Wednesday, June 24, 2020
The Organization Of The Research Study Business Essay - Free Essay Example
The purpose of this chapter is to present an overview of this study. It provides a special reference to the background of the study. Definition or the research issue, objectives of the study and the limitations of the research. The importance of the Emotional Intelligence is also explained through this section. Finally the organization of the research is presented. 1.2 Background of the Study The main concern of this study is the effectiveness of the supervisory level of apparel making companies who can make a significant impact on the performance of the factory level employees.  Therefore this study focuses on the fact that whether high levels of EQ helps out to develop the Effectiveness of Line Supervisors. In other words, whether the concern about ones own emotions and other peoples emotions will contribute to the improvement of the Effectiveness of the Line Supervisors of the Apparel Industry. For this purpose two Export oriented apparel manufacturing factories in the Katunayake Export Promotion Zone were selected. In these factories, there are about ten thousand employees. Each and every Line Supervisor has to supervise at least twenty five employees at a time. Therefore the purpose of this Research is to identify whether Emotional Intelligence would really make a better impact or difference for the Effectiveness of Line Supervisors. In other words, t o glance at the fact that dealing with these above mentioned situations successfully might benefit in encouraging the employees in such a way that they will contribute more to the development of the performance of the organization. 1.2.1     Emotional Quotient Singh (2001) stated that research demonstrate that IQ accounts for only about 20 percent of an individuals success in life. It means IQ explains a very small part of a persons achievement at the work place. But eventually the researchers found out that Emotional Quotient make a great impact on ones work and family life that his IQ.  1.2.2     Definitions of EI These are some definitions of Emotional Intelligence. Bar on (1997) stated that emotional Intelligence reflects ones ability to deal with daily environment challenges and his predict ones success in life, including professional and personal pursuits. Goleman (1998) declared that Emotional Intelligence is the capacity for recognizing our own feelings and those of others, from motivating ourselves, and for managing emotions well in ourselves and in our relationships. Emotional Intelligence or the purely cognitive capacities measured by Intelligence Quotient. Bar-On, Brown, Kirkcaldy and Thome (2000) stated that Emotional Intelligence is the ability to perceive ad express emotion, assimilate emotion thought, understand and reason with emotion, and regulate emotion the self and others,  1.3  Research Issue The issue that was recognized here in this research study is to explore the impact of Emotional Intelligence to the Effectiveness of Line supervisors in the Katunayake Investment Promotion Zone and thus to fain some knowledge about the effect on the Sri Lankan context as well, During the initial interviews of the HR managers of some factories, they declared that there is a tendency of the Effectiveness of the Line Supervisors of the factory, to decline. Though they have tried to fill the gap by doing various activities to increase the Effectiveness of the Line Supervisors, they have found out that the Effectiveness of the Line Supervisors has not shown much improvement according to their Performance Appraisal System. The main problem they have identified for the decrease of the Effectiveness of Line Supervisors was lack of self-understand and understanding the feeling of others.  This is a significant area where enough research has not been carried out but a large differ ence can be done if given enough attention. Therefore a main target is to explore whether a significant impact could be done by Emotional Intelligence to improve the effectiveness of Line Supervisors in Apparel Industry and if so this concept cant be used largely in many areas as well to explore new ways to increase the effectiveness of the Line Supervisors. This study attempts to determine the relationship between Emotional Intelligence and Effectiveness of Line Supervisors as it has a great impact on enhancing the effectiveness of Line Supervisors in the Apparel industry.  1.4 Objectives of the Study To determine whether Line Supervisors in Apparel Industry have Personal Competency of Emotional Intelligence. To determine whether Line Supervisors in Apparel Industry have Social Competency of Emotional Intelligence. To recognize whether Emotional Intelligence leads to Effectiveness of Line Supervisors in Apparel Industry.  1.5 Research Questions Does Emotional Intelligence have an impact on Personal competency of Line Supervisors? Does Emotional Intelligence have an impact on Social competencies of Line Supervisors? Does Emotional Intelligence lead to Effectiveness of Line Supervisors?  1.6 Originality of the Study This research reveals an emerging concept where there is limited research in Sri Lankan context regarding the impact of EQ over Effectiveness the Line Supervisors. Though this has become an important area to study, there are only few researchers done in Sri Lanka. Theories adopted by western countries are hardly applicable to Sri Lanka because of Cultural, political, environmental differences. Theories that found in Western countries are difficult to apply to Sri Lankan organizations. 1.7 Research Methodology To gather the relevant data for this research, two apparel manufacturing companies in Katunayake Investment Promotion Zone was selected to represent the Apparel Industry. A sample of 30 Line Supervisors is selected at random. Survey strategy is employed in this study using questionnaires and depth interviews as methods of data collection. This research would involve both qualitative and quantitative techniques to analyze the gathered data and interpret results. Therefore, this study would use questionnaires as the main form of data collection and few depth interviews to illuminate the findings. 1.8 Organization of the Research Study Research chapters are supposed to be presented as follows: Chapter 1 Introduction This is the comprehensive coverage of introduction about the research. It consists of the background and significance of the study, research problems, objectives and limitations of the research. Chapter 2 Literature Review The theoretical framework of the research is covered in this chapter. It also relates to past studies that have been done. Chapter 3 Research Methodology Methods used to present the findings are stated in a detailed manner, it should explain population, sample and structure of the questionnaire and that are supposed to be used I the research. Chapter 4 Date Analysis and Data Presentation Summarized results of data collected through field surveys and methods of presenting data in tables to easier understand are done in this chapter. To analyze the findings of the research for making rational and valid decisions. SPSS System is used. Chapter 5 Findings and Conclusion Conclusions are drawn according to the findings of the research. 2.   Literature Review  2.1 Introduction This chapter will present literature pertaining to two companies of Emotional Intelligence, namely Personal Competency and Social Competency. 2.2 The shortcomings of Intelligent Quotient (IQ) Before the Emotional Quotient (EQ) concept was initiated, Intelligent Quotient (IQ) turned out to be the most important and highly valued measurement of employees in any organization. Primary IQ measures the skills like mathematical and spatial reasoning, logical ability and language understanding of a person. But it does not measure a persons experiences, wisdom personal qualities such as understanding, kindness empathy etc. anyone can score high when they are trained to take IQ tests. So it is not known whether a person score high because of the training he gets or his own intelligence. Some outcome variations relating to the success of individuals in education and organizational context should not be explained through traditional IQ measures (Fatt Howe, 2003). Researchers, who had done number of research over IQ, had realized that there is something more in a person that cannot be measured by an IQ test. Even though some of those persons had fabulous IQ scores, they were doi ng poorly in their work life and wasting their potential by thinking, behaving communicating in a way that hindered their chances to succeed. 2.3 What is Emotional Intelligence Emotional Intelligence is one of the most emerging and interesting concept of todays world which largely impact to every part of any organization. Since it deals with Human psychology factor, it has become an influencing concept to the minds of people. Emotional Intelligence involves the lower and central section of the brain, called the limbic system. Human beings cannot live without emotions as they are naturally emotional beings. Goleman (1997) described Emotional Intelligence as managing feelings so that they are expressed appropriately and effectively, enabling people to work together smoothly toward their common goals. Van Rooy and Viswesvaran (2004) defined EI as the set of abilities (verbal and nonverbal) that enables a person to generate, recognize, express, understand and evaluate their own and others, emotions in order to guide thinking and action that successfully cope with environmental demands and pressures. 2.3.1 Benefits of Assessing EQ Assessing Emotional Intelligence gives much benefit for the individuals and organization. Benefits of assessing EQ for the Individual Examine the overall ability to deal with the immediate world Inventories emotional and social skills Identifies strengths and opportunities for improvement Target areas for personal growth and development Benefits of assessing EQ for the organization Recognize the areas of employees to be developed Serve as a training assessment Supports career path development processes Identifies employees with management potential Assists in selecting new employees 2.4 Origin of Emotional Intelligence Hilgard (1980) declared that our mind operates in three ways: Cognition, affect and Motivation. Human memory, reasoning, judgment and abstract thought are the attributes of cognition. Emotions, moods, evaluations and other feelings states are the attributes of affect. Finally the attributes of motivation are the personality which includes biological urge or learned goal-seeking behavior. EI was made up by the cognition and affect together. Harvard psychologist and one of the most influential theorists of intelligence, Gardner (1983) had proposed the model of Multiple Intelligence, to point out the distinction between intellectual and emotional capacities. He also proposed Personal Intelligence for managing oneself and relationships. Mayer and Salovey (1990) proposed a comprehensive theory of EI. They have illuminated EL as being able to identify, understand, use and regulate a persons emotion. Mayer and Salovey (1997) defined Emotional Intelligence as the ability to perceive accurately, appraise and express emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth. There are four branches of their framework: 1.    Perception, appraisal, and expression of emotion 2.    Emotions facilitation of thinking 3.    Understand and analyzing emotions; employing emotional knowledge 4.    Reflective regulation of emotions to promote emotional and intellectual growth Goleman (2007) identified the Five Domains of Emotional Intelligence as: knowing your emotions managing your own emotions motivating yourself Recognizing and understanding other peoples emotions Managing relationships, i.e., managing the emotions of others  2.5 Major alternative theories of EQ  The process and outcomes of Emotional Intelligence development also contain many elements know to reduce stress for individuals and organization, by decreasing conflict improving relationships and understanding, and increasing stability, continuity and harmony. The ultimate result of all these is of course the improvement of managerial effectiveness. The growing awareness and the increasing interest that EQ plays in employees work and family life have lead researchers to generate alternative theories of EQ from time to time. Theories of Bar On (1988, 2000), Salovey and Mayer (1997) and Goleman (1998) are the three theories which built the most interest in terms of research and applications. These theories have been used to recognize the emotional behavior patterns of individuals in the work place to achieve the effectiveness of the organization.  2.5.1Theory of Bar- On Bar- On is a pioneer in the realm of Emotional Intelligence and has been involved in defying, measuring and applying aspects of this construct since 1980.The Bar- Ons Model is explained as one of three leading approaches to Emotional Intelligence in Spiel Bergers Encyclopedia of Applied Psychology (2004). In the doctoral dissertation of Bar-On (1998) he coined the term Emotional Quotient (EQ), as an analogue to Intelligent Quotient (IQ). He (1997) defined his model in terms of five main social and emotional abilities including interpersonal skills, intrapersonal skills, adaptability, stress management, and mood which together influence a persons ability to cope effectively with management, and mood which together influence a persons ability to cope effectively with environmental demands.  2.5 .2 Theory of Salovey and Mayer The four branch model of Emotional intelligence describes four areas of capacities or skills that collectively describe many of areas of Emotional Intelligence (Mayer and Salovey, 1997). More specifically, this model defines Emotional intelligence as involving the abilities to accurately perceive emotions in oneself an others, use emotions to facilitate thinking, understand emotional meanings, and manage emotions. The Four Branch Model of Emotional Intelligence Mayer Salovey (1997) have introduced the four Branch model of Emotional Intelligence and initiate the abilities for each branch of Emotional Intelligence through this model. 1.    Emotional Perception an Expression 2.    Emotional Facilitation of Thought (Using Emotional Intelligence) 3.    Emotional Understanding 4.    Emotional Management  2.5.3     Theory Goleman As Goleman (1998) states Emotional Intelligence embraces two aspects of intelligence: Understanding yourself, your goals, intentions, responses, behavior and all.   Understanding other and their feelings. Personal Competencies Self-Awareness Self -regulation Motivation  Emotional Intelligence Social Competencies Empathy Social Skills  The building blocks of Emotional Intelligence |Source; Jamali, Sidani an Abu-Zaki (2006) Goleman (1998) touched the depth of the EQ through these two aspects when he found most useful for understanding how each skill matters at work. Emotional Intelligence, as defined by Goleman, is the capacity for recognizing our own feelings and those of others, for motivation ourselves, and for managing emotions well in our relationships (Fatt, 2002). His frame work has five branches: Self-regulation, Motivation, Empathy and Social Skills. 2.6     Emotional Competence Frame Work Goleman (1998) a Harvard psychologist in his ground breaking book, Emotional Intelligence, had introduced a model to recognize the ways of the talents move in work live of employees. His adoptions consist of five basic Personal and Social competencies. This model has been chosen as the plinth of the study to construct the questionnaire and the hypothesis.  2.6.1     Personal Competence   SELF -AWARENESS  ·Ãƒâ€šÃ‚     Emotional Awareness Recognizing ones emotions and their effect  ·Ãƒâ€šÃ‚     Accurate Self Assessment Knowing ones strength and limits  ·Ãƒâ€šÃ‚     Self Confidence A strong sense of ones self-worth and capabilities     SELF REGULATION  ·Ãƒâ€šÃ‚     Self Control Keeping disruptive emotions and impulses in check  ·Ãƒâ€šÃ‚     Trustworthiness Maintaining standards of honesty and integrity.  ·Ãƒâ€šÃ‚     Conscientiousness Taking responsibility for personal performance.  ·Ãƒâ€šÃ‚     Adaptability Flexibility in handling change  ·Ãƒâ€šÃ‚     Innovation Being comfortable with novel ideas, approaches new information.    MOTIVATION  ·Ãƒâ€šÃ‚     Achievement Drive Striving to improve or meet a standard of excellence Commitment Aligning with the goals of the group or organization.  ·Ãƒâ€šÃ‚     Initiative Readiness to act on opportunity.  ·Ãƒâ€šÃ‚     Optimism -Persistence in pursuing goals despite obstacles and setbacks  2.6.2 Social Competencies       EMPATHY  ·Ãƒâ€šÃ‚         Understanding Others- Sensing others feelings and perspectives, taking an active interest in their concerns.  ·Ãƒâ€šÃ‚         Developing Others Sensing others development needs and bolstering their abilities.  ·Ãƒâ€šÃ‚         Service Orientation Anticipating, Recognizing and meeting customers needs.  ·Ãƒâ€šÃ‚         Political Awareness Reading groups emotional currents and power relationships          SOCIAL SKILLS  ·Ãƒâ€šÃ‚         Influence Wielding effective tactics for persuasion  ·Ãƒâ€šÃ‚         Communication Listing openly and sending convincing messages.  ·Ãƒâ€šÃ‚         Conflict Management Negotiation and resolving disagreements.  ·Ãƒâ€šÃ‚         Leadership- Inspiring and guiding individuals and groups.  ·Ãƒâ€šÃ‚         Change Catalyst Initiating or managing change  ·Ãƒâ€šÃ‚         Building Bonds- Nurturing instrumental relationships.  ·Ãƒâ€šÃ‚         Collaboration and Cooperation Working with others towards shared goals.  ·Ãƒâ€šÃ‚         Team Capabilities- Creating group synergy in pursuing collective goals Working with Emotional Intelligence |Source: Goleman (1998) 2.7     Distinctiveness of EQ Competencies There are special characteristics for each and every competency of Emotional Intelligence. People who have the most of these characteristics are considered as emotionally intelligent. They strike a balance between their emotions and behaviors. To be an effective manager or a supervisor one should try to gain these competencies in their lives.  Personal Competence 2.7.1   Self-Awareness People with competence of Emotional Awareness know which emotions they are feeling and why they do feel like that. They are able to realize the links between the feelings, thought s in their minds, the appropriate words they should speak and the tone they should use. People who have this competence easily recognize how their performance is affected by their feelings. They also have guiding awareness of their values and goal to be achieved. Another competency of Self Awareness is Self Confidence. People who have this competence are very decisive. They make sound decisions regardless uncertain and stressful situations. They are able to voice the unpopular views and present themselves with self- assurance. 2.7.2     Self Regulation Self-control is one of the most important competences one should have. People with this competence are able to manage their impulsive feelings and stressful emotions well. They always tend to be positive, calm and sober in manner, they are able to think clearly over the situation and even stay focused under pressure. Another competence of Self-regulation is Trustworthiness and conscientiousness. People who have the competence of trust worthiness act ethically all the time and build trust amount the others through their reliably and genuineness. They recognize and admit their own mistakes and stand against unethical actions of others. They take tough and principled stands at any time concreted on a strict bottom line of their own, people who have Conscientiousness hold themselves accountable for achieving their goals and objectives. They are well organized and very careful in whatever they do. Such people keep their promises and meet commitments. 2.7.3     Motivation People with the competence of Achievement Drive are very results oriented. They always seek out for improving their performance in order to reach to their objectives and standards, they set challenging goals and take calculated risks. Such people follow information to reduce uncertainty and discover different ways to do things better. Another competence of Motivation is Initiative and Optimism. People who have this competence are ready to grasp opportunities around them. They pursue goals beyond what is expected of them. When thy want any job to be got done they do not hesitate even to cut through the red tape and bend the rules when necessary. They are more likely to mobilize other through unusual, enterprising effort. People with competence of Optimism keep on seeking goals in spite of obstacles and set back, they always work with a hope of success rather that fear of failure. They see setbacks as due to manageable rather than personal flaw. Social Competence 2.7.4     Empathy Understanding others is another competence of Empathy. People with this competence are good listeners to others emotional cues. They are very sensitive for the other emotions and easily understand other; perceptions. People who have this competency help out other with understanding their feeling and needs. Acknowledging and rewarding strengths and accomplishments, giving useful feedback, identifying the need of future growth, mentoring other and giving timely coaching and helping you improve the others skills are the characteristics of people who have the competence of Developing others. People who have the competence of Service Orientation understand their customers needs are able to provide the right service or product according to their need. Such people always seek various ways to increase customers satisfaction and loyalty. They gladly offer appropriate assistance often. They are acting as trusted advisors to their customers. 2.7.5     Social Skills  Influence is an important competence of Social skills. People with this competence are skilled at wining people and good presenters who can appeal to the customers and to persuade them. They influence the others indirectly to build compromise and support. People who have the competence of Communication are able to deal with the difficult problems straight forwardly at any time. They are good listeners who seek for mutual understanding. They also welcome sharing information with each other, people with this competence encourage for open communication and they are interested in any kind of news either good or bad. 2.8     Impact of EQ to Effectiveness of Line Supervisors Emotional Intelligence plays a vital role in influencing the Effectiveness of employees in any organization. Even though the other factors like salary, bonus, job security recognition, promotion, delegation of authority and responsibility ectÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦impact for the effectiveness of the employees yet the Emotional Intelligence is in the first place in the list which contributes to increase the Effectiveness of the workers largely.  Zipkin (2000) has found out by a Gallup Organization study of two million employees at seven hundred companies the tenure of an employee in a company and the productivity of the employee is determined by the relationship with his immediate supervisor, the relationship of employees and the Line Supervisors leads not only to reduce the turn over and absenteeism of the company but also to increase the rate of target achievement.  Effectiveness can be identified as one of the most crucial factors of any company in Apparel Manufacturing Companys Effectiveness of Line Supervisors contributes a large amount on achieving the companys daily target. The most effective Line Supervisors are the people who have the capability to understand how their subordinates feel and react over situations in the work place and how to get involved effectively to encourage them an support them to solve problems that they are coming across. When the effectiveness of the Line Supervisors increases, the level of absenteeism and turnover goes down. Employees have the confidence that they can work under the Line Supervisor and he understands their feelings form their perspective. The level of Job satisfaction and the target achievement increase and it creates a committed workforce who acquires positive results for the organization such as increased productivity and improved quality by building the EQ competencies Line Supervisors can produce motivated employees willing to put forth energy to improve work performance. Emotionally Intelligent Line Supervisors are proficient to manage their own emotions while they are dealing with others. Because of this employees who work under him build trust over the supervisor and feel good about working with them. It is obvious that to be effective in helping the organization to achieve their goals, Line Supervisors must first need to be aware of and to manage their own feelings of anxiety and uncertainty. The awareness of others emotional reactions and helping them to cope up with those reactions will become easier once they have become aware about their own emotions and feelings. It is essential for Line Supervisors to understand their workers and gain their respect to do their job well. They must exercise good insight and good judgment when correcting the errors of employees and resolving disputes. They are bound to help to solve any problem that the workers are having with their jobs. If the employees who work under the supervisors are not performing th eir tasks well, production output is affected. Having a close relationship with their workers is very important for the Line Supervisor to achieve their daily targets. Through personnel and Social competencies of Line Supervisors, they can create a smooth flowing of daily work of the organization other that a daily struggle. The most important and the most difficult things are to deal with ones emotional situations in the workplace and to resolve them in an effective and efficient manner. Emotionally Intelligent Employees exhibit the qualities like cooperation with each other, commitment to the work, creativity and group coherence that are increasingly important for the effectiveness of them whereas less emotionally intelligence employees exhibit the kind of conflicts, endless grievances, lesser commitment to work and imbalance of work and family life. When the Line Supervisors become highly emotional the employees work under them perform their work under them performs their work more willingly and tend to display the same qualities through theme. Insight on Emotional Intelligence Components The First component of Emotional Intelligence ,self-awareness means ,having a deep understanding of ones emotions , strengths, weakness, needs and drives, (Goleman, 1995). People who have a high level of Self-awareness are very honest with themselves and other. People who have a high level of Self Awareness are very honest with themselves and others. They avoid the extremes of being overly critical and unrealistically hopeful. Furthermore, these people know how their feelings affect them, other and their job performance. (Goleman, 1995).    The Second component of Emotional Intelligence is Self-regulation. This is an ongoing conversation people have themselves, which frees them from being prisoners of their feelings (Goleman, 1995). Employees who have higher level of Self-regulation are able to face ambiguities of the industry more than employees who have lower level of Self-regulation. Moreover, employees with a high degree of self-r egulation would be able to help in making accurate and thoughtful decisions through their impulsive behaviors. The Third component of Emotional Intelligence is Motivation. Motivation extends to the deep inner desire achieve for the sake of achievement. Motivated employees will work harder for the company and will likely be the most satisfied. To rouse their employees, companies should include them in the decision making process and recognize their contributions (Broolfiled, 2000.)   3.   Methodology 3.1 Introduction Research framework was included in this chapter. Primary data was collected through a structured questionnaire and depth interviews with employees as a feedback. Secondary data was collected from the annual records of the company.  3.2 Research Strategy  The survey instrument which was developed to collect data. Included number of questions itself. Before giving the survey instrument to the companies in Katunayake Export Investment Promotion Zone a Pilot Survey was conducted in PAM Maliban Textiles (Pvt) Ltd in Colombo. Ten questionnaires were given to the Line Supervisors of the particular company and gathered data and information. This was done mainly for two reasons; to recognize whether the survey instrument can he easily understood by the respondent and to identify whether it acquires the accurate and necessary information from the respondent. The outcome was as following. IQ questions were changed and simplified further because it was understood that those questions were hard to comprehend.  3.3 Research Context In order to narrow down the research, two apparel manufacturing factories situated in Katunayake Investment Promotion Zone were selected in this study. These are the Apparel Manufacturing Companies selected for the study.  1) Hirdaramani- Mercury Apparel (Pvt) Ltd. Hirdararnani Mercury Apparel (Pvt) Ltd. is a well-known company in Katunayake Investment Promotion Zone which was established in 1987. It has a fully air-conditioned production area of 86,000 square feet. It produces 300,000 numbers of pieces per month.  2) Hidramani Garments (Katunayake) Ltd. Hirdaramani Garments (Katunayake) Ltd. is one of the oldest companies which belong to the Hirdaramani Group of Companies. It was established in 1978 in Katunayake Investment Promotion Zone. The production area of the factory is 85,000 square feet, single storied and fully air conditioned. It has a capacity of 175,000 pieces per month.  3.4 Conceptual framework The conceptual framework displays the relationship between the dependent variable and independent variables. The focus of the study is to examine the impact of EQ to the Effectiveness of Line Supervisors by using the following conceptual framework.    C:UsersUserDesktopCapture.PNG  3.4.1 Independent Variable Personal competencies 1)        Self-awareness knowing your emotions, recognizing feelings as they occur, and discriminating between them is called Self-awareness. Self-awareness is understanding what one is feeling at the moment, and using those feelings in decision making, which is generally known as intuition or gut feelings that  follows one to make decisions congruent with his or her deepest value (Fatt, 2002). 2)        Self-regulation handling feelings so they are relevant to the current situation and react appropriately is self-regulation. Handling our emotions such that they facilitate rather than interfere with tasks requires self-regulation. This reveals itself largely through the absence of disruptive emotional outbursts (Fatt, 2002). 3)        Motivation Gather ing up your feelings and directing yourself towards a goal, despite self-doubt, inertia, and impulsiveness is called Motivation. The need to achieve is the single strongest competence that .distinguishes outstanding from average executive (Spencer Spencer, 1993). Social Competencies 4)        Empathy Empathy is recognizing feelings in others and tuning into their verbal and nonverbal cues. This is the ability to be aware of the feelings of others and to consider their perspective (Fatt, 2002). 5)       Social-skills Handling interpersonal interaction, conflict resolution, and negotiation is called Social-skills. This engages in handling emotions well in relationships and accurately reading social situations and networks, which are best demonstrated by diplomacy and tact (Fatt, 2002).  Â 3.4.2 Dependent Variable Effectiveness of Line Supervisors 1) Absenteeism Absenteeism can be identified as the voluntary nonattendance at work, without a     valid reason. It does not include involuntary or occasional absence due to valid causes or reasons     beyond ones control such as accident or sickness. Absenteeism is the term generally used to refer  to unscheduled employee absences from the workplace (Tylczak, 1990). Employee absences due to personal illness, personal business and absence without leave, as measured in number of hours (Goff, Mount Jamison, 1990). 2) Turnover -. Simply the Labor turnover refers to the movement of employees in and out of a      business. Rankin (2005) defined turnover can be classified in three ways: Employer controlled like  dismissals, redundancies and early retirements; Employee    led like dissatisfaction of varying kinds ƚ and employer and employee uncontrolled like long-term sickness, normal retirement,          maternity       leave and death in service. It is concerned with movements of individuals into jobs (hiring) and out  of jobs (separations) over a particular period of time in an organization.  3) Target Achievement Target means a desired goal. Target achievement is one of the most       crucial aspects of the Apparel industry. They set daily targets for each and every employee in order to get the optimum benefit of the worker within the work hours.  3.4.3 Control Variables 1)    Gender The difference of male and female respondents was gathered, to measure whether there is an impact by gender on EQ. 2)  Age Respondents age was collected in order to measure whether this factor has an influence on EQ. 3)    Marital status Measure whether the respondent is married or unmarried 4)     Tenure of the organization Measured by the number of years the respondent is employed in the current organization. 5)     Highest educational standards reached The educational qualifications of the respondents were gathered to measure the impact on EQ by the employee. 3.5 Respondents and data collection  3.5.1 Population of the study The main aim of this research is to study the impact of Emotional Intelligence on the Effectiveness of Line Supervisors of Apparel Industry in Sri Lanka. For this purpose Line Supervisors of Apparel Making Companies were selected as the population of this study. The chief responsibility of the Line Supervisor is to ensure whether the production process is carried out according to the targets and goals of the company. As the Line Supervisors are the ones who deals with a larger number of employees in the workplace it is important to study, to what extent Emotional Intelligence impact on the Effectiveness of them. Consequently, the population of this study would the Line Supervisors of Apparel Manufacturing Companies selected for this study. 3.5.2 Respondents of the study The respondents of the study were 30 Line Supervisors in two Apparel Manufacturing Companies in Katunayake Export Promotion Zone in Sri Lanka.  3.5.3 Sample of the study  Sample is the finite part of the statistical population Set of respondents was selected out of the population in order to make inferences about the Population of the study. The population of this study is the Line Supervisor 02 of Apparel Industry in Sri Lanka. Therefore the Line Supervisors of two Apparel Making Companies in Katunayake Investment  Promotion Zone in Sri Lanka was selected as the sample of this study.  Due to the busy work hours of the Line Supervisors the sample was selected on the basis of convenience of the companys day to day operations. Hence the convenience sampling technique was used as a non-probability sampling procedure in this study. The number of the Line Supervisor who responded the questionnaire in each Selected Apparel Manufacturing Company Was determined by the HR Managers of that particular company. Out of the 40 questionnaires distributed by the researcher all 40 were collected back, representing a response rate of 100.00 percent. Table 3.1 The number of Line Supervisors in selected apparel making companies. Name of the Company No. of line Supervisors Hirdaramani Mercury Apparel (Pvt) Ltd 18 Hirdaramani Garments (Katunayake) Ltd. 12 Total 30 Source: Researchers original construct 3.6 Methods of Data Collection  Siegall (2000) explains that there are different methods of acquiring information in a survey research such as structured interviews, questionnaires. Panel interviews, over the phone interviews, discussions and controlled observations. Out of these, the dominant tool of for collecting data in the survey strategy is the questionnaire method. Therefore this study uses the questionnaire method as the main method of data collection and also discussions with HR managers and randomly selected factory level workers as a feedback. 3.6.1 Primary Data  Data which is collected directly from the firsthand experience of employees is called Primary data. For this study, primary data was gathered by using a questionnaire and depth inter views with the HR managers and the factory level workers. 3.6.1.1 Construction of the Questionnaire The research design used for this study was mainly personalized by a questionnaire (Refer Appendix A). Two separate sections were built up in this questionnaire in order to gather data from the employees. The general information of employees is gathered through the demographic variables and the information of the EQ level of Line Supervisors are gathered through the EQ variables. Five demographic variables were included for the first part of the questionnaire to gather the background information of the respondent to be utilized in the analysis of the study and 30 questions were included in the second part of it to measure the Emotional Intelligence of the respondents. The questions were developed on the foundation of Emotional Competency Model done by Goleman (1998). The term EQ was not mentioned in the questionnaire but the research questions were framed in the context of the Personal and Social competencies of Emotional Intelligence. A pilot survey for 1 0 Line Supervisor s has been given to ensure whether it can acquire the information needed and the simplistic nature of the questionnaire. Each of the variables of the second part of the questionnaire was measured on a five point Like Scale anchored at Strongly disagree to Strongly agree. The questionnaire was translated into Sinhala for the convenience of the respondents. The responses were averaged within each scale to create scale scores.  3.6.1.2 Depth Interviews  A few depth interviews were carried out with the 1-JR manager of the two companies and randomly selected factory level employees who work under Line Supervisors, in order to support the findings of the questionnaire (Refer Appendix B). The purpose of the discussions was to get an idea of the role played by the Line Supervisors inside of the company. These interviews provide a feedback to the study to obtain an overview of the level of Emotional Intelligence of the Line Supervisors and the Effectiveness of them. Even though these discussions were not lengthy discussions due to the busy schedules of the respondents it supported to get an idea about the actual condition within the company. Three separate questions were asked by the researcher from FIR Managers of these Line Supervisors and the factory level workers who work under the Line Supervisors of these two companies. 3.6.2 Secondary Data Published data and the data collected in the past arc called Secondary data. For this study, secondary data of absenteeism, labor turnover and target achievement of the factory level employees has been gathered from the past records of the companies. 3.6.2.1 Target Achievement of the factory level workers Table 3.2 Target achievement of the factory level workers of the selected companies Company Name Target Achievement Hirdararnani Mercury Apparel (Pvt) Ltd. 70% 90% Hirdararnaiij Garments (Katunayake) Ltd. 65% -80% Source: Researcher s original Construct The absenteeism labor turnover and target achievement of the Apparel Manufacturing Companies have been shown in percentages in these table. 3.6.2.2 Absenteeism of the factory level workers Table 3.3 Absenteeism of the factory level workers of the selected companies Company Name April May June July August Sept Hirdararnani Mercury Apparel (Pvt)Ltd. 9.1 11.0 8.2 6.7 4.6 4.9 Hirdaramanj Garments (Katunayake) Ltd. 8.9 12.2 8.5 7.1 5.2 5.0 Source: Researchers original construct   3.6.2.3 Labor Turnover of the factory level workers Table 3.4 Labor Turnover f the factory level workers selected companies Company Name April May June July August Sept Hirdararnani Mercury Apparel 9.2 1 5.1 11.4 6.2 3.5 7.1 (Pvt) Ltd. Hirdararnanj Garments 8.7 13.4 10.6 6.8 4.3 6.4 (Katunayake) Ltd. Source: Researchers original construct  Â 3.7 Data Analysis Method  The following data analysis tools of SPSS were used in order to analyze the data gathered through the questionnaire.  1)        One Sample I-Test AT-Test is any statistical hypothesis test in which the test statistic follows a Students / distribution ii the null hypothesis is supported. It is most commonly applied when the test statistic would follow a normal distribution if the value of a scaling term in the test statistic were known. When the scaling term is unknown and is replaced by an estimate based on the data, the test statistic (under certain conditions) follows a Students t distribution.  2)        ANOVA Test: The Analysis Of Variance, frequently known as the ANOVA test, can be used in cases where there are more than two groups. It is a collection of statistical models, and their associated procedures, in which the observed variance in a particular variable is partitioned into components attributable to different sources of variation,  3)        Chi-square Test: hi-square is a statistical test commonly used to compare observed data with data   we would expect to obtain according to a specific hypothesis. That is, chi-square is the sum of the squared difference between observed and the expected data divided by the expected data in all possible categories.  4)        Normality Test: In statistics, Normality Tests are used to determine whether a data set is well-modeled by a normal distribution or not, in this study the Jarquebera test was used to measure whether the variables have been distributed normally.  Â 3.8 Originality of the Methodology The methodology used in this study can be identified as exclusively built up for its purpose compared to the past studies in a similar nature. Most of the past studies have used questionnaires to collect data to measure the level of EQ but they have not much focused on the depth interviews with the employees who work with the employee level that has been taken as the population. Therefore, feedbacks from the I-ER managers of the Line Supervisors and employees who work under the Line Supervisors have been obtained through depth interviews in order to find out the actual situation within the company. Therefore this study develops the analysis techniques to arrive at further reliable conclusions.  3.9 Limitations of the Methodology  This research has mainly used the method of questionnaires to obtain information on Emotional Intelligence. There is a possibility that some employees perceive the questions in the survey instrument as a threat. They do not reveal the real perception of them as they assume that information might leak out to the managers.  When the questions are translating from English to Sinhala the real meaning of the questions are hard to be translated to the exact meaning of Sinhala. This might confuse the respondents when answering the questionnaire. 4. Data Presentation and Analysis 4.2 Introduction to Data Analysis The data, mainly gathered by questionnaires which were distributed among 30 Line Supervisors in two apparel making companies of Katunayake Investment Promotion Zone would be analyzed in this chapter. Even though these two companies have significant differences from each other in various aspects such as the culture of the company. Organizational hierarchy, management styles, vision and mission, policies and procedures etc. these variables were not considered in depth when analyzing the gathered data because the main focus of the research was on whether the Emotional Intelligent would affect the Effectiveness of Line Supervisors when they are working with the factory level employees at the workplace. The demographic variables of Line Supervisors such as Gender, Age. Tenure of the employee, highest educational standard reached etc. would also be considered in the analysis in order to find out the impact of these variables on the Emotional Intelligence level of Line Supervisors. The relationship between the key variables would be analyzed and interpreted by using following statistical tests which were derived from the use of SPSS software. ANOVA: Analysis of variance (ANOVA) is a collection of statistical models, and their associated procedures, in which the observed variance in a particular variable is partitioned into components attributable to different sources of variation. One sample T-Test: A T-Test is any statistical hypothesis test in which the test statistic follows a Students I distribution if the null hypothesis is supported. It is most commonly applied when the test statistic would follow a normal distribution if the value of a scaling term in the test statistic were known. When the scaling term is unknown and is replaced by an estimate based on the data, the test statistic (under certain conditions) follows a Students t distribution. Chi-square Test: Chi-square is a statistical test commonly used to compare observed data with data we woul d expect to obtain according to a specific hypothesis. That is, chi-square is the sum of the squared difference between observed and the expected data divided by the expected data in all possible categories. Normality Test: In statistics, Normality Tests are used to determine whether a data set is well-modeled by a normal distribution or not. In this study the Jarquebera test was used to measure whether the variables have been distributed normally. 4.3 Normality Test Normality Test of the EQ variables have been measured in relation to Jarque. bera test statistics. All the test values could be seen between 0 6 that is the standard test statistics. Therefore, the variables have been distributed normally. It indicates that the sample of the study has not been biased. For that reason the result of the study is more valid. Table 4.1 Normality Test of EQ variables Variables of EQ Jarquebera Test value Self-awareness 5.073468 Self-regulation Motivation Empathy Social-skills Personal competency Social competency 1.448573 0.874295 0.371862 2.162452 1.389962 1.003351 Source: Researchers original construct 4.4 The Impact of Personal Competency on the Effectiveness on Line Supervisors HI: There is a positive relationship between Personal competency of EQ and Effectiveness of Line Supervisors To test the first hypothesis of this study the attributes of Personal competency, namely Self-awareness, Self-regulation and Motivation of Line Supervisors are tested out with the Absenteeism, Labor Turnover and Target Achievement of the factory level workers of each and every company. The statistics obtained to measure this relationship are as follows: 4.4.1 The Relationship between Self-awareness and Effectiveness of Line Supervisors This table shows the relationship between Self-awareness of Personal competency and Effectiveness of Line Supervisors. Table 4.2 The relationship between Self-awareness and Effectiveness Company Significance Average of Absenteeism Average of Labor Turnover Average of Target Achievement Hirdaramani Mercury . Apparel (Pvt) Ltd 0.000 7.41 8.75 70%-90% Hirdaramani Garment (Katunayake) Ltd 0.046 7.82 8.36 65%-80% Source: Researchers original construct According to the One-Sample T-Test, the significant level of Self-awareness of Hirdaramani Mercury Apparel (Pvt) Ltd is 0.000 in relation to the levels between agree and strongly agree. It means that the Self-awareness of this company is not in the level of agree or strongly agree. It indicates that the Line Supervisors, of this company have not considered Self-awareness as an important factor in their work. The absenteeism of the factory level workers, who work under these Line Supervisors is averagely high, compared to the other companies (7.41). The labor turnover of factory level workers is also high (8.75), which is the second highest of the two companies. The target achievement 70%- 90% of this company which is comparatively high. This indicates that the Line Supervisors who have not considered the fa ctor of Self-awareness are faced with the issue of high absenteeism level and high labor turnover value but maybe due to other factors they have a higher rate of target achievement. The significant level of Self-awareness of Hirdaramani Garments (Katunayake) Ltd is 0 .046. This company has a slight significant level of Self-awareness. It means the Self- awareness of this company is not in the level of strongly agree or agree. It indicates that the Line Supervisors of this company have also not considered the factor of Self-awareness as an important aspect in their working environment. The absenteeism of the factory level workers is in a high level compared to the other companies (7.82). The labor turnover of factory level workers is also high (8.36). The target achievement of this company is in a very lower level (65%-80%). This indicates that the Line Supervisors who have not considered the factor of Self-awareness have to face a high level of absenteeism among their workers, a high level of labor turnover and a considerably low level of target achievement. Therefore, this clearly implicates that the companies that have an insignificant level of Self-awareness of Line Supervisors leads to a lower level of absenteeism and labor turnover and a higher level of target achievement. Therefore, it indicates further that the Self-awareness and Effectiveness of the Line Supervisors has a relationship. 4.4.2 The Relationship between Motivation and Effectiveness of Line Supervisors This table shows the relationship between Motivation of Personal competency and Effectiveness of Line Supervisors. Table 4.3 The relationship between Motivation and Effectiveness Company Significance Average of Absenteeism Average of Labor Turnover Average of Target Achievement Hirdaramani Mercury . Apparel (Pvt) Ltd 0.863 7.41 8.75 70%-90% Hirdaramani Garment (Katunayake) Ltd 0.003 7.82 8.36 65%-80% Source: Researchers original construct The significant value of Motivation in Hirdaramani Mercury Apparel (Pt) Ltd is 0.863. It shows that the competency of Motivation is insignificant in this company. It indicates that the Line Supervisors of Hirdaramany Mercury Apparel (Pvt) Ltd are in the levels between agree or strongly agree. It indicates that the factor of Motivation is highly considered by the Line Supervisors of this company. The absenteeism, labor turnover and target achievement of this company is 7.41 8.75and 70%-90% respectively. This indicates that the Line Supervisors who have considered the factor of Motivation have reached to a higher level of target achievement even though the absenteeism and labor turnover is high. The significant value of Motivation Of Hirdaramani Garments (Katunayake) Ltd is 0.003. It shows that the P value of the competency of Motivation is highly significant. The meaning of this is that the Line Supervisors of Hirdaramani Garments (Katunayake) Ltd are not in the level of agree or strongly agree. It indicates that the factor of Motivation is not considered by the Line Supervisors of this company. The absenteeism, labor turnover and target achievement of this company is 7.82, 36 and 65%-8O% respectively. This indicates that the Line Supervisors who have not considered the factor of Motivation had to experience a higher level of absenteeism and labor turnover as well as lower level of target achievement. Therefore, this clearly implicates that the company which has a significant P value of Motivation of Line Supervisors has reached to a higher level of absenteeism and labor turnover and a lower level of target achievement. Companies that have an insignificant level of Motivation have reached to a higher level of target achievement and lower level of absenteeism and labor turnover. I t indicates further that the Motivation and Effectiveness of the Line Supervisors has a relationship. 4.4.3 The Relationship between Personal competency of EQ and Effectiveness of Line Supervisors This table shows the relationship between Personal competency and Effectiveness of Line Supervisors. Table 4.4 The relationship between Personal competency and Effectiveness Company Significance Average of Absenteeism Average of Labor Turnover Average of Target Achievement Hirdaramani Mercury . Apparel (Pvt) Ltd 0.000 7.41 8.75 70%-90% Hirdaramani Garment (Katunayake) Ltd 0.226 7.82 8.36 65%-80% Source: Researchers original construct The significant level of Personal competencies of Line Supervisors of Hirdaramany Mercury Apparel (Pvt) Ltd is 0.000. This is highly significant. It indicates that the Line Supervisors have not regarded the Personal competency as important in this company. This can be clearly identified in the previous tables of the attributes of Personal competency. Motivation is the only Personal competency that the Line Supervisors of this company has regarded, Therefore, this indicate that the Line Supervisors who have competency of Motivation, have reached to high level of target achievement (70%-90%) but the absenteeism (741) and labor turnover (8.75) of the factory level workers are high as they havent paid much attention to the other competencies; namely Self-awareness and Self-regulation. The significant level o f Personal competencies of Line Supervisors of Hirdaramany Garments (Katunayake) Ltd is 0.226. It shows a highly insignificant level of Personal competency of the company. It indicates that the Line Supervisors in this company have regarded the Personal competencies as important. But level of absenteeism (7.82) and labor turnover (8.36) of this company is very high and they have reached to a low level of target achievement (65%-80%). It shows that even though the Line Supervisors have regarded the Personal competency as important they were unable to achieve their goals. When considering each attribute alone it is obvious that each of them is in the significant level. That is, not even a single attribute have been taken in to consideration by the Line Supervisors of this company. By taking in to consideration all the above facts and findings, it is clear that there is a positive relationship between Personal competency and Effectiveness of Line supervisors. The factory level worke rs who work under Line Supervisors who are aware of Personal competency are more likely to have less absenteeism, less labor turnover and also the target achievement seems to be in a higher level. Therefore it is clear that where Personal competency takes effect, the efficiency of those who are concerned become high. This relationship is further more elaborated in Table 4.13. The depth interviews disclosed that the Line Supervisors who have the competency of Self-awareness meet up less conflict situations with the factory level workers. Line Supervisors, who had Self-regulation, were considered as reliable employees by their immediate managers and also the factory level employees have considered such Line Supervisors as trustworthy. 4.5 The Impact of Social Competency on the Effectiveness on Line Supervisors There is a positive relationship between Social Competency of EQ and Effectiveness of Line Supervisors To test the second hypothesis of this study the attributes of Social competency, namely Empathy and Social-skills of Line Supervisors are tested out with the Absenteeism, Labor Turnover and Target Achievement of the factory level workers of each and every company. The statistics obtained to measure this relationship are as follows: 4.5.1 The Relationship between Empathy and Effectiveness of Line Supervisor This table shows the relationship between Empathy of Social competency and Effectiveness of Line Supervisors. Table 4.5 The relationship between Empathy and Effectiveness Company Significance Average of Absenteeism Average of Labor Turnover Average of Target Achievement Hirdaramani Mercury . Apparel (Pvt) Ltd 0.972 7.41 8.75 70%-90% Hirdaramani Garment (Katunayake) Ltd 0.010 7.82 8.36 65%-80% Source: Researchers original construct Empathy of the Line Supervisors of Hirdaramani Mercury Apparel (Pvt) Ltd is highly insignificant (0.972). It means the Line Supervisors are in the level of agree or strongly agree according to the one-sample Test. This indicates that the competency of Empathy is considered by the Line Supervisors. The level of absenteeism and labor turnover of this company is 7.41 and 8.75, respectively. The target achievement is 79%-90%. This shows that even though the Line Supervisors of Tins Company have considered about Empathy it doesnt have a significant impact on absenteeism or labor turnover. Empathy of the Line Supervisors of Hirdaramani Garments (Katunayake) Ltd is highly significant (0.O) it means the Line Supervisors are not in the level of agree or strongly agree according to the One-Sample T-Test. This i ndicates that the competency of Empathy is not considered by the Line Supervisors. This company has a high level of absenteeism (7.82) and labor turnover (8.36) itself. The target achievement also very low (65%-80%). This shows that the Line Supervisors who have not considered Empathy had to face higher levels of absenteeism, labor turnover and lower level of target achievement. Therefore, this clearly implicates that the Empathy of Line Supervisors has a consi
Friday, May 22, 2020
Health Promotion Strategies Used By Nurses As Guidance For...
Health promotion are strategies used by nurses as guidance for assessment and alleviation of risk factor for diseases (Potter et al.,2009). Maternal health nurses provides specific screening, teaching, counselling and risk preventing tools to achieve optimal health of mother and child during the postpartum period. Postpartum is a period of both physiological and psychological changes. The mothers adaptation such as, changes in parental role ,family ,body image, physiological changes after child birth and the requirements needed for an effective infant care makes the women more vulnerable to depression(Fahey Shenessa,2013) .The maternal health nurses provides effective strategies to cope with depression with the goal of achieving optimal health . Nurses help women through teaching how to effectively mobilize social support, gaining self-efficacy, positive coping skills and setting realistic goals and expectation to treat depression during post-partum (Kuosemanen Kumpuniemi,2010). As we know that depression leads to all other complications such as cardiovascular disease, cancer obesity, substance use, alcohol abuse. It also interferes with the child and mother relationship and the overall psychosocial, physical and mental health of a women. It is therefore really important to treat postpartum depression in women for not just reducing their risk of disease but also for a holistic approach to health. â€Å"The primary goal of maternal nurses can be stated simply as the promotionShow MoreRelatedCNPC CSR report25861 Words  | 104 PagesWe also referred to the Sustainability Reporting Guideline (G3.1) published by Global Reporting Initiative, Oil and Gas Industry Guidance on Voluntary Sustainability Reporting (2010) co-published by the International Petroleum Industry Environmental Conservation Association and the American Petroleum Institute, ISO26000 Guidance on Social Responsibility , Guidance on Central Enterprises’ Harmonious DevelopmentImplementation in the 12 th Five-Year Plan Period and China CSR Reporting Guide(CASS-CSR2Read More‚Äà ºa Contemporary View on Health Care System in Bangladesh.‚Äà ¹14806 Words  | 60 PagesCHAPTER - 1 Introduction 1.0 origin and background of the report The report ‘‘A Contemporary view on Health Care System in Bangladesh’’ is the outcome of Internship Program which is a precondition for acquiring MBA Degree. Only curriculum activities are not enough for handling the real business environment, so it is necessary to get the better knowledge about the real scenario. The report is a requirement of the internship program for my MBA Degree. Conduction of Internship/ DissertationRead MoreThe Accounting Profession and Nat39077 Words  | 157 Pagesprofitability and liquidity are the necessary ingredients for corporate growth and development. To make these possible, that is to be profitable and liquid, companies need reasonable and sustainable investments. The quantum of investment is one important factor in the determination of the extent to which a company can do business. Ceteris parribus, a company with more investments has a higher possibility of being parribus, profitable and possibly liquid than another wi th lesser investments. To be able to
Monday, May 18, 2020
A Brief Note On Type II And Diabetic Conditions - 1454 Words
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Thursday, May 7, 2020
Communication and Criminal Justice - 6158 Words
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Wednesday, May 6, 2020
Single Sex Education Essay - 700 Words
Single-Sex education has existed since the beginning of education itself but, it has recently reemerged in the US under the pretense that it will improve school environments and help children learn better. According to psychological studies this is not the case. There is little difference between boys and girls in terms of ways they learn, and their neurodevelopment. Separating children also does not allow for socialization between different genders. This conflicts with children’s social skills and exposure to the opposite gender which makes sexism is more drastic in environments where girls are separated from boys. Single-sex education is a practice that many people believe improves schooling but, it is not proven that there are any†¦show more content†¦Gender roles and stereotypes are enforced through single-sex education. For example, believing that boys should learn in more tactile, energetic ways can cause an increase in aggressive behavior (Lewin). This goes hand in hand with the idea that we should not base children’s education purely on gender but, use other factors such as, personality, interests, and upbringing. The argument to this is that it is important for girls and boys to learn with only their respective sex because they are able to learn in an environment with children who learn in the same manner as them. This cannot be true because each child learns differently and has unique learning needs. The part of this argument that affects students lives the most is the socialization aspect of school. If children are separated based on gender from a young age they may grow up without much interaction with the opposite sex; This can cause problems when these students are adults and have to work with people of the opposite sex. The former president of the American Psychology Association, Diane Halpern who has written on this topic multiple times and studied single-sex education says, â€Å"School is preparation for adult life,†â€Å"How can boys and girls learn how to interact as equals in the workplace if they have no experience interacting as equals in school?†(Novotney). This shows how vital the socialization between boys and girls is, and in our society their opportunity to socializeShow MoreRelatedSingle Sex Education Essay1074 Words  | 5 PagesIntroduction: Single sex education began in 1890, in England, for men only. Education was believed to be for men only because men usually took over the family by providing funds necessary to run a household. Usually women learned only fundamental concepts, such as how to cook, clean, sew and care for children. Women did not attend school; rather, they learned the skill of reading and writing, and some acquired mathematics through private lessons or a tutor, but if they were rich they were sentRead MoreSingle-Sex Education and Co-ed Education Essay1059 Words  | 5 PagesSingle-Sex Education and Coed Education. The single-sex format creates opportunities that do not exist in the coed classroom. (Edison 1) Researchers are unaware that both genders brains function differently. This lack of knowledge may be why the real truth about single-sex education being more efficient than co-ed education has not been discovered. Some say single-sex education may be the key for a brighter generation. It shows to improve test score dramatically. The number of public schools experimentingRead MoreEssay about Mona Lisa’s Smile: Single-sex Education for Girls1721 Words  | 7 PagesMona Lisa’s Smile: Single-sex Education for Girls â€Å"Men Are from Mars - Women Are from Venus,†it is the title of a bestseller book, which tells us how different boys and girls are. Single-sex education was introduced because of the huge differences, and it once flourished in the United States. Since the 1970s, however, it began to be regarded with a degree of suspicion. Many girls’ schools closed or amalgamated and the trend towards co-education continued to spread. Until nowadays, the debateRead MoreSingle Sex Education Essay1416 Words  | 6 PagesIn the1990s, single-sex education gained interest over coeducation, and by the early 2000s, it had gained support from congress and the Bush administration. Since then single-sex education has benefitted many students, teachers, and parents. For all of the 1800s and most of 1900s coeducation had dominated schooling over the single-sex catholic and private schools. Unfortunately, a Title IX provision was passed prohibiting sex discrimination, so that no person should be denied admission to any schoolRead MoreEssay about Single-sex education vs. Coeducation962 Words  | 4 Pages Education has been an important factor of all of our lives for an exceptional amount of time, but unfortunately, America has been falling behind from other nations in their education system compared to other nations (Pahlke 444). Almost all of our public schools in our country are coeducational and only handful of them are single-sex educational schools. Single-sex education should be taken into high consideration for most students to attend because of the benefits they might gain from them. ItRead MoreEssay on Single-Sex Education: Separate but Efficient?1547 Words  | 7 PagesHave schools been teaching their students the wrong way for years? Apparently, coeducation schools have not been as sensitive about genders as single-gender schools have been. It is necessary for schools to be geared toward certain genders because both male students and female students learn differently. Due to the fact that the biology of male and female students is an immense contributor to these diff erences, it needs to be understood and exercised. Differences of the two genders can be usedRead MoreThe Debate Over Single Sex Schools958 Words  | 4 PagesThe debate over single-sex schools Single-sex schools are becoming more common. According to some religion reasons, several countries such as Saudi Arabia only have single-sex schools. However, the effect and rationality of single-sex schools are an ongoing controversy, that being debated in a worldwide range. In this essay, the cases for and against single-sex education will be discussed. This essay will firstly present some positive impacts of single-sex schools, including an increase in students’Read MoreWhy are Mixed Schools a Better Option?672 Words  | 3 PagesSingle sex school is a major problem that we face in our modern world it has advantages and well as disadvantages. Why mixed schools is better than single one?. There are many reasons to prove that idea. This essay talks about why mixed schools is better than single one with evidences and supports. This essay supports the idea of why this is a negative impacts on the society. Some people saw that single one is better and they have their points o f view and their opinions. They also saw it improvesRead MoreSingle Sex Schools Are Becoming More Common891 Words  | 4 PagesSingle-sex schools are becoming more common. According to some religious reasons, several countries such as Saudi Arabia only have single-sex schools. However, the effect and rationality of single-sex schools are an ongoing controversy, that are being debated around the world. In this essay, the cases for and against single-sex education will be discussed. This essay will firstly present some positive impacts of single-sex schools, including an increase in students’ academic achievement and a decreaseRead MoreSingle Sex Schools : An Old Time Idea1730 Words  | 7 PagesJordan Jackson 04/18/17 Are Single-Sex Schools really the way to go? ENGL- 10300 Single Sex Schools VS. Coed The issue that is being discussed is whether or not it is more beneficial for high school students to go to single-sex schools or coed schools. In her essay â€Å" Single-Sex Schools: An Old Time Idea Whose Time Has Come,†Diane Urbina Argues that it would be more beneficial if we had single-sex schools. The myth is debunked is that boys and girls are restricted by nature in relation to what
Management of Learning Disabilities Free Essays
This semester we have spent the majority of our time learning about and discussing how we can best assist exceptional students. Many of these students are individuals with learning dissabilities. Although it would be difficult for every teacher to understand the distinctions, symptoms, weaknesses and strengths of every disability, it can be very helpful to have a general knowledge of the disabilities that may hinder a student†s ability to learn. We will write a custom essay sample on Management of Learning Disabilities or any similar topic only for you Order Now Unlike other disabilities like paralysis and blindness, a learning disability (LD) is a hidden handicap. A learning disability does not disfigure or leave visible signs that would invite others to be understanding or offer support (Council for Exceptional Children (CEC),1999). Therefore as teachers it will be our responsibility to provide that understanding and support for those children already diagnosed and also be alert to the warning signs that may be symptoms of a previously undetected disability. The National Institute of Mental Health (NIMH) (NIMH, 1999) describes learning disabilities as follows: LD is a disorder that effects people†s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways. As specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write or to do math. Learning disability can be lifelong conditions that, in some cases, affect many parts of a person†s life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single isolated learning problem that has little impact on other areas of their lives (National Center for Learning Disabilities (NCLD), 1999). It is important to remember that the term â€Å"learning disability†does not apply to students who have learning problems that are primarily the result of visual or hearing problems, mental retardation, emotional problems, or disadvantaged due to their environment, culture or economic background (US Department of Education (USDE), 1999). Knowing what constitutes a LD is only the beginning. Diagnosing and treating a learning disability is not a diagnosis in the same sense as diabetes or chicken pox. These have a known cause, distinct symptoms and treatments. LD, on the other hand, is a very broad term that covers an array of possible causes, symptoms, treatments, and outcomes. There is no medication to â€Å"cure†a learning disability (NCLD, 1999). If seen listed, the number of disabilities may be daunting. However, The Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV) (DSM-IV, 1994) divides LD†s into three broad categories. The first category is Developmental Speech and Language Disorders. This includes disorders where children have trouble controlling their rate of speech and may be behind their peers in learning certain speech sounds. Difficulty being able to express oneself through speech as well as trouble understanding certain aspects of speech all fall within this category (Learning Disabilities Association of America (LDAA), 1999). The second category is Academic Skills Disorders. Under this category falls Developmental Reading Disorder, more commonly known as dyslexia. Reading disorders are believed to effect 2-8% of all elementary school children(The International Dyslexia Association (IDA), 1999). Developmental Writing Disorder, where a child has difficulty with vocabulary, grammar, hand movement or memory and Developmental Arithmetic Disorder where a child has difficulty recognizing numbers and symbols and understanding abstract concepts also fall under this category. The last category is known as â€Å"other†Learning Disabilities. The most commonly known are the attention disorders. Although Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are not actual learning disabilities they may have a major impact on the child†s ability to learn (CEC, 1999). Another aspect that separates a learning disability from other disabilities is that currently the cause is unclear. In the past it was believed that LD†s were the result of a single neurological problem. However recent research seems to indicate that most learning dissabilities do not stem from a specific area of the brain, but from difficulties in bringing together information from various regions of the brain (NIMH, 1999). There are several possible reasons how a child might develop these subtle disturbances in the brain. When the brain is developing as a fetus is highly vulnerable. If it†s development is disrupted early in the development that fetus may die or suffer from more severe dissabilities. If, however, the disturbance occurs later in development when the cells in the brain are becoming specialized (this is when areas associated with attention, thinking and emotion develop as well as processing sight, sound and other senses) then the result may show up as a LD as the child develops (NIMH, 1999). The use of tabacco, alcohol, or other drugs during pregnancy may also have damaging effects on the unborn child. Many drugs taken by the mother are passed directly onto the fetus. Babies born to mother who smoke for instance are more likely to have a low birth weight. Newborns born under weight tend to be at risk for a variety of problems one of which is a learning disability. Alcohol may distort the developing neutrons and if taken in large amounts may result in fetal alcohol syndrome, a condition that leads to intellectual impairment (NIMH,1999). Complications during pregnancy or delivery are another possible cause of a LD. In some instances the mother†s immune system will react to the fetus as a virus and fight it as if it were an infection. This may lead the forming brain cells to settle in the wrong places. Lack of oxygen during delivery can impair brain function and result in a LD as well (NIMH, 1999). It is also a fact the LD†s seem to run in families. This may indicate a genetic link of some kind. Although LD can run in the family, there is usually a slight difference in the disability. For example, a parent that may have a writing disorder may have a child that has difficulty expressing him/herself in speech (NCLD,1999). There could be another reason why LD†s run in the family. It is possible to attribute some learning difficulties to the family environment. For example, if a parent has a disability where s/he has difficulty expressing themselves through language then they are more likely not to talk as much to their children or the language they use may be distorted or they may use the wrong words often enough so that the child is unaware the s/he is using the wrong words also. The child lacking a good model to follow when acquiring language skills may then acquire a disability of his/her own (NCLD, 1999). Another possibility is that toxins in the child†s environment may effect the development of the child†s brain in early childhood. In a study conducted by the National Institute of Health, a connection was made between the amount of lead in the environment and learning disabilities (NIMH,1999). Though many of the possible reasons a child may have developed a learning disability can not be changed, environmental causes can. Many learning disabilities are not noticed until a child enters the formal learning environment (Council for Learning Disabilities (CFLD), 1999). Therefore, teachers are often the first to observe a child†s persistent difficulties in mathematics, reading or writing and must be knowledgeable about what to look for and how to identify a LD. A student with hyperactivity is relatively easy to identify due to there impulsive behavior and excessive movement, however, what about the child who is quiet and polite or the child with above average intelligence who has been able to maintain passing grades? These children are less likely do be identified and may go unnoticed and undiagnosed. Although some children reach developmental milestones (first step, first word, ability to write one†s own name†¦ etc. ) later than others, there are a few things to keep in mind when trying to informally identify a learning disability. If a milestone is already quite delayed, if there†s a history of LD in the family or if there are several delayed skills than a teacher should notify the students parents and relay his/her concerns (CEC,1999). At this time, parents have the opportunity to have their child tested free of charge through the local public school system or they may choose to have an outside evaluation. Documentation is then brought to the school and an Individualized Education Program (IEP) is created. It is a teacher†s responsibility to implement the goals and objectives of an IEP in the classroom. Due to the individuality of each student and his/her disability, accommodations may vary among students. There are several different strategies that may help children to succeed academically. For example, printing assignments on a certain color paper or encouraging a child to use a colored overlay may significantly help them to process written information. Older students with developmental writing disorders may benefit from bringing a lap top computer to class to take notes or use for any written assignments. It may also be necessary that a student has someone to take notes for them or have assignments read to them aloud. These are just a few of the possible accommodations that may help students learn more efficiently (LDAA,1998). Insuring each child receives the best education possible is a never ending task yet it is one each teacher takes on when s/he enters the classroom. By educating oneself about the different ways students learn, having the ability to notice when there appears to be a gap in a child†s intelligence and the skills s/he has achieved and being familiar and educated about what you can do to help each child fulfill his/her potential can only make for a better educator. How to cite Management of Learning Disabilities, Papers Management of Learning Disabilities Free Essays This semester we have spent the majority of our time learning about and discussing how we can best assist exceptional students. Many of these students are individuals with learning dissabilities. Although it would be difficult for every teacher to understand the distinctions, symptoms, weaknesses and strengths of every disability, it can be very helpful to have a general knowledge of the disabilities that may hinder a student†s ability to learn. We will write a custom essay sample on Management of Learning Disabilities or any similar topic only for you Order Now Unlike other disabilities like paralysis and blindness, a learning disability (LD) is a hidden handicap. A learning disability does not disfigure or leave visible signs that would invite others to be understanding or offer support (Council for Exceptional Children (CEC),1999). Therefore as teachers it will be our responsibility to provide that understanding and support for those children already diagnosed and also be alert to the warning signs that may be symptoms of a previously undetected disability. The National Institute of Mental Health (NIMH) (NIMH, 1999) describes learning disabilities as follows: LD is a disorder that effects people†s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways. As specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write or to do math. Learning disability can be lifelong conditions that, in some cases, affect many parts of a person†s life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single isolated learning problem that has little impact on other areas of their lives (National Center for Learning Disabilities (NCLD), 1999). It is important to remember that the term â€Å"learning disability†does not apply to students who have learning problems that are primarily the result of visual or hearing problems, mental retardation, emotional problems, or disadvantaged due to their environment, culture or economic background (US Department of Education (USDE), 1999). Knowing what constitutes a LD is only the beginning. Diagnosing and treating a learning disability is not a diagnosis in the same sense as diabetes or chicken pox. These have a known cause, distinct symptoms and treatments. LD, on the other hand, is a very broad term that covers an array of possible causes, symptoms, treatments, and outcomes. There is no medication to â€Å"cure†a learning disability (NCLD, 1999). If seen listed, the number of disabilities may be daunting. However, The Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV) (DSM-IV, 1994) divides LD†s into three broad categories. The first category is Developmental Speech and Language Disorders. This includes disorders where children have trouble controlling their rate of speech and may be behind their peers in learning certain speech sounds. Difficulty being able to express oneself through speech as well as trouble understanding certain aspects of speech all fall within this category (Learning Disabilities Association of America (LDAA), 1999). The second category is Academic Skills Disorders. Under this category falls Developmental Reading Disorder, more commonly known as dyslexia. Reading disorders are believed to effect 2-8% of all elementary school children(The International Dyslexia Association (IDA), 1999). Developmental Writing Disorder, where a child has difficulty with vocabulary, grammar, hand movement or memory and Developmental Arithmetic Disorder where a child has difficulty recognizing numbers and symbols and understanding abstract concepts also fall under this category. The last category is known as â€Å"other†Learning Disabilities. The most commonly known are the attention disorders. Although Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are not actual learning disabilities they may have a major impact on the child†s ability to learn (CEC, 1999). Another aspect that separates a learning disability from other disabilities is that currently the cause is unclear. In the past it was believed that LD†s were the result of a single neurological problem. However recent research seems to indicate that most learning dissabilities do not stem from a specific area of the brain, but from difficulties in bringing together information from various regions of the brain (NIMH, 1999). There are several possible reasons how a child might develop these subtle disturbances in the brain. When the brain is developing as a fetus is highly vulnerable. If it†s development is disrupted early in the development that fetus may die or suffer from more severe dissabilities. If, however, the disturbance occurs later in development when the cells in the brain are becoming specialized (this is when areas associated with attention, thinking and emotion develop as well as processing sight, sound and other senses) then the result may show up as a LD as the child develops (NIMH, 1999). The use of tabacco, alcohol, or other drugs during pregnancy may also have damaging effects on the unborn child. Many drugs taken by the mother are passed directly onto the fetus. Babies born to mother who smoke for instance are more likely to have a low birth weight. Newborns born under weight tend to be at risk for a variety of problems one of which is a learning disability. Alcohol may distort the developing neutrons and if taken in large amounts may result in fetal alcohol syndrome, a condition that leads to intellectual impairment (NIMH,1999). Complications during pregnancy or delivery are another possible cause of a LD. In some instances the mother†s immune system will react to the fetus as a virus and fight it as if it were an infection. This may lead the forming brain cells to settle in the wrong places. Lack of oxygen during delivery can impair brain function and result in a LD as well (NIMH, 1999). It is also a fact the LD†s seem to run in families. This may indicate a genetic link of some kind. Although LD can run in the family, there is usually a slight difference in the disability. For example, a parent that may have a writing disorder may have a child that has difficulty expressing him/herself in speech (NCLD,1999). There could be another reason why LD†s run in the family. It is possible to attribute some learning difficulties to the family environment. For example, if a parent has a disability where s/he has difficulty expressing themselves through language then they are more likely not to talk as much to their children or the language they use may be distorted or they may use the wrong words often enough so that the child is unaware the s/he is using the wrong words also. The child lacking a good model to follow when acquiring language skills may then acquire a disability of his/her own (NCLD, 1999). Another possibility is that toxins in the child†s environment may effect the development of the child†s brain in early childhood. In a study conducted by the National Institute of Health, a connection was made between the amount of lead in the environment and learning disabilities (NIMH,1999). Though many of the possible reasons a child may have developed a learning disability can not be changed, environmental causes can. Many learning disabilities are not noticed until a child enters the formal learning environment (Council for Learning Disabilities (CFLD), 1999). Therefore, teachers are often the first to observe a child†s persistent difficulties in mathematics, reading or writing and must be knowledgeable about what to look for and how to identify a LD. A student with hyperactivity is relatively easy to identify due to there impulsive behavior and excessive movement, however, what about the child who is quiet and polite or the child with above average intelligence who has been able to maintain passing grades? These children are less likely do be identified and may go unnoticed and undiagnosed. Although some children reach developmental milestones (first step, first word, ability to write one†s own name†¦ etc. ) later than others, there are a few things to keep in mind when trying to informally identify a learning disability. If a milestone is already quite delayed, if there†s a history of LD in the family or if there are several delayed skills than a teacher should notify the students parents and relay his/her concerns (CEC,1999). At this time, parents have the opportunity to have their child tested free of charge through the local public school system or they may choose to have an outside evaluation. Documentation is then brought to the school and an Individualized Education Program (IEP) is created. It is a teacher†s responsibility to implement the goals and objectives of an IEP in the classroom. Due to the individuality of each student and his/her disability, accommodations may vary among students. There are several different strategies that may help children to succeed academically. For example, printing assignments on a certain color paper or encouraging a child to use a colored overlay may significantly help them to process written information. Older students with developmental writing disorders may benefit from bringing a lap top computer to class to take notes or use for any written assignments. It may also be necessary that a student has someone to take notes for them or have assignments read to them aloud. These are just a few of the possible accommodations that may help students learn more efficiently (LDAA,1998). Insuring each child receives the best education possible is a never ending task yet it is one each teacher takes on when s/he enters the classroom. By educating oneself about the different ways students learn, having the ability to notice when there appears to be a gap in a child†s intelligence and the skills s/he has achieved and being familiar and educated about what you can do to help each child fulfill his/her potential can only make for a better educator. How to cite Management of Learning Disabilities, Essay examples
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