the capacities instructors must develop to react positively to this docket ( Leithwood and Jantzi, 1997 ) . Transformational leading is seen to be sensitive to administration edifice, developing shared vision, administering leading and edifice school civilization necessary to current restructuring attempts in schools ( Leithwood, Jant zi and Stainbach, 1999 ) . Transformational School leading: the four I ‘s and teacher motive Leithwood and Jantzi ( 1990 ) have defined transformational leading based on schools. Transformational leading dimensions, viz. , idealised influence, inspirational motive and rational stimulation, were found to straight act upon instructors ‘ sum of motive ( Geisel et al. , 2003 ; Leithwood and Jantzi, 2005 ) . These, in bend, had an indirect impact on pupils ‘ accomplishments and acquisition ( Leithwood and Jantzi, 2005 ) . Individualised attention-Teachers ‘ demands and outlooks Individualised attending ( Blase and Kirby, 2000 ) given to the staff, greatly adds up to teacher motive. Harmonizing to Blase and Kirby ( 2000 ) , it is of topmost importance for leaders to place instructors ‘ needs- the societal demands should non be neglected ( Bursalioglu, 2002 ) , and their feelings about their occupations. School leaders have to be witting of the fact that each individual has different demands and, hence, should be motivated consequently. Weller ( 1982 ) added that the school principal should be sympathetic to the demands of their instructors. The leaders should be able to provide for the demands of each and every 1. Harmonizing to Adair ( 2002 ) , a leader, who is non cognizant of these, and who does non expose attempt to carry through these, will decidedly confront troubles in actuating instructors. He added that merely a intelligent leader can invent and implement effectual schemes to help instructors in their development, guaranting they perform their several responsibilities in an effectual, enthusiastic and motivated mode. Blase , Derick and Stahth ( 1986 ) reported that principals ‘ initiating construction and exposing consideration were associated with more hearty work conditions, higher occupation satisfaction, and less occupation emphasis. Staff ‘s experience of occupation emphasis was seen as principals ‘ deficiency of consideration and was related to teacher dissatisfaction. It was found that instructors ( Blase et al. , 1986 ) are less likely to portion their positions and sentiments, or seeking to better the conditions if they feel that their school caputs are non plenty caring. Blase ( 1986 ) put frontward that the latter should endeavor to develop fruitful relationships with the learning staff, furthering positive communicating with and among instructors. It is merely through these relationships that they can set up leader legitimacy and encouraged committedness. Teachers should experience that they form portion of the school community and non merely as employees working in the school. The motive for working with the capable affair in which instructors have their academic grade and the wish to learn it to others are of import incentives for instructors both before and upon completion of the PGCE class ( Roness A ; Smith, 2009, 2010 ) . Still, we find that the subject-matter involvement is a salient and stable incentive among these Norse instructors, a determination which aligns with other international research ( Kyriacou et al. , 1999 ; Manuel A ; Brindley, 2005 ; Manuel A ; Hughes, 2006 ) . A plausible ground for these consequences can be that when get downing teacher instruction, the pupils regard themselves as subject-matter specializers. Idealised influence Idealised influence is the magnetic component of transformational leading, in which leaders, go function theoretical accounts, who are admired, respected and emulated by their followings ( Avolio and Bass, 2002 ; Bass, 1998 ; Bass and Avolio, 1994 ) . As a consequence, followings demonstrate a high grade of trust in such leaders ( Jung and Avolio, 2000 ) . Researchers ( Jung and Avolio, 2000 ) added that shared vision, is, an built-in constituent of this idealised transformational function, animating credence through the alliance of ends. Principals must, hence, be good function theoretical accounts back uping best pattern ( Colley, 2002 ) . Inspirational motive Leaderships behave in ways that motivate and inspire those around them by supplying significance and challenge to their followings ‘ work ( Avolio and Bass, 2002 ) . Harmonizing to Bass ( 1998 ) , squad spirit is aroused and followings show much enthusiasm. The transformational school leader ( Barnett and McCormick, 2003 ) physiques and sustains synergistic communications with the instructors. For case, inspirational negotiations and moving in ways that encourage enthusiasm. Principals inspire instructors to see an attractive hereafter, while pass oning outlooks and showing a committedness to ends and the shared vision. Research ( Eyal and Roth, 2010 ) besides proved that transformational school leaders can excite their instructors ‘ attempts to be advanced and originative. Harmonizing to Tracey and Hinkin ( 1998 ) , such influence motivates followings to demo unity in the signifier of ethical and moral behavior. This includes values and beliefs which emphasise the school ‘s mission and encompassing high morality. Another point to be noted is that instructors want to be reasonably treated. Any prejudiced actions ( Wevers, 2000 ) against them are negatively perceived and these impact to a great extent on their motive degree. Awamleh and Gardiner ( 1999 ) believe that school leaders should avoid the abuse of power for personal additions. School leaders should be seen trusty and competent by followings ( Cheemers, 2001 ) . So, it is of import to hold ethical school leaders. Intellectual Stimulation Surveies ( Reynolds, 1976 ; Mortimore et al. , 1988 ; , Stoll and Fink, 1996 ) of Effective schools showed that, principals, considered invention to be an built-in portion of the school. They encourage instructors to oppugn bing premises and to reframe jobs. They invite the teaching staff to near old state of affairss in new ways. Intellectual stimulation ( Burns, 1978 ) , whereby school leaders encourage instructors to believe creatively is besides extremely actuating. The latter entails advancing an innovatory mentality, whereby the staff is to believe beyond conventional models to supply solutions to jobs. Apart from these, such principals strongly believe that much can be learnt by making and errors are non publically criticized. Alternatively, this helps to further squad work and, finally, this improves the problem-solving ability. It is to be mentioned that the principals act as a wise man in such instances, stressing reason. Therefore, an statement exists that transformational leading is more facilitative of educational alteration and contributes to organizational betterment, effectivity and school civilization ( Deal and Peterson, 1990 ) . Evidence from several surveies ( Leithwood and Jantzi, 1990 ; Sashkin and Sashkin, 1990 ) provides strong support for the claim that transformational leading contributes to more desirable school civilizations. How to cite Importance Of Teacher Motivation Education Essay, Essay examples

Conflict And Negotiation Literature Review

Question: Discuss about theConflict And Negotiationfor Literature Review. Answer: Introduction This paper focuses on the techiniques of solving conflicts as well as holding constructive negotiations whenever handling groups of people be it at the workplace or in other organiational et ups. As a way of comprehensively explaining the essence of these skills, various models and theories regarding themhave been highlighted and explained comprehensively in any context. It sheds light into the various tools that have been used to effect them. Major undoing and strengths of these skills have been underlined by way of delving deeper into available literature regarding the diagnostics examinations. Subsequently, a pragmatic plan and schedule was carried out on the basis of the results of the various diagnostic elements and the already done literature analysis. This is intended to enhance the skills and know how regarding the significance of solving conflicts and negotiating in controversial contexts. The scheme I came up with is fit to be implemented within a period of six months depen ding on the scale of operations of the group and its subsequent suitability. Literature Review Highly productive and ambitious companies jump at the slightest opportunity to thwart potential conflict be it amongst its staff or with its competitors. This is due to the fear that an escalation of the same will cost them much of their fortunes. According research regular workplace disagreements are often disruptive to the chain of production and if they go untamed, they can lead to unsustainable worker turnovers (Proehl, 2013). Therefore, it has become more than a necessity for company managers and human resources officers to be apt in managing various crises that affect their companies- being proficient at conflict negotiation and management. Central to fighting conflicts at the workplace is comprehending the various ways that lead to such scenarios. On the face of it, most of the conflicts can be addressed by making the staff to clearly understand the companys stance and policies as well as their duties and responsibilities. For instance if it happens that a pair of employees cannot agree on who is to perform a given duty, and then the companys management should move to clarify all job tasks as stipulated by its policies. By holding successful negotiations regarding such a conflict can help the company to iron out any misunderstanding regarding all the job responsibilities as well as helping to pre-empt such future occurrences (Proehl, 2013). In such incidents, it is critical that departmental managers, involved staff, and the human resource officers are in attendance so that the entire exercise becomes an example for solving such future scenarios. Conflicts can spring up in the workspace due to what employee could deem as excessive workload that will potentially make them stressed. It such a case, it is the duty of the management to employ a practicable and proactive negotiation approach since it deals with enhanced or elevated workload levels. In this context, the company could be faced with peaking levels of production, like during holidays, an unexpected increase in customer demands resulting from launching of a new product (James, 2006). This call for the company to adequately prepare its staff for such moments. They can do this by offering overtime and also staggering shifts as a way of sufficiently dealing with potential employee stress (Quinn et al, 2015). If this problem is not solved in advance, then the reconciliatory in this conflict will have to solve how to ease the contentious extra work burden. Also employee leaves or hiring part-time personnel could help in solving such conflicts. Self Analysis At all times, a companys staff desire to be at the heart of its prosperity failure to which a conflict will ultimately crop up. In such cases alienation resulting from being sidelined by the management like failure to incorporate their views into the overall decision making process, insubordination will be the immediate result as a consequence. Negotiations in this context will be highly sensitive. This is due to the fact that the company will want to avoid a scenario where it is ordering its staff to resume duty without guaranteeing that it will borrow their ideas in the decision making process (Quinn et al, 2015). Apparently, any organizations staff will worsen the level of the conflict at hand with the top management if it is ordered to continue working without being assured that its grievances will be satisfactorily addressed. Therefore, the management is expected to come up with strategies that will incorporate employee opinions into the decision making exercise like exercising the open door policy or installing employee suggestion boxes in the available break rooms for them to channel their opinions. Naturally, individuals communicate in divergent ways. Some could need little information to grasp ideas about a give subject, while others could need relatively more pieces of information about the same subject to make deductions (Griffin, Phillips Gully, 2016).Understanding this nature is important to finding a common ground to mast conflicts. When workers communicate in different ways in the workplace, they are most likely to encounter conflicts as a result of dissimilarities amongst them. Therefore, letting each side to tell their version of the story will be critical to solving such conflicts. To top management in this case will only act a facilitators who will help in finding compromise. So as to facilitate compromise in such contexts, the managers should spend time with each party secretly in order to be sure that the conflict will not be further escalated. Apparently, conflicts arise any time and set ups involving groups are likely to be vulnerable whenever they do. Ignoring them will be detrimental to organizational progress. It is estimated that for every unattended conflict, approximately eight hours of a companys invaluable time is lost. This is one of the biggest indicators of how important it is to find solutions to major misunderstandings in organizations. The Significance of Conflict and Negotiation According to Models and Theories Due to the apparent importance of conflict resolution to organizational success various scholars have come up with various theories that explain how to go around it and the general importance of doing so (Belbin, 2011). The most stand out theory is the Negotiation theory by William Zartman. He observes that in any negotiation, the chances of reaching an agreement depend on there being a zone of possible agreement or the way out of the problem. It should be satisfactory for both side of the disagreement. Apart from this, the involved parties should be in a hurting stalemate if the conflict has a chance of getting solved. The hurting stems from what is at stake for both the organizations and is members. Since both want to prosper they are likely to invite a chance for reconciliation. William also maintains that compromise is central to solving any sort of conflict. In most cases, the parties may be unwilling cede ground for such a step to materialize since they fear being deemed as losers in the long run. The most critical element in this context is that all parties should be informed on the importance of accepting to reach a compromise since further conflict will only harm them (Belbin, 2011). This theory is important since it sheds light on the path to conflict resolution. Apart from this theory another applicable model is the give and take model. This implies that either party agrees to cede ground thereby gaining and losing in equal measure. In the long run eachs welfare will be well take care of despite accepting to part company with some benefits. This model is helpful since it enables both parties to a conflict to understand the significance of accepting to lose in order to gain since it is the surest way of achieving a breakthrough in such stalemates. Thi s is true since both will eventually realize the importance of such a step in future. Application of Diagnostic Tools Thomas Kilmann Conflict Questionnaire This tool has been widely used in finding solutions to conflicts that occurs among groups members. It equips managers with the means of ensuring that models are utilized optimally while locating and controlling conflicts from escalating. It entails accommodating a conflict, avoiding it, striking a compromise, agreeing to collaborate and even competing for the perceived benefits as result of personal interest (Gibson Fisher, 2012). If all managers thoroughly understand this tool, they will be able to identify and pre-empt potential conflicts within an organization before they become full blown much to the organizations detriment. It also enhances the managers decision making process since it fosters a culture of listening and understanding both parties to a conflict before arriving at a major decision. This is a great facilitator in the process of improving high quality leadership in all organizations (Gibson Fisher, 2012). Johari Window This tool is used to comprehend better links in an organization set up where people are members or different teams. As a result of the importance of nature of the relationship that exists between members of an organization and the collective nature of the responsibilities involved, it is important that for them to fulfill their responsibilities, they comprehend the applicability of this element(Saxena, 20150. This will ensure that there is a productive link between the organizational members as well as maintaining them long enough. By so doing teams will avoid potentially destructive conflicts from harming them. This too helps to determine the sort of relationship that should be encouraged which will help employees to be always in good terms. It fosters a culture of members understanding their responsibilities thus minimizing possibilities of there being misunderstandings (Riasi Asadzadeh, 2015). Managers can utilize it to ensure that there is no misunderstanding thus reducing skirm ishes within the organizations operation. Also the organizations members can learn from it that understanding their capabilities is important to avoid collision with their peers. ESCI Regarding managing workers who operate in groups, ESCI is instrumental to minimizing conflicts. This is due to the fact that it facilitates in locating leaders whose abilities are average and those with superb capabilities. This can be used in the promotion of organizational leaders and also selecting those who are fit to lead groups and departments. By creating an environment of competitive advantage, ESCI helps in maintaining valuable meritocracy which will help in avoiding conflicts arising from competition. It is also critical in nurturing young workers into professional leaders in various capacities (Goold Luchs, 2013). Of all the three models, the Thomas Kilmann Conflict Questionnaire seems to be the best proposition due its practicability.for instance if an organizations staff feel offended by being overworked and little pay, the organization can come up with alean working structure that demonstrates individual job roles. The company will have to make an attractive pay proposition for salaries before the discontent goes overboard. Failure to do this will prompt them to undulge in unproductive behaviours like witch hunting against those who ar perceived to be favored by the administration. Six Months Plan Development Plan For Conflict and Negotiation Apparently, groups and teams in organizations need a substantial amount of time and attention especially regarding conflict management and negotiation. For any strategy regarding conflict resolution to work accordingly, it will be important to get rid of all the predisposing factors. They could be, harassment, disproportional workload, miscommunication, or even proper job specification. Also, ensuring credibility on the side of the management will be critical since the workers will respect it depending on how transparent they are in terms of how they conduct their business. With a three months strategy the administration should be able to install the various models of ensuring all these are in place. Throughout this period all disagreements should be clarified, accomplish the establishment of a common goal, lay strategies for striking compromise, and establish measure to prevent reach common ground as well as strategizing on how to help the team t avoid future altercations stemming from conflicts (David, 2013). All these steps should be tailored on the above models. The company should prepare training workshops to enable employees to sharpen their knacks regarding conflict resolution at workplace. The company will have to provide reading material that provides insight into how to live productively with workmates. Workers will also be advised on enrolling for short courses that will enable them to identify conflicting situation and solve them. Conclusion Proper, efficient and productive organizational management requires a conducive environment. This will only be guaranteed if organizations prevent major conflicts from affecting their operations (Goold Luchs, 2013). This will be effected through visualizing, strategizing, and implementing strategies and models on how to identify, prevent and resolve conflicts. References Proehl, R.A., 2013. Enhancing the effectiveness of cross?functional teams. Team Performance Management: An International Journal. Riasi, A. Asadzadeh, N., 2015. The relationship between principals reward power and their conflict management styles based on ThomasKilmann conflict mode instrument.Management Science Letters, 5(6), pp.611-618. Saxena, P., 2015. Johari Window: An Effective Model for Improving Interpersonal Communication and Managerial Effectiveness. SIT Journal of Management, 5(2), pp.134-146. Gibson, V., Fisher, D. 2012.Managing small groups: a how-to guide. New York, Macmillan/McGraw-Hill. Belbin, R. M. 2011. Management Teams: Why They Succeed or Fail, 3rd edn, Human Resource. Management International Digest, vol. 19, no. 3. Griffin, R W, Phillips, J M Gully, S M. 2016. Organizational Behaviour: Managing People and Organizations, 12thedn, Cengage Learning. Saxena, P., 2015. Johari Window: An Effective Model for Improving Interpersonal Quinn, R.E Faerman, S.R. Thompson, M.P. McGrant and Brigt, D.S. 2015. Becoming Master Manager: A Competency Framework, 6th edn, Wiley and Sons, Toronto. Module 1.Competency 5 Robbins, S.P., Judge, T.A., Millett, B. and Waters-Marsh, T. 2008, OrganizationalBehavior, 5th Edition, Frenchs Forest: Pearson Education. Chapter 15 Yeung, D. Y., Fung, H.F. Chan, D. 2015,"Managing conflict at work: comparison between younger and older managerial employees", International Journal of Conflict Management, Vol. 26 No. 3 pp. 342 364 Jehn, K.A., Rispens, S. Thatcher, S.M.B 2012 Managing Conflict in Groups and Teams: Conflict about Conflict Research on Managing Groups and Teams, v. 15, pp.133 159 Medina, F.J., Munduate, L., Dorado, M.A., Martinez, I. and Guerra, J.M. 2005 Types of intra-group conflict and affective reactions. Journal of Managerial Psychology, 20 (3/4), pp. 219-230. Xiaohua, L. and Miller, S.J. 2013 Negotiation approaches: direct and indirect effect of national culture. International Marketing Review, 20 (3), pp. 286 James, W. 2012. Solving Organizational Conflicts for Better Performance. Management Science Letters, 5(6), pp.611-618. Lyndah, Y Ken, K. 2014. Organizational management with a view of Solving Daily Conflicts. An International Journal. Goold, M., Luchs, K. S. 2013.Diversification and corporate-level strategy: strategic issues for multibusiness companies. London, Routledge. Coghlan, D. 2013. Managing Organizational Change through Conflict and Negotiation, Leadership Organization Development Journal, vol. 15, no. 2, and pp. 18 23. James, R.A. 2016. Redefining Organizational Conflict Resolution. Business Journal. David, H.R.2013. The Essence of Solving Organizational Conflicts. International Journal of Conflict Management

Dead Poets Society Battle Of Conformity And Non

Dead Poets Society: Battle Of Conformity And Non-c Essay In Tom Calumnys Dead Poets Society a group of bright students are enrolled In a prestigious New England private school named Walton Academy. This school stresses conformity and tradition as one of Its trademarks. In order to survive in this school one must never challenge the institution. Dead Poets Society is a powerful example of the constant battle between conformity and non-conformity. Mr.. Keating, a teacher at Walton, fights on the side of non-conformity and free- thinking. On the first day of school, he shows them a picture of past classes. He tells them that they are all in the Earth now, and they have a message for his current students. The message was carper diem, or seize the day. He is telling them that one-day they will be dead, so it is imperative that they make their lives extraordinary and to carper diem, seize the day. Carper diem is important because he tells them to follow their dreams, but In many cases their dreams went against the principles of the school. Through his unorthodox teaching style he taught them that conformity was not necessary. Many of the poems he taught them all preached carper mime, such as the following: Gather ye rosebuds while ye may Old time is still a flying And this same flower that smiles today Tomorrow will be dying. Gather ye rosebuds while ye may means that make your dreams come true before you die. However, they could never live their dreams if they conformed to what their parents wanted, or what their principal wanted. Another example of how his teaching promoted free thinking and non-conformity was the way he ripped out the introduction by J. Evans Pritchard. He didnt want his students to conform to Brickyards views on poetry he wanted them to form their own views. He called the Introduction excrement and yelled rip It, rip It out. Everyday In his classroom there would be a lesson that preached against non-conformity along with poetry. After reading a poem, Mr.. Keating stood up on the table and said, Why do I stand here? To feel taller than you? I stand on my desk to remind myself that we must constantly force ourselves to look at things differently. He then invites his students to stand up. This is obviously a lesson in free thinking and non-conformity. He is saying that there is more than one view to everything, and he is inviting them to be unconventional. Mr.. Keating helps almost all of his students become free thinkers and non-conformists. This is illustrated at the end, when they all stand on their desks. Mr.. Nolan, the principal at Walton, is a man who believes that tradition and conformity should be upheld In all cases. From the first day of school, he teaches them never to diverge from tradition. In the opening assembly, every word spoken by the students is done in unison. They all recite the four pillars, which are tradition, Neil Perry is a victim of societys need for conformity. He is a Walton student, who has been entrapped in his fathers web of restrictions.