The Various Primary And Secondary Stakeholder Groups Essay Example for Free

The Various Primary And Secondary Stakeholder Groups Essay 1 Describe your company and analyze the various primary and secondary stakeholder groups, their roles, and relationships. A In July of 1958, MITRE was founded as a private, not-for-profit corporation to provide engineering and technical services to the federal government. In doing so, it fulfilled a request by Secretary of the Air Force James Douglas for a specialized services group to provide the system engineering and ongoing support for the massive, multi-billion dollar, continental air defense system called SAGE. SAGE, or Semi-Automatic Ground Environment, was developed for the United States Air Force from 1950 to 1957 by the Massachusetts Institute of Technologys Digital Computer Laboratory, the Air Force Cambridge Research Laboratory, and MITs Lincoln Laboratory. MITRE was incorporated one month following the installation of the first of 23 national SAGE centers at McGuire Air Force Base, New Jersey. MITRE first settled in the Boston area. Stakeholder groups: senior management, HR managers, facility and regional directors, it directors and employees. MITRE systems engineers must build relationships with the stakeholders throughout the transformation process [3]. They should employ a combination of one-on-one interviews, focus groups, and surveys to rapidly establish rapport and create an environment that contributes to the stakeholders being open and honest while describing challenging situations. Rather than just fire off one question after the next, it is important to engage stakeholders in dialogue and exhibit interest in their opinions and perspectives. Ask follow-up questions to solicit specific examples and understand how stakeholders developed their opinions and perceptions. The interview protocol should include open-ended and Likert-scaled questions. Liker scales are a type of survey response format where survey respondents are asked to indicate their level of agreement/interest on a continuum (e.g., from strongly agree to strongly disagree or a numerical scale). This method provides a way to assign a quantitative value to qualitative information. Although there is a certain amount of variance inherent in Likert responses, these questions help bring a quantitative measure to enhancing understanding of stakeholders. In addition to asking probing questions on a variety of topics, solicit suggestions for addressing concerns. 2 Recommend ways the stakeholders can influence the destiny of your business. A Corporate stakeholders are different from generalized ones so are their roles bigger than rest. They are board of directors; key players in management, employees, shareholders, suppliers and of course the customers without whom business won’t run. Functioning of stakeholder in every corporation would vary hence their impacts are diverse. They involve in planning, identifying positive and negative impacts and potential profit margins etc. They have greater role to play in financial and functional aspects of businesses and guarantee success. 3 Create a plan on how you would encourage stakeholders to form a coalition to help you achieve your goals. Include a discussion of the specific assistance you think the coalition could provide. A . Put together a core group. Start with people you know. If youre a longtime activist on this issue, or if youve been living or working in your community for a while, you have lots of contacts, particularly among others concerned with the same things you are. Use those contacts now, either to pull them into the circle, or to get the names of others who might be part of a core group. Identify the most important potential coalition members. Especially if your coalition has a narrow and time-limited purpose, there are probably people or organizations you cant do without. Its important to identify them, and to target them specifically for membership. This may mean courting them an initial meeting over lunch where you pick up the tab, for instance, or a promise of a place on the steering committee. Recruit members to the coalition. Now that your core group is in place, and youve decided on the potential members who are necessary to the success of the coalition, you can start recruiting members. Although its important to start with the individuals and groups mentioned above, youll probably want to be as inclusive as possible. Its unusual to hear about a coalition suffering because it has too many members. Plan and hold a first meeting. The first meeting of a coalition is important. If its a high-energy, optimistic gathering that gets people excited, youre off to a good start. If its depressed and negative, or just boring, its a good bet that a lot of people wont come back. Its up to the core group in what may be the last official task they undertake to plan a meeting that will start the coalition off on the right foot. 4 – Anticipate any challenges in encouraging stakeholders to form a coalition to help you achieve your goals and the steps you would take to overcome these challenges. A – First; once you take the first step and decide to face a challenge, you have to state the problem and do it as clearly and exactly as you can. Second; you must identify the resources you have on-hand that could potentially help you to achieve your goal. It would be advisable to make a list with all the resources you have. Third; you need to design an effective strategy to deal with the situation. So, rack your brains and determine your best strategy to solve the new problem and, then, you will just need to execute it as efficiently and effectively as you can. Finally; once you have the strategy you have to implement it with creativity, skill and intelligence. Do your work with effort, determination and diligence. So, strive for excellence in your work; try your best day by day with the wisest use of your resources and energy to achieve the goal.

Stereotype Threat Is A Phenomenon Psychology Essay

Stereotype Threat Is A Phenomenon Psychology Essay Membership in a stereotyped group is the one condition that must always be present in order for stereotype threat to occur. Everyone is a member of at least one stereotyped group, and is vulnerable to being affected by stereotype threat in different situations. Although greatly contested, women and members of ethnic minorities are not the only groups affected by stereotype threat. Research on stereotype threat has shown that a diverse set of groups can be affected by stereotype threat. Aronson, Lustina, Good, Keough, Steele, and Brown (1999) showed that White males performed worse on a math test when the performance of Asians in mathematics was made salient. In this context, White males are part of the stereotyped group because of the stereotype that White males are worse at math than Asian males. Individuals Who Identify Strongly With Groups Certain individuals are more vulnerable to stereotype threat than others because their memberships are salient to them in many situations. These individuals strongly identify with groups which use gender or ethnicity as inclusive criteria. This strong identification with groups can make stereotypes chronically accessible (what does this mean?). In turn, they will increase stereotype threat more often and in varying situations. Whereas certain individuals need to have their stereotyped group membership made salient, these individuals are always aware of their stereotypes. Marx, Stapel and Muller (2005) found that the performance of women on a math test was inversely proportionate to the degree to which their gender was emphasized. Cole, Matheson and Anisman (2007) found similar results. Higher ethnic identification predicted greater psychological distress and poorer performance for minority students in their first year of college. Stereotype Belief and Knowledge Though stereotype threat can arise in situations where the person is unconsciously aware of the stereotype, it is more easily processed when the person is aware or knowledgeable of the stereotype. Since adults are usually aware of many stereotypes, McKown and Weinstein (2003) conducted a study that examined the knowledge of stereotypes by children and its effects on their performance in domains that produce stereotype threat in adults. The researchers found that children who were aware of stereotypes were more likely to show effects of stereotype threat. Belief of stereotypes is another factor that affects the degree to which a stereotype threat is experienced. In a study by Schmader, Johns, and Barquissau (2004), women who endorsed gender stereotypes about womens math ability did worse on a task in the stereotyped domain when under stereotype threat more so than their counterparts who did not endorse a gender stereotype. Consequences of Stereotype Threat Decreased Performance on Tasks Test performance in academic settings is the context in which most stereotype threat research is conducted. Cole, Matheson and Anisman (2007) found that ethnic minority students at a predominantly White Canadian institution showed increased levels of anxiety and depression compared to the White students, and had lower grades at the end of the school year. Scores on Ravens Advanced Progressive Matrices (APM) task, a task that has been described as being a pure measure of cognitive ability and culture-free, have been shown to be affected by stereotype threat (Brown Day, 2006). Performance on tasks in other domains has also been affected by stereotype threat. Undergraduate female golfers performed more poorly when the stereotype of females being poor golfers was purported either subtly or blatantly (Stone McWhinnie, 2008). The reason for reduced performance when under stereotype threat has been attributed to factors such as anxiety (Max Stropel, 2006), physiological arousal (Blascovic h et al., 2001) and reduced working memory capacity (Schmader and Johns, 2003). Changes in Appraisal of Situations When faced with stereotype threat, individuals use different strategies to account for lapses in their performance. Some individuals attribute internal reasons/causes as to why they failed the task. In a study by Koch, MÃ ¼ller, and Sieverding (2008), participants were asked to find a document on a computer and save it to an external storage device. Participants were told that women perform worse on the task than men (stereotype threat condition for women) or that women perform better on the task than men (stereotype threat condition for men). Women in the stereotype threat condition were more likely to make internal attributions for their failures than men in the same experiment. Self-handicapping is another strategy used by individuals affected by stereotype threat. These individuals erect barriers to performance in order to provide attributions for their failure (Stone, 2002). A specific type of self handicapping is task discounting. Tasks are critiqued in some way in order to ex plain poor performance. A study by Lesko and Corpus (2006) found that women who were taking part in a math task and under stereotype threat were more likely to agree with statements such as this test is not an accurate measurement of my math ability. Reducing Stereotype Threat Reframing the Task Stereotype threat can arise when task descriptions or test instructions make threatened identities and negative stereotypes more accessible. Ergo, stereotype threat can be reduced by reframing a task in such a way that stereotypes are not invoked or made salient. Steele and Aronson (1995) were able to reduce stereotype threat by explicitly stating that a test was not diagnostic in nature. Though this strategy is unrealistic in regular testing situations, other task reframing methods have been shown to be equally effective. Gender stereotypes are common, and affect the performance of women in stereotyped domains (Spencer, Steele Quinn, 1999). However, gender stereotypes and their subsequent effect on test performance can be reduced by reframing the task. For example, Spencer, Steele and Quinn (1999) showed that when both male and female participants completed a mathematics test and were told that there would be gender differences, the males outperformed the females. Contrarily, when the task was reframed and the participants were told that there would be no gender differences, the scores of the male and female participants were equivalent. Another task reframing strategy is addressing the fairness of the task. Good, Aronson and Harder (2008) were able to reduce stereotype threat present on a mathematical ability test by assuring the test takers that this mathematics test has not shown any gender differences in performance or mathematics ability. Even the though the tests outlined in the above studies were diagnostic in nature, reframing the tasks was able to negate potential stereotype threat effects. Task reframing strategies can be employed by testing agencies in order to reduce the potential effects of stereotype threat, which can affect the scores of test takers belonging to certain demographics on standardized tests. De-emphasizing Threatened Identities Stereotype threat can be reduced in situations where the threatened social identities are made less salient. Threatened social identities can consist of gender, ethnicity, socioeconomic status and other domains that are often stereotyped. Stricker and Ward (2004) conducted field studies that examined the effects of asking about ethnicity prior to Advanced Placement (AP) calculus exams. A re-analysis of their data by Danaher and Crandall (2008) found that soliciting identity information at the end of the exam decreased sex differences in test scores by 33% compared to when identity questions were asked at the beginning of the exam. Danaher and Crandall concluded that if the demographic questions were asked at the end of AP calculus exams, 4700 additional female students would receive a credit annually. Stereotype threat can also be reduced if individuals are encouraged to think in ways that reduce the significance of the threatened identity. Ambady, Paik, Steele, Owen-Smith and Mitchell (2004) found that when women were individuated by having aspects of the self made more salient, they performed better on a difficult math test than women who were not individuated. The researchers concluded that individuation allows individuals to distance themselves from the threatened social identity. Emphasizing the similarities between groups has also been shown to reduce stereotype threat. Rosenthal, Crisp and Sue (2007) found that generating similarities between men and women in academic settings led to higher performance expectations and improved performance by women in a stereotyped domain. Rosenthal, Crisp and Sue (2007) selected mathematical ability as the stereotyped domain in which similarities between ingroup and outgroup employment strategies would be tested. Individuals with multiple social identities have a low risk of being affected by stereotype threat. Gresky, Ten Eyck, Lord and McIntyre (2005) examined the role of multiple social identities in undergraduate university students. The participants were instructed to answer questions from what was supposedly a new version of the GRE math exam. Stereotype treat was induced by informing the participants that men usually outperform women on math tests. The participants were then split into three conditions. Before the math test, some subjects were instructed to create a simple self-concept map whereas others were instructed to create a complex self-concept map. Subjects in the control condition did not create a self-concept map. The female participants who did not create a self-concept map or created a simple self-concept map performed poorly on the math test whereas the female participants who were instructed to create a complex self-concept map were unaffected by the stereotype threat ma nipulation. Creating self-concept maps did not have an effect on the scores of the male participants, presumably because they were not affected by the stereotype threat manipulation. Consequently, encouraging stereotype threatened individuals to think of themselves as multifaceted individuals reduces vulnerability to stereotype threat effects. Though all people have multiple identities, some are more vulnerable to stereotype threat than others. This can be explained by the fact that different social identities are highlighted to different degrees in individuals. Having stereotyped social identities that are easily highlighted (not the right word) increases the vulnerability of an individual to stereotype threat. Mcglone and Aronson (2006) demonstrated this effect by instructing participants to complete the Vandenberg Mental Rotation Test (VMRT) in varying conditions of identity salience. This salience was achieved by having participants complete questionnaires that highlighted different social identities. For the male participants, performance on the VMRT was best when gender was made salient and worst when their status as citizens of the Northeast was made salient. The female participants performed the best when their college identity was made salient and performed the worst when their gender was emphasized. Affirming Self-Worth Stereotype threat acts on an individuals fear of confirming negative stereotypes (Steele Aronson, 1995). Self-affirmation can be used as a strategy to protect the self from perceived threats. Self-worth can be increased by encouraging people to think about characteristics, roles and skills that they are proud of or view as important. Schimel, Arndt, Banko and Cook (2004) examined whether self-affirmation and affirming self-worth can protect individuals from stereotype threat. Before completing a math test, female participants were randomly assigned sentence fragments to complete that provided either intrinsic affirmation, extrinsic affirmation or no affirmation. The participants were also placed in either a stereotype threat or control condition. The researchers found that women in the stereotype threat condition who reaffirmed their self worth by completing the sentence fragments that provided intrinsic motivation performed better on the exam in the stereotype threat condition than in the control condition. Conversely, women in the stereotype threat condition who extrinsically self-affirmed performed worse in the stereotype threat condition compared to the control condition. Cohen, Garcia, Apfel and Master (2006) came to similar conclusions when studying seventh grade students in racially diverse middle schools. Students were assigned to self-affirmation conditions and no self-affirmation conditions. The students in the self-affirmation condition were instructed to write an essay that indicated values that were important to them and why they were important to them. Students who did not self-affirm were instructed to write an essay about their least important values and why they were not important. The researchers found that African-American students in the self-affirmation condition performed 0.3 grade points better over the semester compared to African-American students who did not self-affirm. These results are notable because African-American students are the demographic that is usually most affected by stereotype threat in academic settings. As a result, enhancing the individuals internal coping capacity through providing affirmation has shown to improve the performance of individuals that are most susceptible to stereotype threat. Providing Role Models Individuals who focus on outgroup members who perform well on a specific domain have a negative effect on their performance on tasks from that domain. Huguet and RÃ ©gner (2007) showed that the performance of female participants on a math test in a mixed environment was negatively affected by their thoughts about males who performed well in mathematics. This type of stereotype threat effect can be reduced by providing ingroup role models that are proficient in a specific domain. Marx and Roman (2002) examined this effect by providing females with role models who were competent in math. Male and female participants were given a difficult math test to complete. When the experimenter was a male, the female participants performed poorer on the exam than the male participants. However, when the test was administered by a female who embodied subject confidence, the female participants performed equally as well as the male participants. The role models provided do not need to be present in order to reduce stereotype threat. Various studies have shown that stereotype threat can be reduced by providing role models through priming. McIntyre et al. (2005) examined the relation between exposure to positive role models through priming and reduction of stereotype threat effects. Undergraduate students were asked to participate in two studies, and were told that women perform worse than men on math tests. The researchers also manipulated the tasks by having the participants read anywhere from 0-4 essays describing successful women. The researchers found that the performance of the female participants increased as the number of essay read increased, supporting the finding that providing role models decreases stereotype threat effect. Attributing Difficulties to External Factors The effects of stereotype threat can be reduced if difficulties on tasks are attributed to external factors rather than the self. Ben-Zeev, Fein, and Inzlicht (2005) illustrated the effect of attributing difficulties to external factors on stereotype threat. Women who identified highly with mathematics completed a math test in the presence of either 2 males (stereotype threat condition) or 2 females (control condition). Participants were also shown a subliminal noise generator before the test. They were told that the machine would either increase arousal and heart rate or that it would not produce any adverse effects. The female participants in the stereotype threat condition performed worse on the math test only when they were told that the subliminal noise generator would not produce any adverse effects. The participants who were told that the machine would increase arousal attributed their difficulties to the noise generator, and did not experience stereotype threat effects. Provi ding subliminal noise generators are not practical in normal testing situations. However, recent studies have used different techniques to produce the same effect. Johns, Inzlict and Schmader (2008) eliminated stereotype threat effect by telling individuals under stereotype threat conditions that the anxious feelings they were experiencing would not hinder their performance, and might even improve their performance. Attributing difficulties to external factors is a strategy that can be utilized effectively in order to reduce stereotype threat. Conclusion Stereotype threat is highly pervasive and is not restricted to people with certain characteristics or backgrounds. Although it can affect anyone, certain individuals are more susceptible to the effects of stereotype threat than others. The effects of stereotype threat make it a serious problem that needs to be addressed. The literature has revealed that although stereotype threat cannot be completely eliminated, certain cognitive reappraisal strategies can help reduce or attenuate its effects. These strategies include reframing tasks, providing role models, providing external attributions for difficulties and deemphasizing threatened social identities. These strategies have been shown to be effective, and should be considered in situations where stereotype threat is known to be present.

The Issues At Daimler Benz Ag Management Essay

The Issues At Daimler Benz Ag Management Essay Daimler AG is one of the worlds automotive companies. It distributes into Mercedes Benz Cars, Daimler Trucks, Mercedes Benz Vans, Daimler Buses and Daimler Financial Services. The Daimler Group is one of the biggest producer of premium cars and the worlds biggest manufacturer of commercial vehicles with a global reach. (Daimler, 2011) Daimlers corporate goal is to achieve stainable profitable growth and to increase the value of the company. Daimler aims to be the worlds leading automotive companies, intend to inspire customer with the brands, products and services and strive to occupy the leading for sustainable drive systems. (Daimler, 2011) Figure 1 is shown the Daimler Target System. 1.2 History Daimler AG has 125 years history. Gottlieb Daimler and Carl Benz were the pioneers of the automobile manufacture in the 19th century. After the First World War, there was a world economic crisis. The war caused a great depression for the world economy. It was a great challenge for Daimler-Benz. In 1937, Daimler-Benz AG started to produce armament items and aircraft engines. It was necessary to do reconstruction after the war damage in 1945. In 1949 to 1960, Daimler-Benz AG succeeded in regaining the position in the automobile industry. In 1960s and 1970s, Daimler-Benz defended an outstanding position in international motor vehicle markets. In the end of 1970s, Daimler-Benz assessed cautiously with the oil crisis and new Asian competitors. Since 1995, new strategic realignment concentrated on transport and services. The global economic crisis affected Daimler-Benz deeply in the end of 2008. (Daimler, 2011) 2. Issue Identified The issue is the merger between Daimler-Benz AG and the American automobile manufacturer Chrysler Corporation, but the near decade merger was finished by DaimlerChrysler AG sold 80.1% stake in 2007. 2.1 The Reason of choosing this issue Since Daimler and Chrysler located in different countries that are Germany and United States respectively. Both of them have their own culture. It is cross-culture. Through the merger between Daimler and Chrysler, I find out that the culture is one of the factor should be considered when two companies come from different countries. 2.2 Brief description of the issue In 1998, there was merger between Daimler-Benz AG of Germany and Chrysler Corporation of the United States (BBC News, 1998). On 6 May 1998, the merger agreement between Daimler-Benz AG and Chrysler Corporation was signed in London. On 7 May, they announced the merger to the worldwide and the new company called DaimlerChrysler AG. (Sheltom, Hall and Darling, 2003) DaimlerChrysler became the worlds fifth largest car make after merger. Mr Schrempp described the merger as a marriage made in heaven. Also, the new combined management had promised that there will be no plant-closures or lay-offs after merger. (BBC News, 1998) In 2002, DaimlerChrysler implemented a restructuring program that aims to bring it struggling Chrysler division back into the black by 2003. (BBC News, 2002) In 2006, DaimlerChrysler ordered to pay former Daimler-Benz shareholders about 232m euros to settle a dispute over its 1998 creation. This was not the first time that DaimlerChrysler had been sued over its establishment. (BBC News, 2006) Also, in 2006, the company brought unwelcome information to investors by revealing that Chrysler was losing money. This year, Chrysler set to clock up $1bn losses (BBC News, 2006) In 2007, there was deeply concerned about its poor performance, and the shareholders were pressuring the company to sell it. (BBC News, 2007a) In 2007, the German-US firm paid 5.5bn euros to buy 80.1%, much less than the $36bn paid for Chryslers 1998 merger with Daimler-Benz. (BBC News, 2007b) In 1998, Daimler Chairman Juergen Schrempp promised a merger of equals. But it wasnt long before Chrysler executives complained the bullheaded Germans would not listen to the Americans. The relationship began to fall quickly. Schrempp said that if he had been honest with the Americans about German dominance before the merger, they never would have made a deal. (abc News, 2010) Culture differences were blamed for the failure of DaimlerChrysler. This is like citing irreconcilable differences. DaimlerChryslers incapability to combine the company cultures was one of the reasons of failure. (Mann, 2007) 3. Analysis of situation 3.1 The Reason of using this model I will use Hofstedes culture different model to analyze this issue. It is because Hofstedes culture different model can have a comparison between these two countries. Also, Hofstede collected over 116,000 people in 50 countrys research (Deresky, 2003) about organizational behavior. This data makes the model more believable. Also, Hofstede used constructed scaled indices to rank each of the nation within the dimension based on cultural differences (Signorini, Wiesemes and Murphy, 2009) 3.2 Hofstedes culture different model Hofstedes culture different model is a framework that understand how basic values underlie organizational behavior. Hofstede proposed four value dimensions, they are power distance, uncertainty avoidance, individualism and masculinity (Deresky, 2003). First, the value dimensions is power distance, it is the level of acceptance by a society of the unequal distribution of power in organizations. High power distance that employees accept the bosss authority is larger than themselves in the hierarchy and they seldom bypass the chain of command. The example of high power distance is Philippines. On the other hand, low power distance is that boss and employees are having equal power, and the relationship between boss and employees are more harmony and cooperation, such as Austria. (Deresky, 2003) For the second dimension, it is uncertainty avoidance that refers to the extent to which people feel threatened by ambiguity in the social. High level of uncertainty avoidance causes that people tend to have strict laws and procedures, also have a strong sense of nationalism. In business side, the formal rules and procedures were designed to provide more security and greater career stability. Japan is the example of high level of uncertainty avoidance. However, low level of uncertainty avoidance causes that the nationalism is less decided and protests is allowed, and then the company is less structured and less formal. United States is one of the low level of uncertainty avoidance. (Deresky, 2003) The third value dimension is individualism. It refers to the tendency of people to look after themselves and their family and to ignore the need of society. Individualism is that achievement and democracy are highly valued. The relationship is independence between individual and organizations, the instance of individualism is United States. Collectivism that there is a strong belief in group decisions, believe the group more than the individual. Japan is the one of countries of collectivism. (Deresky, 2003) Fourth, masculinity is the degree of masculine values that assertiveness, materialism and lack of concern for other. Masculine culture considers cooperation more than individualistic. High masculine societies that one finds great job stress and organizational interests generally intrude on employees private lives. The example of highly masculine societies is Japan. On the other hand, counties with low masculinity that cause less conflict and job stress and reduce the need for assertiveness, such as Switzerland. (Deresky, 2003) The fifth dimension is the short-term orientation and long-term orientation, it is Hofstede added later. Long-term orientation is fostering virtues about future rewards. Short-term orientation is fostering virtues about the past and present. (Signorini, et al 2009) 3.3 Analysis of the issue Power distance In term of power distance, larger power distance countries are having more privileges for high level status, small power distance countries are preferred egalitarian (Signorini et al., 2009). According to Figure 2, the power distances score of Germany and United States is 35 and 40 respectively. Their result based on Hofstedes analysis is nearly, the level of accept unequal distribution of power in organization is low (Schneider and Barsoux, 2003). About Daimler organization, they embraced formality and hierarchy that mean the subordinates prefer to listen superior. Also, the employee in Daimler needed to follow the hierarchy such as decision making process. Employee needs to follow the formal channel, it shown the manager relies on formal rule. (Badrtalei and Bates, 2007) Daimler-Benz had a more traditional way in management style, they used top-down management style (Anonymous, 2004). German managers preferred autocratic style in leadership style. German employees are obedient to m anagers and follow them unquestioningly expect give the employee specific order, that mean employee had high dependence. (Sheltom et al., 2003) Based on the above information, Daimler belongs the high power distance and became the tall organization pyramids. About Chrysler, they were ignored barriers and promoted cross-functional teams that favored free-form discussions and casual repartee that the subordinates wanted to be discussed to superior. Also, the executives allowed mid-level manager to go forward their own opinion. (Badrtalei et al., 2007) In term of management style, Chrysler had a reputation for having more freewheeling, open culture (Anonymous, 2004). Regard to the leadership, their employees expect to be treated accordingly that mean the employees enjoy the equal right. In organization, employees can challenge their manager that employees needed for low dependence. (Shelton et al., 2003) The organization pyramids of Chrysler are flatter than Daimler. Uncertainty avoidance Based on Figure 2, the score of Germany is 65 and United States is 46. It shown that German was unhappiness with ambiguous situations and people wanted more direction and less change and the ambiguous situation may develop anxiety or stress. Because little direction and considerable uncertainty would made work less effectively in the company, they wrote some rules to cover the situation. On the other hand, United States was more willing to take risk and much less resistant to change. (Brooks, 2003) In Daimler Organization, there was suit-and-tie dress code and the employees should respect their titles and proper names. About decision making process, Daimler set up the formal channel and followed the hierarchy and complex decision-making processes. (Badrtalei et al., 2007) Germans analyzed a problem need to use great detail, find a solution, then discussed with the partners to make a decision (Dorothee, 1999). It shown that Daimler needs laws and rules when manages the organization. Chryslers employees favored open collars and they could bring out their ideas freely (Badrtalei et al., 2007). It shown they were less need for rule. Based on the score of uncertainty avoidance, United States is lower than Germany. The result fitted in the Daimler and Chrysler, because Daimler management preferred more to follow the rule and formal. Conversely, Chrysler was more casual management style that less stress and relax. When American discussed the problem, they created the solution during the discussion, not follow the information. (Dorothee, 1999) Individualism versus Collectivism In individualist nations, the individual is more independent in the group. In collectivist nations, the groups interest is more important that individuals interest. (Signorini et al., 2009) According to Figure 2, the result of Germany and United States is 67 and 91 respectively. United States is the highest score in the world. Hofstede found that American culture tend more individualistic and Asian cultures tend to be much more collective. (Brooks, 2003) Germans preferred a tightly knit social framework in which individuals look after one another and protect their members interests. Luthans (1998) said that Geramns are less individualistic than people in the USA. (Shelton et al., 2003) That reflected Germans perform best in in-groups. Also, Germans were more respectful of title, age and background connections, for example culture accords status based on gender, age or social connections. (Shelton et al., 2003) The executives of Daimler had larger staffs and fatter expense accounts (B adrtalei et al., 2007), the obligations of group were important than self. On the other hands, Chrysler is the American based company, so their culture was affected by American culture. USAs companies were tended to grant status based on achievement (Shelton et al., 2003), it reflected they hiring and promotion decisions based on skills. In Chrysler, officers had broader responsibilities and bigger salaries and bonuses (Badrtalei et al., 2007), their obligations of organization were low. Masculinity versus Femininity Based on Figure 2, the score of Germany and United States is 66 and 62 respectively. Masculinity countries that people strengthen assertiveness and competition and interest in material success. Femininity countries that people concern more with living environment and relationship. (Signorini et al., 2009) In the result of Hofstede, Germany and United Statess result was approach. In order to maintain the luxury image of Daimler, employees flew first-class during business travel. (Badrtalei et al., 2007) Daimler had a stress on competition. However, only top officers of Chrysler could fly first-class during the business travel (Badrtalei et al., 2007), it also was the performance of the masculinity. Because both of them preferred the masculinity in the result of Hofstede, their value of work, money and achievement were similarly. Long term orientation versus Short term orientation In term of long term orientation, there are differentiation between elder and younger sisters and brothers, in business that building of relationships and market position, people should live more equally. Short term orientation that all siblings are equal, in business that short-time results and the bottom line, economic and social life to be ordered by abilities etc. (Schneider and Barsoux, 2003) The result of long term orientation in Germany is 31, United States is 29 that shown in Figure 2. These two countries belonged to short term orientation based on Hofstede. Actually, Luthans (1998) remarked that Germans had a longer-time orientation. About workforce, Germany is more stable than United States. German employees preferred work for many years for the same company, they focused on building of relationships and a strong market position. (Shelton et al., 2003) Germans forced on full-year results of financial reporting system. (Badrtalei et al., 2007) On the other side, US employees were instable of the workforce and they rarely worked many years in the same company (Shelton et al., 2003), because they focus on short-term results. Also, the financial reporting system is on a quarterly basis (Badrtalei et al., 2007). 4. Conclusion Daimler AG is one of the worlds automotive companies and it has 125 years history. Gottlieb Daimler and Carl Benz was the founder of Daimler-Benz AG. In 1998, there was the merger between Daimler-Benz AG and Chrysler Corporation, these two companies located in Germany and United States respectively. And the cooperation of Daimler and Chrysler was merger of equals. At the beginning, their merger was viewed a strong alliance by international market. However, their relationship of merger maintained nine years. During the merger, DaimlerChrysler had cultural clashes, since the employees of DaimlerChrysler were came from Daimler and Chrysler respectively, they had some differences in work habits, communication style, planning and decisions, negotiation strategies and leadership. The cultural clashes of DaimlerChrysler can use Hofstedes cultural difference model to analyze. Hofstedes cultural difference model has five value dimensions to analyze the cultural difference. They are power distance dimension, the uncertainty avoidance dimension, individualist-collectivist dimension, masculinity-femininity dimension and long-term orientation short-term orientation dimension. According to Figure 2, the result of power distance dimension, masculinity-femininity and long-term orientation short-term orientation on Germany and United States is closely. Conversely, there was obviously difference on individualism-collectivist dimension and uncertainty avoidance dimension. In term of power distance dimension, Daimler executed hierarchy in the management style that subordinates must follow superior. On the other side, Chrysler was more freewheeling in management style, such as employee can challenge their manager. About uncertainty avoidance, Daimler was higher than Chrysler. Daimler was more traditional and need to use formal channel when making decision. Conversely, Chrysler preferred open collars, free-form discussions and casual repartee. (Badrtalei et al., 2007) Regard to individualism-collectivism, United States is the highest score in the world. Since Chrysler is the American based company, they were more force on themselves. To sum up, the Germans regarded the entrepreneurial spirit and innovative thinking, whereas the Americans valued the methodological engineering technical capabilities. (Darling, Seristo and Gabrielsson, 2005) 5. Recommendations Appendix Daimler Target System Figure 1 The result of Germany and United States Figure 2

Kosovo And Milosevic Essay example -- essays research papers

“I wouldn’t mind if they needed to take [Yugoslav President Slobodan Milosevic] out,'; said Chris Walter, 23, a college student living in Chagrin Falls, Ohio. I felt the same way about Saddam Hussein. I think the longer you keep the problem around, the sooner it is going to come back and bite you.'; From the Washington Post April 18th, 1999 The horrors of the atrocities committed against Kosovo such as the targeted attacks on civilians, “ethnic cleansing';, and most certainly mass murder have a greater impact globally than what may appear on the surface. On a humanitarian level, all these situations are marked by the same killing mixture of hope and despair – frightened women, terrified children, despondent old men and women, and helpless adults looking towards the corner of the street and gazing at the sky hoping for a miracle that does not happen – until they are driven out of their homes at gunpoint, and their houses looted and put to torch in front of their eyes – and they still thank God for sparing the lives of those who survived to face the next ordeal. This story is being repeated in the Balkans for the umpteenth time. Almost a month after the most powerful military grouping in history launched air attacks on rump Yugoslavia to compel adherence to a peace accord, a human tragedy of grotesque proportions continues to unfold in Kosovo. Nearly 50 per cent of its Albanian population has been forced to flee the country under the relentless assault of the Yugoslav army and police, amid unbelievably cruel carnage of human lives and burning of villages and towns. Kenneth Waltz’s first-image theory rests on the assumption that the causes of war are to be found in the nature and behavior of man and on the role of specific individuals, as in this case Slobodan Milosevic. If you ask the question "Why is a war taking place in Kosovo?" a large part of the reply must be "Because of Slobodan Milosevic." In an interview with Newsweek’s Lally Weymouth, German Foreign Minister Joschka Fischer bluntly linked Milosevic with the two names whose shadows still linger over modern Europe. Milosevic, said Fischer, "was ready to act like Stalin and Hitler—to fight a war against the existence of a whole people." It is Milosevic who has lit the flame of evil;... ...le of double standards, and credit must be given to President Clinton for using US power and influence to hammer out the Dayton Accords that brought the nightmare in Bosnia-Herzegovina to an end in 1996. But what can be said about the current situation? NATO’s Secretary general Javier Solana wants to see Milosevic indicted: “We think that at a political level President Milosevic clearly bears responsibility for what’s going on in Kosovo,'; State Department spokesman James Rubin said in Washington last week. Yugoslavia was once a vibrant, multicultural society with one of the highest living standards and the greatest degrees of openness in the Soviet bloc, a country of extraordinary natural and historical beauty. Today it is a bombed out, fanatic-ridden shell. The real problem that should receive urgent attention is that massive human rights violations be stopped and the refugees extended every assistance to enable them to return to their homes, most of which will have to be rebuilt. Apart from a political solution that respects the rights of the Kosovars, those guilty of massacres and ethnic cleansing must be brought to book through war crimes trials.

Essays --

Night Comparison Paper Rough Draft The Italian Jews were among the luckiest Jews during their time. The Italian Jewish community, one of the oldest in Europe, numbered about 50,000 in 1933. They were accepted as important members of the society and were successful in the military, politics, and many more skill professions. Everything went downhill when Benito Mussolini’s government asked the non-Jewish community to turn on their Jewish neighbors, but most of the population said no. As a result, a higher percentage of Italian Jews were saved than in very country except for Denmark. The Italians turned there back on the government, as Italy was allies with Germany but the citizens opposed the Nazi party. This resulted in many Italian-Jews being rescued. Throughout Night and Survival in Auschwitz, both Elie Wiesel and Primo Levi both experienced harsh living conditions under the Nazis. When Elie first arrived at Auschwitz, he witnessed something unforgettable, which was the burning of live infants, which resulted in huge amounts of smoke. He described this day as, "Never shall I forget that night . . ." This was only the beginning as Elie experienced the dehumanization, by being fed a little a day, being forced to work long hours and being crammed in small beds and trains. Throughout his time in camp, Elie had no luxury of showering or taking breaks but on the other hand he was forced to work as a slave. This was no difference for Primo, who experienced a little too. At Fossoli, he was given nothing to drink for four days. Which is torture! Things get worse when he arrives in Auschwitz, as he gets his head shaved, forced to take showers whit no room, and tattooed with numbers. He described it, as â€Å"everything around us speaks of a ... ... of personality but obviously this was not present. Elie and the prisoners struggled to maintain human character traits. Both Levi and Elie experienced the struggle to remain human. Primo Levi’s perspective of the Holocaust really went into detail about the tragic events. I really got a better knowledge of the treatment of the prisoners. Words such as â€Å"terrible† and â€Å"inhumane† were mentioned a lot to describe the treatment by the Nazis. In addition, Primo Levi also touches on how morals and values were thrown aside for survival. This is an interesting topic, which caught my attention. Prisoners during the Holocaust threw their religion aside, which was present in Elie and Primo. They started doubting the existence of a God and started doing things for their own good. Primo Levi really went in depth about the Holocaust and gave me a different perspective.

Organisation and management sample paper

Each question is marked out of 10. Please start each question on a new page. 3. Write your answers in the answer booklets provided. Please mark your questions clearly so that we know which questions you have attempted. Make sure your name is clearly indicated on the cover of the examination booklets . Decision-misunderstanding Describe the five (5) steps in the decision making process and provide an example to illustrate the process. Then discuss any one behavioral influence on decision- making and explain how it may influence the example you provided. 2.Organizing Explain the purpose of the organizing function In the relation to the other three (3) functions of the management process. Then compare the functional, divisional, and matrix organizational structures. 3. Controlling Why do managers need to establish controls In organizations? Explain what Is meant by bureaucratic control and clan control In organizations and provide examples to Illustrate your answer. 4. Leadlngandmanagln gchange Explain the purpose of the leading function In the relation to the other three (3) functions of the management process.There are some Important differences between a manager and a leader. Describe the mall differences between a manager and a leader. 5. Communicationandinterpersonalskills Describe at least three conflict management styles and give examples of each. Then explain why the collaborative approach to conflict management is often preferred over the other styles of conflict management. 6. Indeterminateness motivation. Then give one detailed example of each, and explain which approach best describes how you are motivated to work more efficiently and effectively.

Fictional novel Essay

Oroonoko became more widely read following Aphra Behn’s death. After that, the accuracy of the claims made by the narrator began to come under questioning. However, since Aphra Behn herself could no longer confirm the factuality of the accounts, it was taken to be that the narrator was Behn herself. Scholars have argued for years now regarding the factuality or fabrication of Behn’s work. â€Å"While I believe the search for truth within Behn’s work is still a meaningful one, there is a need to revisit the motives and aims of that search, to contextualize Behn’s exploration of truth with respect to the period’s changing notions of truth’s relation to and representation of fact and fiction† (Dickson). Historically, the duplicity Oroonoko suffers at the hands of the white men is quite accurate keeping in mind the fact that many people, including princes were subjected to such a fate. Further, the time during which it was written was one of immense political unease in England. This too is reflected in the novel. The central theme and the practices mentioned within the story might be considered, if not wholly, then to a certain degree, factual. From a literary standpoint, it can be seen that Behn has incorporated certain fictional elements into the work, along with a lot of emotion and sentiment, including love and sacrifice. It is this overlapping of facts and fantasies and history and literature that endows the novel with an influence to challenge the boundaries between these aspects. It is difficult to ascertain the exact genre under which the novel might be placed. It is not completely biographical, nor fictional. It cannot simply be identified as a love story or a tragedy. Neither is it a historical account of events. It is a complex story that falls under each of these categories. But the fact that it is not based on a particular person, known to have existed for certain, perhaps constitutes it as a fictional novel. Works Cited Dickson, Vernon. â€Å"Truth, wonder and exemplarity in Aphra Behn’s Oroonoko. † (2007) Smith, Nicole. â€Å"Narrative Strategy and the Construction of Otherness in Oroonoko. † (2010) < http://www. articlemyriad. com/186. htm>