Dress Code in School Research Paper Example | Topics and Well Written Essays - 1000 words

Dress Code in School - Research Paper Example in Kraft, 2003). Are you a liberal? Are you a conservative? Whatever be your political leaning, or personal belief, I am sure every one of you will agree with me that school safety is of paramount importance to society. The provision of a safe study environment takes precedence over self-expression. In these days of unequivocal liberalism, when the least hint of curtailment of individual rights is immediately condemned as authoritarianism, I defiantly stand here before you in support of a uniform dress code in schools. I am aware that many of you will equate a uniform dress code with the stifling of creativity and the freedom to self-expression. But this is a very simplistic way of looking at the issue. The school is the primary and most crucial factor in the educational process of an individual. It is here that the moral foundation and intellectual capabilities of the child are built up. Schools must be differentiated from society at large, and special rules applied here. In this co ntext, it is crucial that the school environment is totally focused on learning, and all extraneous factors are eliminated. ... This factor is of great significance in keeping students under secure supervision. Conversely, uniforms make is easy to identify any trespassers on school property. This is a very effective safeguard against the entry of anti-social elements into the school campus and the disruption of discipline. School uniforms eliminate the possibility of ignorant students inadvertently wearing gang colors, or other gang related items of clothing, and being exposed to attacks by opposite gangs as a result of this. The use of gang attire is completely eliminated on campus. The uniform does away with badges of gang identity, such as aggressively painted jackets, bandannas, or chunky jewelry. Expensive and fashionable clothes are often the cause of inciting less privileged children to resort to theft and violence. In the same way, emphasis on fashionable dressing may lead to competition among students and result in violence. School uniforms as unequivocally â€Å"competition reducing† (Kraft, 2003). In some cases, fashion accessories and clothes are used as weapons or as a means to conceal weapons. (Paliokas, n.d.). The use of hooded sweatshirts, as a deliberate way to avoid detection after acts of vandalism in school, is a pointer in this direction. It is clear that school safety justifies the implementation of a uniform dress code. Self-esteem is a major issue for all school-going children. American school reports show that â€Å"students base the worth of peers on the kinds of clothes that are worn but distinctions in worth were not noted when the entire school population was dressed in uniforms† (King, 2002. qtd. in Kraft, 2003). The major link between self-esteem and clothes is the fact that clothes emphatically proclaim income disparities, and become the basis

Impact of Government Spending on the Private Sector Essay - 86

Impact of Government Spending on the Private Sector - Essay Example According to the study the increase in in consumption expenditure by the government relatively results to an increase in investments. Notably, the optimum consumption expenditure is about 300000 unit price across the years in UK. In the same manner, the U.S. government expenditure acts the same as the one of the U.K. Evidently, the steady increase in expenditure by the government has lead increased investment by the private sector to an optimum of about 2700 unit cash. The difference arises by the fact that the U.K has consumes more in terms of cash than the U.S but the pattern is quite the same. From this discussion it is clear that   the graphs indicates that an increase in government need for more goods, leads to an increase in production of the same by the investors. Hereby, when the U.K government spends more products for its citizen, the private sector has to increase their production in an almost similar rate. Though not steady, the increased spending has in the years lead to the development of private sectors. Going by this fact, we can also note that the real U.S government expenditure acts the same way. However, the difference arises in that, the U.S government has a lesser consumption rate, the investment is relatively lesser compared to that of the U.K. In this manner we can conclude that the government spending on good positively affects the private industry. The government expenditure in terms of cash per gross domestic product in viewed in relation to the gross fixed capital per gross domestic product. By the look of the table, one can clearly notice that the re lacks a particularly distinct pattern to define the graph. Each year has a different value in relation to the two per GDP/s. the lesser the government spends per unit GDP, the lesser the physical assets produced by the investors.  

Devising a training program for an organisation

Devising a training program for an organisation Organizations are not exempt from changes that society continually faces, therefore training is a fundamental part of organisational life. Many situations require unique solutions based on the unique needs of the organization. Thus this makes training a universal need but one that differs across individuals. Training is the acquisition of knowledge and skills in order for a person to carry out a specific task or job. Training benefits employees in several ways: It increases their sense of ownership in the business. They become more organised, productive and flexible and are better able to meet the needs of internal and external customers new skills and abilities in areas such as decision-making can empower staff, which makes them more effective. As a training manager, I know that the first step in conducting a training programme is to conduct a training needs analysis. This involves fours stages, Planning, job analysis, training gap analysis and training options analysis. In which I ask myself why is this training needed? What is the perceived problem? What are the aims and objectives? (Grey 1994) It is where I outline how the organizational objectives can be realised through the training programme. To do this I should conduct a gap analysis in which I identify the gap between the existing and needed skills of the employees, and in turn I can specify when, what, who, where and how to conduct the training. I can classify the exact areas were training is needed, that the training is closely aligned by the goals of the organization, that its causing the least possible disruptions to normal work routine, thats its cost effective and that I constantly keep in mind the preferred learning styles and opportunities to the individual and the organisation. This needs analysis proceeds in 3 stages, with the outcomes of the one stage influencing and helping to shape the next: (!) Organisation analysis (2) job analysis (3) person analysis. In the organisational analysis, I link the training initiatives with the organisations strategic plans. This is a very important step because before training solutions are sought one must ensure that funds are allocated properly, because this can cause costly mistakes to the organisation. In job analysis I identify the tasks, skills and attitudes that one needs to compete the job. This can be achieved through an HTA (Hierarchical task analysis) which was developed by Annett and Duncan 1967, in which tasks are broken down in a deductive manner, hence showing a hierarchical connection between the tasks, and afterwards instruction is sequenced bottom up. However one must keep in mind that the HTA does not necessarily capture the psychological processes that one goes through when doing the task. In the last stage of person analysis, I ask myself question like who needs the training? What skills need to be taught? Once I have gathered all the information from the training needs analysis, I can move on to the actual content of the programme in the training design, which is the second stage in the training cycle. The training design helps me determine the criterion behaviour, so I determine the contents, design of the training, and what the person should be able to do after the training. Throughout this stage one must keep in mind how people learn. This is because people learn in different ways, and so one must pay close to attention to teach the trainees in the most effective manner suitable to them. As example depending on the organization and the type of tasks that Im trying to teach the employees I may choose Fitts Skills Development theory (1962) which states that skill development progresses through three distinctive phases, Banduras Social Learning theory (1977) who says that learning is seen to result from strengthening stimulus response links through reinforcing appropriate behaviour or Andersons ACT theory (1983, 1987), whos theory is aimed at developing expertise. Regardless of what method of instruction I choose, I should keep in mind Goldsteins and Fords 2002 techniques for choosing good trainers. They argue that good trainers are those who encourage trainees to use their talents to achieve, set difficult but attainable goals, give exams that show both strengths and weaknesses, show enthusiasm for the subject, allows trainees to express problems related to the course content covered and to share any relevant knowledge and experiences and trainers who stimulate interest in the subject. I also should pay attention at how easily the trainees can put what they have learned in the training programme (the skills, attitudes and knowledge) into practise in the work place. And this all depends on the trainee characteristics, meaning the trainees personality, self efficacy, cognitive ability, age (Colquitt at al, 2000). With this information I can evaluate who is to be trained and how train them since for example older employers tend to take longer to learn or unlearn. One must also pay close attention to the work environment, including the organisational climate and the social support system (Tracey et al, 1995). The training evaluation is the final stage of the training cycle. Here I ask myself if the trainees reached their objective, and if the training programme has been a valid one. Throughout this stage I asses the performance of the workers before and after the training programme this is done by measuring performance, to establish is any changes took place if these changes are as a result of the training. Kirkpatrick explains that there are four stages for evaluation of training programme. (1) Reaction, in which the trainers get to know the trainees opinion about the training programme, which can be both positive and negative. (2) Learning, which actually looks for confirmation that learning took place. (3) Behaviour is the stage in which one sees the trainee performing what has been learnt (4) In the last stage one sees how the training effected behaviour, performance and the organisation. One should also take note that depending on the organisation one may choose to conduct these stages in either an on the job or off the job training programmes. As an example Tesco which is the largest British retailer and is also the worlds third largest grocery retailer with outlets across Europe, USA and Asia, offers employees both on-the-job training and off-the-job training. On-the-job training methods at Tesco include: shadowing a person already in the job shows the employee how to do it, coaching a manager or designated colleague will help trainees work through problems and inspire them to find solutions, mentoring a more experienced member of staff acts as an adviser job rotation or secondment the trainee has the opportunity of covering their target role, taking full responsibility on a temporary or limited basis. Off-the-job training is often more appropriate for training in specific new skills or for developing the individual, in areas such as team-building, communications (for example, making presentations), or organisation and planning. It usually involves attending external courses run by professional training organisations or qualified Tesco training staff (www.thetimes100.co.uk ) A well constructed training programme, is beneficial on both and organizational level and an individual level. This is because on an individual level, one gains greater intrinsic and extrinsic job satisfaction, and the employee can enhance their portfolio for better employability. On an organisation level it can lead to enhanced work performance and productivity, less absenteeism accidents, decrease in wastage, greater customer satisfaction and lower labour turnover. (Arnold et al, 2007) In conclusion one must keep in mind all the points and stages that I have mentioned, because unless the training is planned and systematic, its simply a waste of time and money. Organisations that fail to do so, end up making costly mistakes and as a result end up using ineffective training methods, wrong amounts of training (too little or too much) or they fail to follow up on the training used. (Arnold et al, 2007) (Word count: 1,311)

Laying the Last Minstrel in Jane Eyre :: Charlotte Bronte Jane Eyre Essays

Laying the Last Minstrel in Jane Eyre To find one work quoted multiple times in a novel, as is the case in Jane Eyre with The Lay of the Last Minstrel by Sir Walter Scott, should suggest to a reader that this quoted work can serve to shed some light on the work in which it is found. In this case, Charlotte Brontà « alluded to Scott’s work at appropriate moments in the novel, both because of similarities in the plots at those moments, but also, more importantly, because of the theme of The Lay of the Last Minstrel. The Lay of the Last Minstrel tells the story of two lovers, who despite overwhelming obstacles, end up together. This is possible only after the pride which contributes to their separation is vanquished. Use of a story with this theme serves to foreshadow the eventual marriage between Jane and Rochester, but only after their pride is no longer an obstacle. J. H. Alexander’s description of the themes in The Lay of the Last Minstrel in his article "On the Verbal and Thematic Texture" can easily be applied to a discussion of Jane Eyre. He writes that the "overt theme of the Lay [is] the quelling of barren pride" while added to that are "the apocalyptic abolition of all pride in human achievement and the insistance that true love is in its essential nature supernatural" (19). The ability to freely love one another is what enables Rochester and Jane to be together at the end, once pride is no longer an issue for either one of them. Brontà « gives their love a supernatural element in the way that Jane is drawn to Rochester after hearing him call out her name (409; ch. 35). Aside from the legal obstacle to Jane and Rochester’s marriage, pride is a major factor in keeping them apart. The first instance where The Lay of the Last Minstrel appears in Jane Eyre is the scene where Jane tells Rochester of the night that someone (she later learns it was Bertha) came to her bedroom and ripped the veil she was supposed to wear at Jane and Rochester’s wedding: "But, sir, as it grew dark, the wind rose: it blew yesterday evening not as it blows now – wild and high – but ‘with a sullen, moaning sound’ far more eerie" (279; ch. 25). She goes on to explain her uneasiness at his being away and her difficulty in falling asleep that night. Laying the Last Minstrel in Jane Eyre :: Charlotte Bronte Jane Eyre Essays Laying the Last Minstrel in Jane Eyre To find one work quoted multiple times in a novel, as is the case in Jane Eyre with The Lay of the Last Minstrel by Sir Walter Scott, should suggest to a reader that this quoted work can serve to shed some light on the work in which it is found. In this case, Charlotte Brontà « alluded to Scott’s work at appropriate moments in the novel, both because of similarities in the plots at those moments, but also, more importantly, because of the theme of The Lay of the Last Minstrel. The Lay of the Last Minstrel tells the story of two lovers, who despite overwhelming obstacles, end up together. This is possible only after the pride which contributes to their separation is vanquished. Use of a story with this theme serves to foreshadow the eventual marriage between Jane and Rochester, but only after their pride is no longer an obstacle. J. H. Alexander’s description of the themes in The Lay of the Last Minstrel in his article "On the Verbal and Thematic Texture" can easily be applied to a discussion of Jane Eyre. He writes that the "overt theme of the Lay [is] the quelling of barren pride" while added to that are "the apocalyptic abolition of all pride in human achievement and the insistance that true love is in its essential nature supernatural" (19). The ability to freely love one another is what enables Rochester and Jane to be together at the end, once pride is no longer an issue for either one of them. Brontà « gives their love a supernatural element in the way that Jane is drawn to Rochester after hearing him call out her name (409; ch. 35). Aside from the legal obstacle to Jane and Rochester’s marriage, pride is a major factor in keeping them apart. The first instance where The Lay of the Last Minstrel appears in Jane Eyre is the scene where Jane tells Rochester of the night that someone (she later learns it was Bertha) came to her bedroom and ripped the veil she was supposed to wear at Jane and Rochester’s wedding: "But, sir, as it grew dark, the wind rose: it blew yesterday evening not as it blows now – wild and high – but ‘with a sullen, moaning sound’ far more eerie" (279; ch. 25). She goes on to explain her uneasiness at his being away and her difficulty in falling asleep that night.

Differences Between Leadership and Management

Beckhard elaborates about what leadership is like, drawing the line between this and that of management. Leadership has to do with change, enthusiasm and encouragement for the tasks, and influence. These three vital traits, each one linked with a specific function for leaders include:1) The imagination to innovate:   To promote innovation, successful leaders assist in cultivating novel view, the ideas, paradigm, and applications of expertise that makes an organization distinct. 2) The professionalism to perform: Leaders offer personal and organizational capability, assisted by personnel preparation and education, to implement impeccably and dispense worth to ever more difficult and exacting customers. 3) The openness to work in partnership: Leaders create associations and linkages with partners who can enlarge the organization's contact, improve its contributions, or strengthen its systems. Since an organization is composed of people, this leader knows a lot about human nature so h e can appropriately anticipate and adjust to various personalities (Beckhard, R. 1969).Mulhauser, Greg. Management Skills and Leadership Skills. Accessed February 27,2008. Mulhauser argues that there is no delineation line between management and leadership and the skills pertinent to the issue. Anchored on the theoretical perspective of Carl Rogers especially on the latter’s concepts like Acceptance, Authenticity and Empathic Listening, the author explores the development of these characteristics well into the individual manager or leader’s style which springs essentially from the person’s character.The author believes that many of the theories set forth on any of these two issues are defective simply because the fact remains that there is simply no distinction as to when leadership starts and ends and where management plays its role in the picture. The author puts forth practical situations and strategies to apply the theory or concept as posited by Carl Rogers . This is an important resource because few theorists effectively can succinctly communicate what leadership and management concepts are and how they are better applied in specific settings.Sullivan, Eleanor and Phillip J. Decker. 2005. Effective Leadership and Nursing Management in Nursing, with Student Video (4th Edition). Authors Sullivan and Decker, wrote a very effective communication piece in the 2005 book Effective Leadership and Nursing Management in Nursing.   Although there is no argument whether leadership is vastly different from management, it carries with it the idea that the practical application of the skills comes in two important aspects and that they are indispensable as well as distinct and inseparable.The authors identified that organizations are designed in their specific arrangements as they function and these are pertinent in how the people working in their specific areas are handled and led. The book is a great resource when specific situations (i.e., staf fing and recruiting, coaching and disciplining as well as issues as handling conflict and the workplace stress) that are common in the field of nursing and health care especially where the unique challenges are being faced by both administration and management and frontline staff in this particular field.Jaques, E. (2002). Social Power and the CEO: Leadership and Trust in a sustainable free enterprise system. Westport, Connecticut: Quorum Books in McMorland, Judith. 2005. â€Å"Are you big enough for your jobs? Is your job big enough for you? Exploring levels of work organizations. University of Auckland Business Review. Vol. 7, No.2.According to Dr. Jacques, there is actually no difference between these two terminologies (leadership and management) in the prime values that Dr. Elliot Jacques placed on every part of the organization and as he postulated in his stratified systems theory. When he called for the individual responsibility, he meant that whether the person in the spotli ght may be the rank and file individual or he happens to be the plant manager, the type of leadership that is seen is expressive of this core value.Management then implies the adoption of accountability and this summarily implies leadership knowing as mentioned in the preceding pages on influence and exercise of power, when a person exercises accountability, he actually exerts leadership; leading by example and it is fundamentally ethical and transferable. Management and leadership are seen then, as interchangeable essentials, and according to Dr. Jacques, the existence and continuity as well as the perpetuation of a successful team depend much on the kind of leadership exemplified in the theory he posited.Bruffee, Kenneth A. Collaborative Learning: Higher Education, Interdependence,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   and the Authority of Knowledge. Baltimore: Johns Hopkins Univ. Press, 1993.The author explains in prà ©cis the need for a more efficient, economical and equitab le management of the people in the industry or organization has never been as pronounced as it is today. This need has never been brought about by factors which inevitably affect not only the established structures and ways of doing things within the personnel area but also by the more meaningful and substantial task of managing the organization’s most important asset – the human capital. Among these factors are: stiffer competition in business; rapid changes in technological, competitive and economic environments; the explosion of technical and managerial knowledge; spiraling wage and benefits cost and so many others. These factors have no doubt been responsible for the emergence of the personnel function as a vital area in the implementation of corporate strategy.Demick, J. and Miller, P., Development in the Workplace, Lawrence Erlbaum Associates,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Publishers, New Jersey, 1993.Demick and Miller places in context first what an organ ization is like and settles how it can affect behavior in general and when that is established, proceeded to explain leadership and management in this context. In organizational behavior which is basic to the management of human resource, it points to the inquiry and application of learning about how people, individuals, and groups perform, operate, and work in organizations. It accomplishes this by means of adopting a system approach. Explicitly, it infers people-organization affairs in terms of the entire person, group totality, complete organization, and total social structure. Its intention is to put up enhance relations by attaining human goals, organizational purposes, and social goals. In such a milieu, the goals to effect change are influenced by several significant factors which are crucial to the overall results. Hence, there are expected leadership behaviors that maintain momentum during the change process.

Management Philosophy

â€Å"Management aims to accomplish group purposes with the least expenditure of material or human resources† (Koontz, 1969, p. 415). The term management philosophy seems almost oxymoronic in that they appear to work toward different results. The goal of management should be to improve the organization. (Kirkeby, 2000) suggest that the objective of management has always been the goal of making the group, institution, organization, or nation, into the strongest organism possible. Triumph, subjugation, gaining strength, and survival are all priorities of management. These along with personal prestige, acquiring real estate (enlarging your territory), making lots of money, and transferring thought to action paint the perfect picture of today’s successful manager. (Kirkeby, 2000) believes that philosophy is just the opposite, suggesting that philosophy deals with power but in a different way, its focus is the power of thought instead of position or bottom line performance. The pursuit of philosophy is not one of financial gain for the individual but one of freedom and liberation of thought. Similar article: Scientific Management Theory in Health Care Philosophy lends itself to a relationship with reality as opposed to management where goals exist to create, shape, and determine the best reality conducive to productivity. Philosophy does not insist on leading the individual to think, but rather presenting ideas and thought for evaluation and consideration of the individual, allowing them to pick, choose, and add to the original thought, and even completely dismiss. Dr. W. Edwards Deming – The system of profound knowledge/System Theory Dr.  Deming was a known for his work in the many fields to include management philosophy. The management philosophy of Dr. Deming is centered on the system of profound knowledge. The System of Profound Knowledge was presented in his book titled â€Å"The New Economics†, (Deming, 1994). The system of profound knowledge provides a map of theory with assist us in understanding the organizations that we work in. It is comprised of four major tenets (Deming); â€Å"Appreciation of a System, Theory of Knowledge, Theory of Variation, and Psychology†. Deming goes on to suggest that â€Å"many themes show up in various parts of the System of Profound Knowledge, particularly those relating to organizational purpose, driving out fear in an organization, and understanding the implications of variation† (Deming, p. 11). Systems theory lays out management methods that can create systems out of organizations, and the advantages of these systems. There are many road blocks to the establishing an organizational system, (Deming, 1994) describes some of the road blocks as; focus on the benefit of performance from one aspect of the system. This feeds self interest and promotion. Internal competition; this leads to business units with holding information and not willing to share resources and the use of the performance appraisal; this creates a mind-set geared toward individual performance. (Deming) breaks down the four tenets that make up the system of profound knowledge; the Theory of Knowledge or epistemology as it is often referred provides a description for a system that focuses on learning and the use of theory. The Theory of Variation; its purpose is to assist managers in understanding what variation is and how this understanding will improve process within the system. Deming describes management as the ability to predict and for this reason an in-depth understanding of variation is all the more critical. Psychology; is seen and utilized in all aspects of Deming’s system. Deming’s suggest that manages must be able to identify psychological influences on and in their respective units if they are to become a true system. Scientific Management  There are examples all a round us concerning the benefit of Scientific Management; planes, trains, and automobiles, processes, and work environments that we engage each day. All of these examples and many others function and are produced at a higher rate of efficiently due to Scientific Management. Frederick W. Taylor born on March 20, 1865 considered â€Å"the father of Scientific Management†. He strongly campaigned for less human interaction and more machine driven production, even going on to say â€Å"In the past the man has been first; in the future the system must be first† (Worthy, 1959, p. 3). One of the driving factors for Taylor’s scientific management was that he believed the industrial management of his day was run by individuals that had no professional amplitude Deming suggested that â€Å"management could be formulated as an academic discipline, and that the best results would come from the partnership between a trained and qualified management and a cooperative and innovative workforce† (Weisbord, 1987, p. 9). â€Å"Taylorism† became the first big management fad. Taylor's scientific management consisted of four principles (Weisbord, 1987): 1. Replace rule-of-thumb work methods with methods based on a scientific study of the tasks. 2. Scientifically select, train, and develop each employee rather than passively leaving them to train themselves. 3. Provide detailed instruction and supervision of each worker in the performance of that worker's discrete task. 4. Divide work equally between managers and workers, so that the managers apply scientific management principles to planning the work and the workers actually perform the tasks. Taylor was the first to present a systematic study of interactions among job requirements such as tools, methods, and human skill. To fit people to jobs both psychologically and physically, and to let data and facts do the talking rather than prejudice, opinions, or egos† (Weisbord, 1987, p. 10). As scientific management increased in popularity Taylor became more outspoken concerning his position on human relations in the work place, assuming that workers were â€Å"lazy, won't take responsibility, lack desire to achieve significant results, demonstrate inability to direct their own behavior, show indifference to organizational needs, prefer to be led by others, and avoid making decisions whenever possible. † (Montgomery, 1989, p. 6). Compare and Contrast Scientific Management – although scientific management has played and will continue to be an important aspect of our universal business model for production, it is necessary to note the weaknesses that this method contains. Such as its negative influence in current work environments concerning the human contribution. The tenants of Scientific Management are not applicable to all modern organizations. Nelson notes that â€Å"Scientific Management is perhaps best seen as an evolutionary stage in management’s ever developing history. † (Nelson, 1980, p. 14). Today’s the average employee has increased in their understanding of self-worth and their ontribution to the organization. Employees are no longer content with just the financial reward for their work; they also receive satisfaction when allowed to participate in the benefit of the organizations success. The Scientific Management system viewed workers as interested only in the economic reward and working toward that end only. (Worthy, 1959, p. 42) states that â€Å"in current organizations it has been recognized that productivity and success is not just obtained by controlling all factors in the work place, but by contributing to the social well-being and development of the individual employee. Scientific management’s negative aspects are apparent when evaluating the value of employees in the context of organizational contribution and success. (Nelson, 1980) uncovers that at the Taylor’s methods for managing the workers were not fully accepted by thousands of manufacturing plants due to fear of alienating the employees. Nelson states that â€Å"the principals of scientific management are unquestionably authoritarian in that they assume decision-making is best kept at the top of the organization because there exist a lack of trust in the competence of the employees. † (Nelson, p. 27). System of profound knowledge – Dr. Deming’s system of profound knowledge is quite different form that of Taylor’s scientific management in several ways that will be discussed here. The first is in my opinion the most significance, Dr. Deming’s system of profound knowledge unlike scientific management starts with the individual. Transformation of the individual is a key aspect of this system. This transformation is the result of understanding of the system of profound knowledge. (Deming, 1994) suggest that the once a person is transformed, they will understand that their life has value and real meaning. These principles will then be applied to all relationships, personal, professional, and social. The individual upon understanding the system of profound knowledge now has a point of reference for decisions and for organizations that they are a part of. The one challenge that I can see with the system of profound knowledge is this constant pursuit to improve. How do you start? How do you set down all of the baggage in order for transformation to actually begin? The last challenge that I see with this system is that all four tenants have to be put into play, if one of the four is not operative then the other three become null and void. Conclusion While both of these management philosophies/systems proved to be of benefit in different times when injected into different organizations, they are not without challenge and negative aspects. People, while they operate within systems, sub-systems, or processes, they are not comprised of them, however complex they are. When individuals are introduced into a system there has to be processes that will gage the individual performance outside of the system as well as within the system. If not the employee will always be subject to the system and not allowed to explore and identify their potential for success within other systems.