Death and Suicide - The Death of a Friend Essay -- Personal Narrative

The Death of a Friend I hid my face as I sat desperately alone in the back of the crowded church and stared through blurry eyes at the stained glass windows. Tears of fear and anguish soaked my red cheeks. Attempting to listen to the hollow words spoken with heartfelt emotion, I glanced at his picture, and my eyes became fixed on his beloved dog. Sudden flashes of sacred memories overcame me. Memories of soccer, his unforgettable smile, and our frequent exchange of playful insults, set my mind spinning. I longed only to hear his delighted voice once more. I sat for what seemed like hours in that lonely yet overcrowded church; my tears still flowed, and I still remembered. October 2, 2001 started like a normal Tuesday morning at Hotchkiss High School. As I lazily wandered past Mr. Schelle into his advisory class, I noticed that he seemed quite upset about something. I dared not ask what had happened, for it was really none of my business. Soon after the bell rang, Mr. Schelle, whose eyes were welling up with tears, struggled to compose himself enough to say, "Guys, I've got some bad news for you." I sensed a bit of hesitation as he proceeded to read a letter as clearly as possible. The letter explained that Derek Grillos, a sophomore at our school and a good friend of mine, had died the night before. At first, my mind failed to register his name. I sat wondering who Derek Grillos was. As everyone questioned Mr. Schelle to find out who Derek was, I sat quiet. Finally, the fact that Derek, my "soccer buddy", had died hit me and hit me hard. I could feel my eyes darting back and forth in confusion and my heart pounding so hard I could feel it in my toes. I stared aimlessly at everything yet nothing. I su... ...te anxiety. Only good memories came from there, memories of me and Derek. I opened my eyes, and my thoughts were shattered by sobbing people and brilliantly colored flowers. My face burned, while my body shivered. As I returned to reality, I realized the pastor had asked for anyone who wanted to share memories of Derek to do so. Listening to the memories being shared, I shyly hopped to my feet. I quickly made my speech about what Derek meant to me and sank back into my seat. After the funeral service ended, I made my way to my car and drove home in complete silence. Even after everything that has happened, the kids' comments both good and bad, the funeral, and the loneliness, my admirable thoughts of Derek still remain. All I have left of him are all the cherished memories that remain in my heart. Even now, my tears still flow and I still remember. Â  

Performance Apprisal Management-Assignment

Performance Apprisal Management-Assignment Q 1: How do goals , objectives and competencies help in an effective Performance Management System ? Performance Management System : Performance management System are set up to provide feedback to employees on how effectively they are performing in their jobs. Such programs normally include a set of goals or objectives the employee must accomplish within the review period as well as the standards or criteria for determining whether the defined goals have been accomplished.Effective performance management include the following features: * Linking individual goals to the corporate and work unit business plans and goals; * Focusing on results, behaviors (competencies) as well as process improvement; * Regular reviews and updating of performance plans to address changing demands; * Training for both managers and employees on how to effectively give and receive feedback, including providing feedback to employees who experience challenges in perfo rming to the standards required in their jobs / roles; * Training for managers on how to provide performance evaluations that are valid, fair and unbiased.Performance management is about achieving results in a manner that is consistent with organizational expectations. Integrating competencies within the performance management process supports the provision of feedback to employees not only on â€Å"what† they have accomplished like performance goals, but also â€Å"how† the work was performed, using competencies for providing feedback. Assessing competencies as a part of performance management is an important means of assisting employees in understanding performance expectations and enhancing competencies.Multi-source feedback, while not an HR application per se, is a method that is often used in performance management to assess and provide employees with feedback on â€Å"how† they performed their work . GOAL : # The aim is to focus people on doing the right t hings in order to achieve a shared understanding of performance requirements throughout the organization. # Integration is achieved by ensuring that everyone is aware of corporate, functional and team goals and that the objectives they agree for themselves are consistent with those goals and will contribute in specified ways to their achievement.How do GOALs help in an effective Performance Management System : Corporate strategic goals provide the starting point for business and departmental goals, followed by agreement on performance and development, leading to the drawing up of plans between individuals and managers, with continuous monitoring and feedback supported by formal reviews. If we define the relation between the performance Management System and goals of the organizations then we get- # A performance management system is â€Å"the process through which companies ensure that employees are working towards organizational goals. # It includes more than just a performance ap praisal. The performance management system is also composed of â€Å"strategic plans, manager accountability, pay, promotion, training/development, and discipline. † Most organizations have some type of formal or informal performance reviews, but a performance management system attempts to provide the overarching structure for planning and analysis of activities for each individual, in the context of the organizational whole. Through continual assessment, the system ensures that successes are recognized and problems are addressed early.Better planning at the beginning of the year, including setting realistic goals for each employee, ensures measurable positive successes for the library and its staff, aligned with the larger organizational goals. When an organization has not developed a performance management system, lack of clarity in setting and developing staff goals, lack of alignment between organizational goals and employee goals, lack of communication on priorities , al l can be avoided through the effective implementation of a performance management system. Everyone in the organization is clearly aware about the common organizational goals and objectives.Once the goals are clearly defined, everyone works for the growth of the organization. OBJECTIVE : # Something which has to be accomplished. # They define what organizations, functions, departments, teams and individuals are expected to achieve. How do OBJECTIVEs helps an effective Performance Management System : Objectives are performance standards. They are used when it is not possible to set time-based targets, or when there is a continuing objective which does not change significantly from one review period to the next and is a standing feature of the job.These should be spelled out in quantitative terms if possible, for example, speed of response to requests or meeting defined standards of accuracy. Objectives describe something to be accomplished by individuals, departments and organisations over a period of time. They can be expressed as targets to be met such as sales and tasks to be completed by specified dates. They can be work-related, referring to the results to be attained, or personal, taking the form of developmental objectives for individuals. Objectives need to be defined and agreed.They will relate to the overall purpose of the job and define performance areas – all the aspects of the job that contribute to achieving its overall purpose. If we define the relation between the performance Management System and objectives of the organizations then we get- A structured and documented process encourages objective evaluation and fair treatment # Business objectives need to be linked to team and individual accountabilities. To measure the Performance Management system objectives are define as Individual output measures. like- * Achievement of objectives Achievement against agreed standards of performance, which might be descriptions of excellent, good, sati sfactory or poor performance. * Behavior, measuring the extent to which individuals exhibit behaviors associated with performance such as respect for others, trust etc. * Specific instances of performance for example commendations for specific pieces of work. COMPETENCE : # Refers to the behavioral requirements of a role to carry out the work satisfactorily. # What people bring to work in the form of different types and levels of behavior. Examples can be: job and professional knowledge, communication, teamwork, productivity, management etc. Practicing good performance management requires proficiency in certain competencies. Competencies are observable, measurable patterns of skills, knowledge, abilities, behaviors, and other characteristics that an individual needs to perform work roles or occupational functions successfully. Every organization has some competencies around which their business operations revolve. An efficient and effective employee performance measurement solution ensures that the competencies are managed well.Supervisors must manage employee performance well in order for agencies to accomplish their missions and achieve their goals. Consequently, performance management is one the most important parts of a supervisor's or team leader's job. Developing skills in performance management is a wise investment for agencies—an investment that will help them achieve their strategic goals. Performance Management Processes and Related Competencies-Managing employee performance includes: * planning work and setting expectations, * monitoring and measuring performance, developing the capacity to perform, * periodically rating performance in a summary fashion, and * recognizing and rewarding good performance. How do COMPETENCIEs helps an effective Performance Management System : Performance management competencies that all supervisors (and team leaders) should develop and demonstrate include: * Communicating. Establishing and maintaining effective communications with each employee not only requires good oral and written communication skills, but it also includes the ability to establish good working relationships.To communicate effectively with employees, supervisors must establish an environment that promotes an open door atmosphere, the sharing of ideas, and employee involvement in decision making processes. * * Setting Goals. Setting long- and short-term goals with employees gives focus to employee efforts. When goal setting is done correctly, employees strive to accomplish those goals and feel confident in achieving them. When goal setting is done poorly, work does not progress as desired.Knowing how to set goals effectively is an important part of performance management. To do this well, supervisors need to be able to clarify expectations and to set realistic standards and targets. * * Measuring Employee Performance. Credible measures of performance that employees understand and accept are critical for achieving high lev el performance. Measuring employee accomplishments, using both qualitative and quantitative measures, provides the information that supervisors and employees need in order to monitor performance. * * Giving Feedback.Feedback should inform, enlighten, and suggest improvements to employees regarding their performance. Supervisors should describe specific work related behavior or results they have observed as close to the event as possible. * * Coaching and Developing. Using their coaching skills, supervisors evaluate and address the developmental needs of their employees and help them select diverse experiences to gain necessary skills. Supervisors and employees create development plans that might include training, new assignments, job enrichment, self-study, or work details. * Recognizing. Effectively recognizing employees is another performance management competency. Being able to genuinely acknowledge a job well done is critical for strengthening employees' commitment to do their b est. Supervisors should be skilled at using formal awards programs as well as using informal recognition techniques, including personal thank and voicing verbal appreciation in staff meetings. Developing Competencies- Agencies will benefit in many ways if they invest in developing performance management competencies in their supervisors and team leaders.These competencies should form the basis for their training and development to ensure that the Federal Government can carry out its mission in the 21st century. (You will note that most of these competencies are reflected in OPM's Executive Core Qualifications for the Senior Executive Service. ) Because good supervision and leadership require effective performance management, we will focus this series of articles on the performance management competencies we have outlined here. The next article in this series will highlight communication skills.Q 2:Identify at least 3 general or core competencies for each (3) levels of management. Ex plain each competencies in details . There are lots of competencies. The 3 general or core competencies for each (3) levels of management are given bellow – Core Competencies of top-level management : Top-level managers make decisions affecting the entirety of the firm. Top managers do not direct the day-to-day activities of the firm; rather, they set goals for the organization and direct the company to achieve them.Top managers are ultimately responsible for the performance of the organization, and often, these managers have very visible jobs. (1) Intellectual Competencies : Planning and causal thinking :refer to implications, consequence, alternatives or if-then relationship analyzes causal relationships. It makes strategies and plan steps to reach a goal. Diagnostic Information seeking : Pushes for concrete information in an ambiguous situation seeks information from multiple sources to clarify a situation which uses question to identify the specific of a problem or other situations.Conceptualizations and synthetic thinking :Understand about how different parts , needs or functions of the organization fit together. Identities partners and interprets a series of event. Identities the most important issues in a complex situation. Uses unusual analogies to understand and explain the essence of a situation. Leadership skill– role-playing, decision simulation and job rotation are the training methods used to nourish leadership skill in employees, as the top management will be able to pick up this skill through working on different roles and models. 2) Influence Competencies : Concern for Influence (The need for power) : which refers to persuade people, anticipate the impact of actions on the people. Directive influence (Personalized power )-face up to people directly when problems occur. Collaborative Influence (socialized power)-Operate effectively with groups to influence outcomes and get operations. Builds â€Å"ownership† of controversy decisions among key sub-ordinates by involving them in decision making . Symbolic Influence : Personal example for an intended impact uses symbols of group identity. (3) Others :Self Confidence-refer self as prime mover, leader or organizations or the organizations mentions being stimulated by crisis and other difficult problems. Self as the most capable person for getting the job done. # Core Competencies of Middle-level management : Middle managers can motivate and assist first-line managers to achieve business objectives. They may also communicate upward, by offering suggestions and feedback to top managers. Because they are more involved in the day-to-day workings of a company, they may provide valuable information to top managers to help improve the organization's bottom line.Some core competencies of middle level managers are given bellow : (1)  Ã‚   Thinking about the organization : Strategic Vision-evaluate the internal and external business environment to develop a long-t erm vision and strategy for the unit/organization. Analysis and Problem-Solving -effectively examine events, issues, and problems, and generate optimal solutions in a timely manner. Business and Financial Penetration -demonstrate a good understanding of company’s business model and markets as well as good commercial and financial acumen.Ability characteristics– job rotation, job enrichment, decision simulation, practical training and teaching training . Motivational characteristics– the help of sensitive training, brain-storming, and case studies. (2) Deliver Result : Manages Execution -ensure achievement of business goals aligned with the operational roadmap and standards through managing execution of business plan   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Customer Focus- foster a customer-focused environment   delivering exceptional service and anticipating future   customer needs.Leads for Performance -demonstrate and foster a sense of urgency and strong commitment to achieving goals. Drives Change and Innovation- champion new ideas and initiatives and create an environment that supports change and innovation. (3) Energize People : (Strengthen) Communication- communicate with impact, and create an environment in which people communicate honestly and openly   Ã‚   Engages and Inspires -inspire commitment and energy and a desire to excel and bring one’s best contribution to the organizational mission and goals.Develops Human Capital- ensure or contribute to the availability and development of the talent needed to meet current and future organization goals   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Interpersonal skill  or Cultivates Relationships and Networks-develop and leverage effective network and relationships with others inside and outside of the organization. to use role-playing method to foster interpersonal skill in employees. Also, job-rotation and group discussion are often used on this dimension. Fosters Teamwork and Cooperation- promote a sens e of collaboration and work effectively across the organization to achieve goals.Conceptual skill– to use on-the-job training to develop conceptual skill in employees. Conversely, decision simulation and role-playing are also instrumental in developing conceptual skill in middle-level managers. # Core competencies of first –level manager or, first –line manager :(Supervisor) First-line managers are responsible for the daily management of line workers—the employees who actually produce the product or offer the service. Although first-level managers typically do not set goals for the organization, they have a very strong influence on the company.These are the managers that most employees interact with on a daily basis. There are many competencies of the managers which are given bellow : ( 1) Act as a role model : Adapts and Learns-work effectively in the face of ambiguity, shifting priorities, and rapid change while actively developing one’s skills a nd capabilities. Continuous learning – Builds Trust and Confidence- consistently act and communicate in ways that model organization’s   values and demonstrate fairness, objectivity, integrity, responsibility and transparency. 2) Personality characteristics– to use role-playing, sensitiveness training and case studies to forward employees’ focus on this element. Honesty and Integrity –truthfulness, honor rest two level managers. (3) Flexibility : flexible for their working time as well as the ready for outside of the schedule time. Flexibility is the ability to adapt to and work with a variety of situations, individuals and groups. It is about being able to think on your feet, and not being disconcerted or stopped by the unexpected. Communication- Quality result orientation- Team work- These are also very important core competencies of first level management . Performance Apprisal Management-Assignment Performance Apprisal Management-Assignment Q 1: How do goals , objectives and competencies help in an effective Performance Management System ? Performance Management System : Performance management System are set up to provide feedback to employees on how effectively they are performing in their jobs. Such programs normally include a set of goals or objectives the employee must accomplish within the review period as well as the standards or criteria for determining whether the defined goals have been accomplished.Effective performance management include the following features: * Linking individual goals to the corporate and work unit business plans and goals; * Focusing on results, behaviors (competencies) as well as process improvement; * Regular reviews and updating of performance plans to address changing demands; * Training for both managers and employees on how to effectively give and receive feedback, including providing feedback to employees who experience challenges in perfo rming to the standards required in their jobs / roles; * Training for managers on how to provide performance evaluations that are valid, fair and unbiased.Performance management is about achieving results in a manner that is consistent with organizational expectations. Integrating competencies within the performance management process supports the provision of feedback to employees not only on â€Å"what† they have accomplished like performance goals, but also â€Å"how† the work was performed, using competencies for providing feedback. Assessing competencies as a part of performance management is an important means of assisting employees in understanding performance expectations and enhancing competencies.Multi-source feedback, while not an HR application per se, is a method that is often used in performance management to assess and provide employees with feedback on â€Å"how† they performed their work . GOAL : # The aim is to focus people on doing the right t hings in order to achieve a shared understanding of performance requirements throughout the organization. # Integration is achieved by ensuring that everyone is aware of corporate, functional and team goals and that the objectives they agree for themselves are consistent with those goals and will contribute in specified ways to their achievement.How do GOALs help in an effective Performance Management System : Corporate strategic goals provide the starting point for business and departmental goals, followed by agreement on performance and development, leading to the drawing up of plans between individuals and managers, with continuous monitoring and feedback supported by formal reviews. If we define the relation between the performance Management System and goals of the organizations then we get- # A performance management system is â€Å"the process through which companies ensure that employees are working towards organizational goals. # It includes more than just a performance ap praisal. The performance management system is also composed of â€Å"strategic plans, manager accountability, pay, promotion, training/development, and discipline. † Most organizations have some type of formal or informal performance reviews, but a performance management system attempts to provide the overarching structure for planning and analysis of activities for each individual, in the context of the organizational whole. Through continual assessment, the system ensures that successes are recognized and problems are addressed early.Better planning at the beginning of the year, including setting realistic goals for each employee, ensures measurable positive successes for the library and its staff, aligned with the larger organizational goals. When an organization has not developed a performance management system, lack of clarity in setting and developing staff goals, lack of alignment between organizational goals and employee goals, lack of communication on priorities , al l can be avoided through the effective implementation of a performance management system. Everyone in the organization is clearly aware about the common organizational goals and objectives.Once the goals are clearly defined, everyone works for the growth of the organization. OBJECTIVE : # Something which has to be accomplished. # They define what organizations, functions, departments, teams and individuals are expected to achieve. How do OBJECTIVEs helps an effective Performance Management System : Objectives are performance standards. They are used when it is not possible to set time-based targets, or when there is a continuing objective which does not change significantly from one review period to the next and is a standing feature of the job.These should be spelled out in quantitative terms if possible, for example, speed of response to requests or meeting defined standards of accuracy. Objectives describe something to be accomplished by individuals, departments and organisations over a period of time. They can be expressed as targets to be met such as sales and tasks to be completed by specified dates. They can be work-related, referring to the results to be attained, or personal, taking the form of developmental objectives for individuals. Objectives need to be defined and agreed.They will relate to the overall purpose of the job and define performance areas – all the aspects of the job that contribute to achieving its overall purpose. If we define the relation between the performance Management System and objectives of the organizations then we get- A structured and documented process encourages objective evaluation and fair treatment # Business objectives need to be linked to team and individual accountabilities. To measure the Performance Management system objectives are define as Individual output measures. like- * Achievement of objectives Achievement against agreed standards of performance, which might be descriptions of excellent, good, sati sfactory or poor performance. * Behavior, measuring the extent to which individuals exhibit behaviors associated with performance such as respect for others, trust etc. * Specific instances of performance for example commendations for specific pieces of work. COMPETENCE : # Refers to the behavioral requirements of a role to carry out the work satisfactorily. # What people bring to work in the form of different types and levels of behavior. Examples can be: job and professional knowledge, communication, teamwork, productivity, management etc. Practicing good performance management requires proficiency in certain competencies. Competencies are observable, measurable patterns of skills, knowledge, abilities, behaviors, and other characteristics that an individual needs to perform work roles or occupational functions successfully. Every organization has some competencies around which their business operations revolve. An efficient and effective employee performance measurement solution ensures that the competencies are managed well.Supervisors must manage employee performance well in order for agencies to accomplish their missions and achieve their goals. Consequently, performance management is one the most important parts of a supervisor's or team leader's job. Developing skills in performance management is a wise investment for agencies—an investment that will help them achieve their strategic goals. Performance Management Processes and Related Competencies-Managing employee performance includes: * planning work and setting expectations, * monitoring and measuring performance, developing the capacity to perform, * periodically rating performance in a summary fashion, and * recognizing and rewarding good performance. How do COMPETENCIEs helps an effective Performance Management System : Performance management competencies that all supervisors (and team leaders) should develop and demonstrate include: * Communicating. Establishing and maintaining effective communications with each employee not only requires good oral and written communication skills, but it also includes the ability to establish good working relationships.To communicate effectively with employees, supervisors must establish an environment that promotes an open door atmosphere, the sharing of ideas, and employee involvement in decision making processes. * * Setting Goals. Setting long- and short-term goals with employees gives focus to employee efforts. When goal setting is done correctly, employees strive to accomplish those goals and feel confident in achieving them. When goal setting is done poorly, work does not progress as desired.Knowing how to set goals effectively is an important part of performance management. To do this well, supervisors need to be able to clarify expectations and to set realistic standards and targets. * * Measuring Employee Performance. Credible measures of performance that employees understand and accept are critical for achieving high lev el performance. Measuring employee accomplishments, using both qualitative and quantitative measures, provides the information that supervisors and employees need in order to monitor performance. * * Giving Feedback.Feedback should inform, enlighten, and suggest improvements to employees regarding their performance. Supervisors should describe specific work related behavior or results they have observed as close to the event as possible. * * Coaching and Developing. Using their coaching skills, supervisors evaluate and address the developmental needs of their employees and help them select diverse experiences to gain necessary skills. Supervisors and employees create development plans that might include training, new assignments, job enrichment, self-study, or work details. * Recognizing. Effectively recognizing employees is another performance management competency. Being able to genuinely acknowledge a job well done is critical for strengthening employees' commitment to do their b est. Supervisors should be skilled at using formal awards programs as well as using informal recognition techniques, including personal thank and voicing verbal appreciation in staff meetings. Developing Competencies- Agencies will benefit in many ways if they invest in developing performance management competencies in their supervisors and team leaders.These competencies should form the basis for their training and development to ensure that the Federal Government can carry out its mission in the 21st century. (You will note that most of these competencies are reflected in OPM's Executive Core Qualifications for the Senior Executive Service. ) Because good supervision and leadership require effective performance management, we will focus this series of articles on the performance management competencies we have outlined here. The next article in this series will highlight communication skills.Q 2:Identify at least 3 general or core competencies for each (3) levels of management. Ex plain each competencies in details . There are lots of competencies. The 3 general or core competencies for each (3) levels of management are given bellow – Core Competencies of top-level management : Top-level managers make decisions affecting the entirety of the firm. Top managers do not direct the day-to-day activities of the firm; rather, they set goals for the organization and direct the company to achieve them.Top managers are ultimately responsible for the performance of the organization, and often, these managers have very visible jobs. (1) Intellectual Competencies : Planning and causal thinking :refer to implications, consequence, alternatives or if-then relationship analyzes causal relationships. It makes strategies and plan steps to reach a goal. Diagnostic Information seeking : Pushes for concrete information in an ambiguous situation seeks information from multiple sources to clarify a situation which uses question to identify the specific of a problem or other situations.Conceptualizations and synthetic thinking :Understand about how different parts , needs or functions of the organization fit together. Identities partners and interprets a series of event. Identities the most important issues in a complex situation. Uses unusual analogies to understand and explain the essence of a situation. Leadership skill– role-playing, decision simulation and job rotation are the training methods used to nourish leadership skill in employees, as the top management will be able to pick up this skill through working on different roles and models. 2) Influence Competencies : Concern for Influence (The need for power) : which refers to persuade people, anticipate the impact of actions on the people. Directive influence (Personalized power )-face up to people directly when problems occur. Collaborative Influence (socialized power)-Operate effectively with groups to influence outcomes and get operations. Builds â€Å"ownership† of controversy decisions among key sub-ordinates by involving them in decision making . Symbolic Influence : Personal example for an intended impact uses symbols of group identity. (3) Others :Self Confidence-refer self as prime mover, leader or organizations or the organizations mentions being stimulated by crisis and other difficult problems. Self as the most capable person for getting the job done. # Core Competencies of Middle-level management : Middle managers can motivate and assist first-line managers to achieve business objectives. They may also communicate upward, by offering suggestions and feedback to top managers. Because they are more involved in the day-to-day workings of a company, they may provide valuable information to top managers to help improve the organization's bottom line.Some core competencies of middle level managers are given bellow : (1)  Ã‚   Thinking about the organization : Strategic Vision-evaluate the internal and external business environment to develop a long-t erm vision and strategy for the unit/organization. Analysis and Problem-Solving -effectively examine events, issues, and problems, and generate optimal solutions in a timely manner. Business and Financial Penetration -demonstrate a good understanding of company’s business model and markets as well as good commercial and financial acumen.Ability characteristics– job rotation, job enrichment, decision simulation, practical training and teaching training . Motivational characteristics– the help of sensitive training, brain-storming, and case studies. (2) Deliver Result : Manages Execution -ensure achievement of business goals aligned with the operational roadmap and standards through managing execution of business plan   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Customer Focus- foster a customer-focused environment   delivering exceptional service and anticipating future   customer needs.Leads for Performance -demonstrate and foster a sense of urgency and strong commitment to achieving goals. Drives Change and Innovation- champion new ideas and initiatives and create an environment that supports change and innovation. (3) Energize People : (Strengthen) Communication- communicate with impact, and create an environment in which people communicate honestly and openly   Ã‚   Engages and Inspires -inspire commitment and energy and a desire to excel and bring one’s best contribution to the organizational mission and goals.Develops Human Capital- ensure or contribute to the availability and development of the talent needed to meet current and future organization goals   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Interpersonal skill  or Cultivates Relationships and Networks-develop and leverage effective network and relationships with others inside and outside of the organization. to use role-playing method to foster interpersonal skill in employees. Also, job-rotation and group discussion are often used on this dimension. Fosters Teamwork and Cooperation- promote a sens e of collaboration and work effectively across the organization to achieve goals.Conceptual skill– to use on-the-job training to develop conceptual skill in employees. Conversely, decision simulation and role-playing are also instrumental in developing conceptual skill in middle-level managers. # Core competencies of first –level manager or, first –line manager :(Supervisor) First-line managers are responsible for the daily management of line workers—the employees who actually produce the product or offer the service. Although first-level managers typically do not set goals for the organization, they have a very strong influence on the company.These are the managers that most employees interact with on a daily basis. There are many competencies of the managers which are given bellow : ( 1) Act as a role model : Adapts and Learns-work effectively in the face of ambiguity, shifting priorities, and rapid change while actively developing one’s skills a nd capabilities. Continuous learning – Builds Trust and Confidence- consistently act and communicate in ways that model organization’s   values and demonstrate fairness, objectivity, integrity, responsibility and transparency. 2) Personality characteristics– to use role-playing, sensitiveness training and case studies to forward employees’ focus on this element. Honesty and Integrity –truthfulness, honor rest two level managers. (3) Flexibility : flexible for their working time as well as the ready for outside of the schedule time. Flexibility is the ability to adapt to and work with a variety of situations, individuals and groups. It is about being able to think on your feet, and not being disconcerted or stopped by the unexpected. Communication- Quality result orientation- Team work- These are also very important core competencies of first level management .

War of 1812 Causes

The War of 1812 is generally thought to have been provoked by American outrage over the impressment of American sailors by the Britains Royal Navy. And while impressment—British military ships boarding American merchant ships and taking away the sailors to serve for them—was a major factor behind the declaration of war by the United States against Britain, there were other significant issues fueling the American march toward war. The Role of American Neutrality During the first three decades of American independence there was a general feeling in the country that the British government had very little respect for the young United States. And during the Napoleonic Wars the British government actively sought to meddle with—or completely suppress—American trade with European nations. British arrogance and hostility went so far as to include a deadly attack by the British frigate HMS Leopard upon USS Chesapeake in 1807. The Chesapeake and Leopard affair, which began when the British officer boarded the American ship demanding to seize sailors they considered to be deserters from British ships, nearly triggered a war. Failed Embargo In late 1807, President Thomas Jefferson (served 1801–1809), seeking to avoid war while calming public outcry against British insults to American sovereignty, enacted the Embargo Act of 1807. The law, which prohibited American ships from trading in all foreign ports, succeeded in avoiding a war with Britain at the time. But the Embargo Act was generally seen as a failed policy, as turned out to be more damaging to United States interests than to its intended targets, Britain and France. When James Madison (served 1809–1817) became president in early 1809, he also sought to avoid war with Britain. But British actions, and a continuing drumbeat for war in the U.S. Congress, seemed destined to make make a new war with Britain unavoidable. The slogan Free Trade and Sailors Rights became a rallying cry. Madison, Congress, and the Move Toward War In early June 1812 President James Madison sent a message to Congress in which he listed complaints about British behavior toward America. Madison raised several issues: ImpressmentContinual harassment of American commerce by British warshipsBritish laws, known as Orders in Council, declaring blockades against American ships bound for European portsAttacks by savages (e.g., Native Americans) on one of our extensive frontiers (the border with Canada) believed to be instigated by British troops in Canada At the time, the U.S. Congress was being steered by an aggressive faction of young legislators in the House of Representatives known as the War Hawks. Henry Clay (1777–1852), a leader of the War Hawks, was a young member of Congress from Kentucky. Representing the views of Americans living in the West, Clay believed that war with Britain would not only restore American prestige, it would also provide a great benefit to the country—an increase in territory. An openly stated goal of the western War Hawks was for the United States to invade and seize Canada. And there was a common, though deeply misguided, belief that it would be easy to achieve. (Once the war began, American actions along the Canadian border tended to be frustrating at best, and Americans never came close to conquering the British territory.) The War of 1812 has often been called Americas Second War for Independence, and that title is appropriate. The young United States government was determined to make Britain respect it. The United States Declared War In June 1812 Following the message sent by President Madison, the United States Senate and the House of Representatives held votes on whether to go to war. The vote in the House of Representatives was held on June 4, 1812, and members voted 79 to 49 to go to war. In the House vote, the members of Congress supporting the war tended to be from the South and West, and those opposed from the Northeast. The U.S. Senate, on June 17, 1812, voted 19 to 13 to go to war. In the Senate the vote also tended to be along regional lines, with most of the votes against the war coming from the Northeast. The vote was also along party lines: 81% of the Republicans supported the war, while not a single Federalist did. With so many members of Congress voting against going to war, the War of 1812 was always controversial. The official Declaration of War was signed by President James Madison on June 18, 1812. It read as follows: Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That war be and is hereby declared to exist between the United Kingdom of Great Britain and Ireland and the dependencies thereof, and the United States of America and their territories; and the President of the United States is hereby authorized to use the whole land and naval force of the United States, to carry the same into effect, and to issue private armed vessels of the United States commissions or letters of marque and general reprisal, in such form as he shall think proper, and under the seal of the United States, against the vessels, goods, and effects of the government of the said United Kingdom of Great Britain and Ireland, and the subjects thereof. American Preparations While the war not declared until late June 1812, the United States government had been actively making preparations for the outbreak of war. In early 1812 the Congress passed a law actively calling for volunteers for the U.S. Army, which had remained fairly small in the years following independence. American forces under the command of General William Hull started marching from Ohio toward Fort Detroit (site of present day Detroit, Michigan) in late May 1812. The plan was for Hulls forces to invade Canada, and the proposed invasion force was already in position by the time war was declared. The invasion proved to be a disaster when Hull surrendered Fort Detroit to the British that summer. American naval forces had also prepared for the outbreak of war. And given the slowness of communication, some American ships in the early summer of 1812 attacked British ships whose commanders had not yet learned of the official outbreak of the war. Widespread Opposition to the War The fact that the war was not universally popular proved to be a problem, especially when the early phases of the war, such as the military fiasco at Fort Detroit, went badly. Even before the fighting began, opposition to the war caused major problems. In Baltimore a riot broke out when a vocal anti-war faction was attacked. In other cities speeches against the war were popular. A young lawyer in New England, Daniel Webster, delivered an eloquent address about the war on July 4, 1812. Webster noted that he opposed the war, but as it was now national policy, he was obligated to support it. Though patriotism often ran high, and was boosted by some of the successes of the underdog U.S. Navy, the general feeling in some parts of the country, particularly New England, was that the war had been a bad idea. Ending the War As it became obvious that the war would be costly and might prove to be impossible to win militarily, the desire to find a peaceful end to the conflict intensified. American officials were eventually dispatched to Europe to work toward a negotiated settlement, the result of which was the Treaty of Ghent, signed December 24, 1814. When the war officially ended with the signing of the treaty, there was no clear winner. And, on paper, both sides admitted that things would return to how they had been before hostilities began. However, in a realistic sense, the United States had proven itself to be an independent nation capable of defending itself. And Britain, perhaps from having noticed that the American forces seemed to become stronger as the war went on, made no further attempts to undermine American sovereignty. And one result of the war, which was noted by Albert Gallatin, the secretary of the treasury, was that the controversy around it, and the way the nation came together, had essentially united the nation. Sources and Further Reading Hickey, Donald R. The War of 1812: A Forgotten Conflict, Bicentennial Edition. Urbana: The University of Illinois Press, 2012.  Taylor, Alan. The Civil War of 1812: American Citizens, British Subjects, Irish Rebels, and Indian Allies. New York: Alfred A. Knopf, 2010.