The Moral Dispute Of John Stuart Mill And Immanuel Kant

Thesis statement The philosopher Aristotle took the challenge of developing a full-fledged account of virtues that could stand on its own merits rather than simply criticize. He spoke about Eudaimonia meaning happiness of which he defined as the good. â€Å"The good, therefore, has been well defined as that at which all things aim.† His theories for happiness and fulfillment followed a theme of pain and pleasure and the proper function. He raised objections to the normative theories by defining his opposition to the claims of others. Aristotle’s argument constitutes taking the righteous path is taking the most ethical path rendering reward with heaven. Aristotle’s theory and argument will be explored further in this review along with the works of some of his successors. The Moral Dispute John Stuart Mill vs Immanuel Kant Philosopher John Stuart Mill’s theory highlights utilitarianism and Kantian theory would be the total opposite. 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Natural Law- Rules Discoverable By Reason, Govern Scientific

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Influence of Organizational Culture on Leadership Style

Question: Discuss about the Influence of Organizational Culture on Leadership Style. Answer: Introduction: The substantial amount of the empirical research deals with how leadership is culturally contingent. The main purpose of this research is to show the linkage between the inter-cultural relationship and the leadership effectiveness to present the innovative business enterprise, which are the core fundamentals in the competitive business environment. According to Goetsch and Davis (2014), organizational cultures are significantly correlated with leadership behavior and encouraging leadership behavior, thus impacts on job satisfaction. According to Tannenbaum, Weschler and Massarik (2013), leadership style is a key determinant of the success or failure of any corporations. However, these style of leadership is varied with the culture because it is all mount managing ability of a group of people and in order for employees to function and succeed, it is essential they understand and believe in the culture. In most of the situation prevailing culture affects the leadership ability to get t hings done. On the other hand, culture plays a significant role in order to function internationally and in that context, the importance of cultural awareness and knowledge becomes a crucial issue. To perform effectively, leaders must work out what values of the business are, what behavior is acceptable, what the common attributes are and finally which of these will have impacts on leadership. In this research, therefore, the chosen topic of the discussion is the influence of organizational culture on the style of the leadership. In this section, the researcher will discuss the research topic and background of the research understanding. Based on the significance of the research topic, the researcher will develop the research aim, objectives and questions. Discussing all these points, the researcher will acquire a greater knowledge of cultural patterns and an understanding and awareness of such factors, which may be considered as an essential attributes for all leaders. Signification of the research topic: The perception of the leadership style is completely depends on the organizational patters, norms, values and behavior (Moran, Abramson and Moran 2014). Therefore, the potential application of an appropriate leadership styles is definitely a sensitive element of the business. In other words, an analysis of factors influencing the effectiveness of leadership in various cultures is a precious issue, both for the researcher and businessmen alike. By the investigation of the research topic, this study may contribute to improvement to leadership perceptiveness in domestic as well as cross-border organization by using review of this literature, interviews, sampling. Asrar-ul-Haq and Kuchinke (2016), however, argues with the fact that the culture and the style of leadership are two sides of the same coin; neither can really be understood in isolation without reference to the other. They are inextricably linked. On the other hand, diverse organizational culture at the international business tend to influence leaders to operate differently because a group of people is coming from different cultural backgrounds, attitudes, behavior and norms. Therefore, wide-cultural understanding needs to be considered while taking any crucial business decision. Hence, this can be concluded that the chosen topic of the discussion is quite justifiable and relevant for all managers. Background of the Research The concept of the culture of the organization is one of the complex issues in the workplace which lacking formally agreed upon definitions and scope (Storey 2016). Before managing the situation, managers need to have a clear understanding about these contextual variables within the workplace. In this context, the fundamental issues concerning the concept of culture of the organization arise at the time of establishment of linkages among leadership, culture and performance (Schneider et al. 2016). However, managers need to work on suitable model of leadership that can apply to different culture in order to access the impacts of culture on leadership. Evidence suggests that leadership is present in all cultures. However, differing leadership styles from country to country is the most challenging part for the manager as well as the business itself because attributes of leadership are culturally determined (Blenkinsopp and Snowden 2016). Research Aim and objective: The aim of the research study is to evaluate the influence of the organizational pattern, norms, behavior on the style of the leadership in national and international organizations. In this context, the objectives of the research are as follows: To know about the details of the organizational culture for facilitating different layers of the leaderships To examine the inter-relationship between culture of the organization and the appropriate style of leadership To understand the organizational challenges in terms of handling leaderships under cross cultural environment of the organization To improve the organizational interfaces by facilitating an appropriate leadership styles of leaders Research Question What features are being required to perform in the leadership role in cross cultural environment of an organization? What cultural factors are significant for leadership effectiveness within an organization? What kind of relationship exists between firms innovative behavior and organizational leadership style? How do cross cultural challenges impacts on leadership and organizational practices? How does cultural-driven organization improve leadership capabilities? Methodology of the Research: In this section, the researcher has followed a systematic approach for conducting the research. Here the researcher has applied several tools and techniques and further draw on a variety of both quantitative and qualitative research methods, including the survey process, participative observation and secondary data. By the method of qualitative method, the research aims at detailed description of observations such as the context of circumstances and events. On the other hand, using quantitative method, the researcher will form an opinion based on the results of testing hypothesis and explain observations. In this research, the researcher will follow both primary and secondary research. Under the primary research, this study will examine both the qualitative and quantitative research method. Under the qualitative method, the interview will be conducted. In that context, the key professionals of different organizations will be participated. Here the research will get a direction about the research topic after evaluating the corresponding responses of the selected respondents. On the other hand, the survey questionnaires will be conducted for getting responses from the employees of organizations. Research Process: This research starts with selection of the research area. It will analyze the relevance of the research topic. Based on the research topic, the researcher will formulate the research aim, objectives and developing research questions for maintaining that into the methodology chapter. However, the researcher will follow a structural approach during the process of methodology. In the next process, the researcher will conduct the research review. After that the researcher will evaluate the advantages and disadvantages of selected data and analyze for getting the best results in the data collection and analysis. In the final process, the researcher will conclude the research, which will definitely justify the research aims and objectives which have been achieved. Research Outline: The research needs to be conducted with systematic procedure maintaining the specific time. In the first chapter the research topic will be identified based on the essentiality and the significance of the research topic. In the second chapter, the researcher will conduct an extensive study of the literature for better understanding the research topic. The selected methodology will be designed in the third chapter by the suing suitable research tools and techniques. In the forth chapter, the researcher will collect the relevant data and critically analysis the identified such information for forming a conclusion. In the last section, the researcher will be able to conclude the research and provide the future guidelines to facilitate the better culture of the organization for ensuring leadership effectiveness. Figure 1: Research outline (Source: Created by author) Literature Review Management Summary The literature review helps in understanding the research topic and provides a vast knowledge to the researcher on the topic. The literature review helps in understanding the founding of the previous research and this directs the researcher an accurate way to research further. Introduction to Literature Review The research topic of this study is Influence of Organizational Culture on Leadership Style. The aims of this research study are to analyze the cultural factors that are significant for leadership, to analyze the relationship that exists between organizational style and firms innovative behavior and to analyze cross-cultural challenges. It also aims to improve leadership capabilities and to analyze the features of leadership. Therefore, in order to analyze the hypotheses - suitable leadership styles are necessary for improvement of organizational culture, the leadership styles influence the organizational culture, proper organizational culture and leadership style develops a healthy working environment and inaccurate leadership style and organizational culture is responsible for diminishing work culture, this literature review has been performed. It has been performed on improvement of organizational culture through suitable leadership styles, leadership versus culture, advantages a nd disadvantages of leadership styles and organizational culture. Improvement of the Organizational Culture through Suitable Leadership Style of Leaders Opined to Rijal, (2016), the leaders of an organization have a major effect on the culture of the organization. The leaders are the person who bring in and maintain the discipline within an organization. This individual is also responsible for restoring the value of an organization. Nevertheless, Janicijevic (2011) stated that along with the role of the leaders, the role of the employees within an organization is also an equally important factor. The reason behind this is that the employees of an organization are required to follow the path of their respective leaders depending on the department and they also try to some activities by assuming their leaders as the key role model. It is a common factor that the larger organizations have larger numbers of employees who are working for the organization. Therefore, it is more important for the larger firms to maintain a good organizational culture in order to maintain a good relationship between the employees and to reduce the organizati onal conflict in order to run the business successfully. Opined to Mondy and Mondy (2012), it has been found that handling a bigger organization under the supervision of an individual leader is much difficult, therefore, the leaders are opt for hierarchical order. Muchtar and Qamariah (2014) stated that on the basis of the hierarchy, solution to this problem can be solved. The most suitable solution is that the organization should implement a superior official for guiding and monitoring the assistant leaders under them. It has been found that finally these assistants would have more employees under them in order to rule over the existing numbers of staffs under them. Therefore, it can be said that the organization culture is entirely dependent upon the nature, behavior and motive of the superior official. The reason behind this is that the others follow the legacy that the mentioned superior official allows do their assistants and finally the similar cultural values what follow. H0: Suitable leadership styles do not necessary for improvement of organizational culture H1: Suitable leadership styles are necessary for improvement of organizational culture. The leaders are the key personnel of an organization depending on whose decision and leadership style an organization is regulated and maintained. Therefore, it might have both positive and negative effects based on the leadership styles of the leaders. In addition to this it can also be said that the organizational culture has a great influence on the leadership style. Thus, I can conclude that the improvement of the organizational culture depends on the leadership styles of the leader. Leadership versus Culture As rightly stated by Wilton (2013), the organization culture is highly dependent on the style of leadership that prevails within an organization. Opined to Muchtar and Qamariah (2014), the organizational culture is the set of regulations and rules that are imposed by the organization on a group and that have worked well within the firm in order to run the business successfully. Therefore, the organizational culture is considered as the most proven methodology that is implemented within the particular organization in order to run the business profitably and systematically. Nevertheless, Werner, Schuler and Jackson (2012) suggested that there are various types of leadership styles which the leader of an organization follows and accordingly each of the leadership style has a great influence in shaping and toning the organizational culture. Therefore, it can be said that each of the leadership style has an important impact on the culture of the organization. Thus, Sung Jun Jo and Joo (20 11) stated that without adopting a proper leadership style or without implementing a proper guidance of an effective leader, a set of organizational culture cannot be maintained within an organization. There are mainly three types of leadership styles depending upon which the organizational culture varies, these are as follows: Autocratic Leadership Style According to Werner, Schuler and Jackson (2012), most of the leaders prefer to adopt the autocratic leadership style in order to run the business smoothly, as this type of leaders do not believe in considering the opinions of the staffs of the organization in making any company-related decision. The main cause for this is that the senior leaders consider the decisions of the junior employees as absurd. The other reasons include an organization that is completely self-oriented and run by considering the advantages of the organization and not of the staffs. Opined to Smith (2015), the leaders prefer the autocratic leadership style because in this style the decision can be taken fast by an individual rather than keeping any option of taking opinion of any second party that might lead to confusions. Therefore, the decision of an autocratic leader is considered as more stable and reliable than others. According to the study of Rijal (2016), it has been found that most of the firms belief in this particular method of decision making. Therefore, the autocratic leadership style is in great demand where the employees might not be satisfied with the particular leadership style but the firm will absolutely be the beneficiary from it. Participative Leadership Style The leaders under the participative leadership style follow a totally different concept in comparison to the autocratic leadership style. Opined to OÃÅ'ˆzbilgin, Groutsis and Harvey (2014), the leaders of participative leadership style prefer involvement of feedbacks and suggestions of the employees before making any decision and thus this style is also known as democratic leadership style. As per Salahuddin (2011), the motive of this type of leaders is to utilize the maximum ideas with the aim to improve the organizational functioning quality and therefore, it is counted as the best leadership style, which every organization should follow. Mondy and Mondy (2012) stated that though the particular leadership style has various advantages, it might lead to slow decision making due to involvement of several employees while taking any company-related decision and thus the performance of the organization can be affected adversely. Laissez-faire Leadership Style According to Lawler and Boudreau (2012), the leaders who follow the Laissez-faire leadership style can rarely make any decisions by themselves and thus this type of leadership style is counted as the most ineffective method of leadership. Opined to OÃÅ'ˆzbilgin, Groutsis and Harvey (2014), this type of leaders generally assigns their own work to the other members of the organization or the group and the authority for making any decision is allocated to some other officials. Muchtar and Qamariah (2014) have discussed that the leaders do not take their decision on their own but are depended on their subordinates for similar cause. Therefore, in case of Laissez-faire leadership style, confusion among the group members might occur. Figure 2: Leadership Style (Source: Lawler and Boudreau 2012) H0: The leadership styles do not influence the organizational culture H2: The leadership styles influence the organizational culture. It has been founded that the various leadership styles have various positive and negative impact on the culture of organization. It has been noted that the Laissez-faire leadership style has a negative and confusing impact on the organizational culture. On the other hand, the participative or democratic leadership style has a very positive impact on the culture of the organization. Therefore, I can conclude that the leadership styles play a vital role in the organizational culture. Advantages of Organizational Culture and Leadership Style Opined to Lawler and Boudreau (2012), the organizational culture is the set of regulations and rules that the leaders of an organization establish for the disciplined and proper functioning of the firm. From years, the organizational culture would be adapted and followed by the staffs and would be transferred to other staffs. Nevertheless, Janicijevic (2011) stated that culture is the instruction or belief that can guide the staffs in a proper direction and can help the employees regarding the steps they should avoid or they should accept. But the organizational culture mainly depends on the types of leadership style. The organizational culture is composed of together strong values, beliefs and behaviors. As per Ivancevich and Konopaske (2013), it is likewise important that the organizations leaders appreciate the cultural behavior of the specified firm and thus it sets the benchmark for the employees of the future. This will resulted into proper functioning of the organization and t he unity among the employees might be developed that will finally lead to a health working environment. Ho: Proper organizational culture and leadership style does not develop a healthy working environment. H3: Proper organizational culture and leadership style develops a healthy working environment. It has been found that the organizational culture depends on the leadership style of the leaders and the proper organizational culture and suitable style of leadership helps in developing a healthy working environment. It has also been noted that the management and the administration has the most important role in developing good culture in an organization. Therefore, I can conclude that the leadership style has a great impact on the organizational culture and thus proper leadership style and organizational culture is necessary for developing a healthy working environment. Disadvantages of Organizational Culture and Leadership Style The job satisfaction is a dependable factor that totally depends on the organizational culture and the working atmosphere of an organization. Opined to Erkutlu (2011), the good behavior of the employer to their employees and understanding their needs make the employees more trustworthy and loyal to the organization. Therefore, considering the opinion of the subordinates before making any work-related decision is an essential factor for the leaders as this democratic style of leadership creates a good relationship between the leader and the staffs. According to Dowling, Festing and Engle (2013), a supportive leader always considers the demands and needs of the employees and tries for reliable way in order to find any solution or fulfill their demands in an effective manner. Dessler (2013) stated that this helps in reducing organizational conflicts that leads to a successful functioning of the organization. These leaders prefer sharing of the values with the employees of the organizati on and thus fleeting the legacy from years to others. Opined to Burns (2012), this particular type of leaders are often found to be successful in their decisions and are mostly valued and supported by each of the staffs of the organization. The reason behind this is the unity among the group members. However, it has been found from the study of Bohlander and Snell (2013), that the relationship between the employees and hierarchical leaders has been regularly hypothetically proposed. Banfield and Kay (2012) stated that the association grasps the positive standards at the time of examining by the leader. It has been found that associations having valuable social instructions are much at risk in order to motivate regulating binds and high passionate to their representatives. Moreover, it has also been found that the employees who credit a valuable introduction to their organization are compelled to see the peril of leaving the firm are high. H0: Inaccurate leadership style and organizational culture does not responsible for diminishing work culture. H4: Inaccurate leadership style and organizational culture is responsible for diminishing work culture. The work culture and the organizational culture fully depend on the leadership style. Thus, the implementation of inappropriate leadership style might affect the organizational culture. Therefore, I can conclude that the leadership style and the organizational culture have also some disadvantages that might affect the working environment adversely. Thus, implementation of accurate leadership style is necessary for running an organization successfully. Conclusion to Literature Review Therefore, it can be concluded from the above study that the leadership style is the main factor depending upon which the culture of an organization sustains. Thus, a good leader or a good leadership style is an essential factor for the growth of an organization. It has been found that both the factors leadership style and organizational culture have both positive and negative aspects. However, for running the business successfully, appropriate leader, leadership style should be implemented in order to maintain a healthy organizational culture and working environment. Data Collection, Methodology, and Analysis Introduction to Data Collection and Analysis: Data collection can be categorized into two sections including primary and secondary data collection. Secondary data indicates the particular type of data that has already been published in books, journals, newspaper magazines, and online portals (Mackey and Gass 2015). Secondary data allows the researcher to accumulate the data on the topic. With the involvement of the secondary data, the researcher can highlight the rationale of the topic through different theoretical approaches. However, secondary data may not be able to provide updated data and information on the research topic. The secondary data facilitates the researcher to employ previous data in the literature review section (Taylor, Bogdan and DeVault 2015). Hence, it can be assessed that the secondary data enhances the validity and reliability of the research in an efficient manner. In this context, the researcher includes the secondary data for enhancing the information in the literature review section. Moreover, the seco ndary data has facilitated the researcher to evaluate the rationale of the topic of organizational culture and its impacts on the leadership style. On the other hand, the primary data collection process indicates the proper method for accumulating information on a particular research topic. Through the engagement of the primary data collection method, the researcher can easily obtain updated information on the topic (Brinkmann 2014). Primary data collection process can be categorized into two sections including quantitative and qualitative. Quantitative data collection method is based on the several statistical calculations in different formats. In the quantitative method, the researcher includes several questionnaires. Moreover, it involves methods of correlation and regression analysis for enhancing the data analysis process. Several statistical analysis including mean, median, mode and standard deviation indicate an integral part of the quantitative data analysis (Silverman 2016). With the involvement of the mathematical analysis, the quantitative method facilitates the researcher to evaluate the factors of the research topic . On the other hand, the qualitative method facilitates the researcher to analyze the topic with broader aspects. The researcher includes interviews, open-ended questions, focus groups, observation and case study, etc. for engaging the qualitative process in the research (Panneerselvam 2014). In this context, the researcher includes both quantitative and qualitative data collection method for investigating the research topic in an effective method. Qualitative data provides an in-depth discussion of the research topic, whereas quantitative data provides enhanced mathematical calculation, which increases the data validity. Figure 3: Data Collection (Source: Neuman and Robson 2012) Data sampling method Data sampling can be categorized into two sections including probability and non-probability sampling technique. Probability sampling technique includes the random sampling that reduces the bias from the research (Flick 2015). With the engagement of the probability sampling technique, the researcher can identify respondents and participants for accumulating data and information on the particular research topic. Random sampling often includes the cluster sampling, systematic sampling and multi-stage sampling (Neuman and Robson 2012). On the other hand, the non-random sampling allows the researcher to identify the respondents based on the research topic. Although the non-random sampling includes high reliability of the data, it is also responsible for creating bias in the data collection process (Smith 2015). With the involvement of the non-random sampling method, the researcher may engage key professionals for accumulating data. On the contrary, the particular sampling method is a time-consumable process. In this context, the researcher includes the probability sampling method for investigating the research topic in an efficient manner. The researcher has engaged 75 employees of an organization to accumulate the quantitative data. The researcher includes survey questionnaires for the respondents. The researcher employs the online platforms including FaceBook, Twitter, and Skype for accumulating the survey feedbacks from the identified respondents. On the other hand, the researcher will identify 5 key professionals of the organization to gather the qualitative data. In the qualitative method, the researcher arranges a personal interview for the participants. Moreover, the researcher has provided 25-30 minutes timeframe to the participants for discussing each question. Hence, it can be assessed that the both qualitative and quantitative data allow the researcher to test the hypothesis. The sampling method will be conducted based on the probability sampling technique. At the initial stage, the researcher will distribute survey forms to 100 respondents for accumulating the quantitative data. However, the researcher selects 75 respondents out of that 100 for the data accumulation. On the other hand, the researcher includes 5 key professionals of the organization to accumulate the qualitative data on the research topic. The selection of participants will be conducted based on the random sampling, as it facilitates the researcher to diminish bias from the research (Pickard 2012). The researcher will engage both qualitative and quantitative data for the investigation. Hence, the researcher can guarantee 90% accuracy level for the particular research project. The mathematical analysis in the quantitative method allows the researcher to enhance accuracy level. Moreover, the researcher includes an interview session with the key professionals of the organization in order to engage detailed discussion on the research topic (Bauer 2014). On the other hand, data accuracy level depends on the feedbacks and responses provided by the respondents and participants respectively. Figure 4: Sampling method (Source: Anfara and Mertz 2014) Data analysis: Data analysis can be divided into two parts including quantitative and qualitative analysis. Quantitative data analysis includes several statistical investigations on the research topic (Wahyuni 2012). It involves survey questionnaires for the respondents. On the other hand, the qualitative data analysis indicates in-depth analysis of the research topic. In the qualitative analysis, the researcher may include the interviews, focus groups, experiments (Anfara and Mertz 2014). Hence, it can be assessed that both quantitative and qualitative analyses facilitate the researcher to achieve the aims and objectives of the research in an effective manner. In this context, the researcher will involve an analytical and statistical process for investigating the research topic. In the particular research, the researcher will involve the quantitative analysis, which includes several statistical analyses. The researcher will be able to enhance the research quality with the involvement of statistical analysis including mean, median, mode and standard deviation (Groenewold and Lessard-Phillips 2012). On the other hand, correlation and regression analysis facilitates the researcher to evaluate the rationale of the research topic in an effective manner. Statistical analysis will facilitate the researcher to make a decision on the particular research. The researcher includes both quantitative and qualitative data analysis for investigating the research topic in a detailed approach. The analytical and statistical methods included in the quantitative analysis will facilitate the researcher to accepts or reject the hypothesis (Gioia, Corley and Hamilton 2013). The quantitative method or the statistical analysis will facilitate the researcher for hypothesis testing as the statistical analysis process plays an important role in the decision-making process (Novikov and Novikov 2013). With the engagement of the statistical analytical method, the researcher will accept the alternative hypothesis and rejects the null hypothesis. On the other hand, the statistical mean value will facilitate the researcher to identify the exact answer to the research questions. However, the researcher may face some difficulties for including the statistical values. For example, the researcher needs to invest log timeline for evaluating the median value (Skin ner 2015). Hence, it can be assessed statistical analysis will be the appropriate selection for accepting or rejecting the hypothesis. Figure 5: Data techniques (Source: Anfara and Mertz 2014) Conclusion to Data Collection and Analysis: It can be concluded that the data collection and analysis play an integral part of the research projects. Without involving the data collection process, the researcher is unable to understand the current market situation. The researcher includes both primary and secondary data for the enhancement of the research analysis. The secondary data allow the researcher to collect previously published data and information on the particular topic, whereas the primary data provides a huge amount of reliable information on the particular research topic based on the current market situation. Unlike secondary data, primary data includes quantitative and qualitative method. Although the researcher utilizes both quantitative and qualitative method, quantitative analysis will facilitate the researcher to implement statistical investigation allowing decision-making in the research. In this context, both qualitative and quantitative analysis provides adequate opportunity to the researcher to analyze the research questions. The researcher includes different data analysis tools and techniques for investigating the topic of the influence of organizational culture on the leadership style. The feedback of the respondents will facilitate the researcher to evaluate the challenges of leaders upholding a particular leadership style in the organization. On the other hand, the key professionals of the selected organization will provide the detailed discussion on the impact of organizational culture on different leadership style. With the involvement of survey questionnaires and personal interview, the researcher will be able to identify the rationale of the research topic in an effective manner. The research questions identify the challenges and impact of the organizational culture on the different leadership style. Quantitative analysis will provide the researcher to obtain feedbacks of the respondents on the leadership style. Consequently, it will facilitate the researcher to identify the appropriate leadership style that motivates employees for providing enhanced performance in the business. On the other hand, the researcher will ask key professionals or participants to highlight the importance of organizational culture to adopt a particular leadership style in the business. Moreover, the researcher includes a research question for providing recommendations to get rid of the leadership issues out of the business. Hence, the selected key professionals will suggest an appropriate method to diminish different challenges lies in the organizational culture and its impact on leadership style. Discussion on Hypothesis: In this section, the researcher will discuss the hypothesis, which is already discussed in the literature section. Here the researcher will analyze whether the selected research hypothesis are relevant to the research topic or not. H1: Suitable leadership styles are necessary for improvement of organizational culture The null hypothesis is not being selected because the purpose of the leadership is to create a culture where firms innovating behavior will be flourished. Thus, the culture reflects the ethics of the leaders who run them. Therefore, positive cultural pattern of the organization is favorable for developing the transformational leadership theory within the workplace. In this way, the above mentioned hypothesis is justified and selected for ensuring the improvement of the culture of the firm. H2: The leadership styles influence the organizational culture Leadership style has remarkable effects on not only in national organizations but also international corporations. For instance, Wesfarmers, one of the top diversified Australian companies, has successfully managed different culturally enriched people who work under the positive and encouraging work culture of the company (Sattayaraksa and Boon-itt 2016). The organization has followed the participative leadership styles where the management accepts inputs from individual staff members in their decision-making. This provides the justification of the above hypothesis. H3: Proper organizational culture and leadership style develops a healthy working environment. Organizational culture is a system of shared attitudes and beliefs that develop within the organization. By every leadership style, individual capabilities of managing people are tested and ensured the proper organizational culture. The favorable organizational culture always motivates and encourages employees to perform better. Therefore, the corporate culture has a major impact on the performance of the firm and especially on the quality of the work life experienced by employees. An effective leadership must follow the values, norms, beliefs and rules of conduct of a corporation as well as style of the management, priorities, and inter-personal behaviors. Thus, the researcher must reject the null hypothesis and accept the above hypothesis for developing a healthy working environment. H4: Inaccurate leadership style and organizational culture is responsible for diminishing work culture An ineffective leadership style hampers individual performance of team members (Tannenbaum Weschler and Massarik 2013). For instance, the Laissez- faire leadership style hardly makes any decisions by themselves and thus this type leadership is considered the most ineffective leadership style of the organization, which is responsible for diminishing work culture. Discussion on literature and research results: By the above data analysis, this can be stated that literature about the culture-driven leadership is important for enhancing the individual performance effectiveness within the organization. The discussed literature suggests that organization needs to follow the transformational leadership style for developing the healthy work culture and transparent decision making process at each level of the organization. Here culture will create four distinct methods in a organization: The behaviors and actions of leaders Paying attention of leaders Gets rewards as well as punishments Effective allocation and attentive resource collection Figure 6: Steps of effective creation of Culture (Source: Created by Author) In this way, the effective culture of the organization will be created and ensured the effectiveness of leadership Recommendation: Discussing all the above literature about the cultural impacts on leadership style, the following recommendation is made as follows: Leader must understand the basics of the organizational interfaces including values, beliefs, norms, and patterns of the organization. This will help leader to manage a group of people who are following those organizational variables. In other words, leaders must deliver positive attitudes, which definitely motivate individual performances. Secondly, leaders must be able to inspire organizational members to go beyond their task requirement. It is only possible if concepts of leadership accept a specific leadership model for a particular organization because every organization has individual culture within it. Here it is recommended to apply the transformational leadership style for establishing an effective organizational culture. Figure 7: Model of transformational leadership (Source: Garca-Morales, Jimnez-Barrionuevo and Gutirrez-Gutirrez 2012) Conclusion and Future work It can be concluded that the organizational culture influences the leaders to implement a particular leadership style at the workplace. The implementation of the leadership style depends on the aims and objectives of the business. By conducting the data collection and analysis, it can be assessed that the leadership style plays an important role in the business, as it facilitates the management to understand organizational growth on the global platform. In the survey questionnaires, most of the respondents have identified the key issues in the leadership style. Respondents have evaluated that autocratic leadership style often creates difficulties for them to execute the work in an efficient manner. On the other hand, most of the respondents have suggested that the participative leadership style allows them to provide feedback on the particular cases. Key professionals of the organization highlight the importance of the organizational culture on the leadership style. Most of the participant highlights the fact that autocratic leadership style plays an important role to uphold a particular workflow design at the workplace. Consequently, it facilitates the organization to maintain a certain culture in the business. Future work: The researcher can employ more information and data for enhancing the quality of the research work. Consequently, it will provide the future references to the study. However, the researcher needs to identify the rationale of the research topic in a detailed manner. The researcher could include the future research topic on the challenges for implementing a particular leadership style in different organizational culture. Nowadays, most of the organization face challenges to implement a leadership style, as the employees may not be able to adopt the style. Hence, the researcher may focus on evaluating rationale of leadership challenges in the business. On the other hand, the leadership style may include some negative impact that could harm the organizational culture. Consequently, it may affect the growth of the business. Therefore, the researcher will identify these negative impacts of the leadership style in the business in future projects. On the other hand, the secondary data collec tion can create an impact on the future project. Moreover, the researcher will focus on some factors for incorporating the information, quality and close understanding of the research work in the future study. References: Anfara Jr, V.A. and Mertz, N.T. eds., 2014.Theoretical frameworks in qualitative research. Sage publications. Asrar-ul-Haq, M. and Kuchinke, K.P., 2016. Impact of leadership styles on employees attitude towards their leader and performance: Empirical evidence from Pakistani banks.Future Business Journal,2(1), pp.54-64. Banfield, P. and Kay, R. (2012).Introduction to human resource management. New York: Oxford University Press. Bauer, G.R., 2014. 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Reading Philosophies Essay Example

Reading Philosophies Essay Reading Philosophies Katy J. Kaldenberg Grand Canyon University: EED-470 Curriculum, Methods and Assessment: Literacy and Language Arts K-3 Monday, March 11, 2013 Reading Philosophies Chart Reading Philosophy| Brief Description| Reading Activities| Reading Assessments| Constructivist Reading Instruction| Constructivists view the student as an active participant in the learning process who constructs a personal meaning from each experience (Ying-Tien Chin-Chung, 2005). One Constructivist reading activity for teaching a student a new word is that the student is taught to use picture cues to learn to read (Ying-Tien, Chin-Chung, 2005). For example, if the student cannot read a word, he or she is taught to look at the picture then go back and to the word and guess the meaning. Another activity for constructivist reading instruction would be that the teacher would have students work in small groups to discuss a book that was read to the class. The small groups of students may then also create their own story. Constructivist reading assessments would include the teacher collecting daily performance samples of work, observing and recording student’s behavior, audio and videotaping students in different situations, and building a portfolio filled with information about each student (Ying-Tien Chin-Chung, 2005). The evaluation process is for the teacher, parent, and child. Conferences can also be held to discuss progress. | Explicit Reading Instruction| Explicit reading instruction is teacher directed (Goeke, 2009). The teacher uses explanation and demonstration to teach specific reading skills and strategies (Goeke, 2009). The teacher also provides corrective feedback to his or her students as the students attempt to apply the new knowledge (Goeke, 2009). | An example of explicit reading instruction would be that the teacher would state the sound and spelling of a specific letter-sound correspondence and then demonstrate by modeling how to read words that include that feature to the class (Taylor, Peterson, Pearson, Rodriguez, 2002). The students then would practice but only after the teacher has modeled the process first. A second example of explicit reading instruction would be to teach decoding to students that have deficits in word reading. A third example of explicit reading instruction would be having students use the mnemonic DISSECT (Discover the context, Isolate the prefix, Separate the suffix, Say the stem, Examine the stem, Check with someone, and Try the dictionary) to read unknown words (Adams Engelmann, 1996). The teacher would teach each strategy step explicitly (Adams Engelmann, 1996). We will write a custom essay sample on Reading Philosophies specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reading Philosophies specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reading Philosophies specifically for you FOR ONLY $16.38 $13.9/page Hire Writer An important part of explicit reading instruction is that the teacher always describes the strategy, provides the rationale for its use, and states how and when to implement a strategy explicitly to the students and the instruction is always implemented systematically (Adams Engelmann, 1996). | Explicit reading assessments would include having student answer multiple-choice questions about selected text passage; decoding assessments can also be given (Taylor, Peterson, Pearson, Rodriguez, 2002). One example of a decoding assessment would be that the student is given isolated words one at a time, and the student is asked to say the word aloud. The words selected for a decoding assessment should be words that are within the student’s spoken vocabulary, and should contain a mix of phonetically regular and phonetically irregular words (Goeke, 2009). Another type of assessment is that of standardized tests such as the Diagnostic Assessments of Reading (DAR) and the Florida Assessments for Instruction in Reading (FAIR). | Reading Philosophies Summary The educational realm is not free from disputes. Disputes on reading instructional practices have been ongoing for more than half a century. On one side of this debate is composed of those who believe that students learn best when they are able to discover and construct the essential information for themselves. This type of instruction is often called student-centered or constructivist instruction (Confrey, 1990). On the opposite side of this debate are those who believe that students only thrive when full, explicit instruction is given and student should not have to discover essential content (Goeke, 2009). This type of instruction is often referred to as direct or explicit instruction (Goeke, 2009). When speaking about reading instruction, this debate has often been coined as the â€Å"reading wars†. Constructivist Reading Instruction is derived from the theory of constructivism. One could assume that constructivism is derived from Piaget’s own reference to his views as being a â€Å"constructivist† or possible from Bruner’s description of learning discovery as â€Å"constructionist† (Gruber Voheche, 1977). Some other terms that have been used to reference a constructivist way of learning include generative learning, situated learning, authentic learning, and educational semiotic (Wittrock, 1985; Cunningham, 1992). Constructivists believe that all learning should be student centered. They think that knowledge is obtained only during a meaning-making search where the student is involved in the process of constructing their own interpretations of their experiences. Constructivist generally agree that students much construct their own learning, all new learning is dependent on the student’s existing understanding, social interaction plays a critical role in learning, and authentic learning tasks are necessary for learning to be meaningful (Bruning, Schraw, Ronning, 1995; Pressley, Harris, Marks, 1992). According to constructivists, in order for a student to construct new meaning he or she needs to make every effort to make sense of all new experiences and then must relate those to experiences to what is already known (Confrey, 1990). Constructivists also claim that a catalyst for acquiring knowledge is dialogue and social interaction facilitates understanding (Brown, 1994). Constructivist teachers aim to provide cooperative learning tasks and peer tutoring for their students. Constructivist teacher often believe that students learn faster when they are actively involved in dialog with their peers about significant problems (Brooks Brooks, 1993). The constructivist classroom would be filled with students roaming about the classroom obtaining supplies, conferring with peers or the teacher, and working on self-directed projects (Brooks Brooks, 1993). Constructivist teachers pride themselves in asking big questions, providing time for student to think and explore to find answers (Brooks Brooks, 1993). In an actual classroom, there are many flaws involved in practicing constructivist instruction. The first major problem is that often only the brightest students make the discovery that is needed (Pace, 2011). Another issue is that many students become frustrated. This frustration many cause some students to disengage and other students may simply copy whatever their peers are doing regardless in either case the students never actually discover anything (Pace, 2011). A third issue is that some students may believe they have made a discovery but in fact, they have only learned a misconception (Pace, 2011). These misconceptions can then interfere with future learning and problem solving (Pace, 2011). Studies have shown that once a student has believed one of these misconceptions that even after they have been show the correct answer they are still likely to recall the original discovery and not the correction (Pace, 2011). Along with the above four issues studies have shown that constructivist instruction can result in an increase in achievement gap (Pace, 2011). Decades of research has validated that explicit instruction is much more effective for reading instruction when compared to constructivist reading instruction. Kirschner, Sweller, and Clark (2006) states, â€Å"After a half-century of advocacy associated with instruction using minimal guidance, it appears that there is no body of research supporting the technique. In so far as there is any evidence from controlled studies, it almost uniformly supports direct, strong instructional guidance rather than constructivist-based minimal guidance. Kirschner, Sweller, and Clark (2006) also reports, â€Å"†¦ Not only is unguided instruction normally less effective; there is also evidence that it may have negative results when students acquire misconceptions or incomplete or disorganized knowledge. † Research has shown that when teaching new skills and content to students, providing explicit instructions accompanied with practice and feedback is more effective than requiring student s to discover many aspects of what they are to learn (Hall, 2002). Explicit instruction is teacher directed. The teacher provides the students with a full explanation of the new skill or concept that the student is required to learn (Hall, 2002). The teacher also uses a variety of accommodations such as lecturing, modeling, videos and other media, and demonstration to provide the students with proper guidance (Hall, 2002). Students need to be explicitly shown what to do and how to do something first and then they need to be given the opportunity to practice doing it while they receive corrective feedback from the teacher (Hall, 2002). Extensive research supports explicit instruction’s success as an evidence-based practice. Adams and Engelmann (1996) found thirty-seven research publications validating the effectiveness of explicit instruction. These research publications all reported that explicit instruction had a significant outcome on reading instruction. Research also found explicit instruction to be as valuable for typical students, as for students with disabilities. The National Follow-Through Project studied multiple models of instruction to determine the most effective instructional models for students who were economically disadvantaged (Rosenshine, 1995; Taylor, Peterson, Pearson, Rodriguez, 2002). The results concluded that children who received explicit instruction in literacy and mathematics scored above those taught with other approaches. An additional result was increased self-esteem due to success in school (Rosenshine, 1995; Taylor, Peterson, Pearson, Rodriguez, 2002). The National Follow-Through Project belonged to a group of studies on teacher effectiveness, which determined that explicit instruction effectively taught students what they needed to learn (Rosenshine, 1995; Taylor, Peterson, Pearson, Rodriguez, 2002). Baumann and Duffy (2001) reported on five years of research that showed that reading skills and strategies are most effectively taught with systematic and explicit instruction. In conclusion, explicit instruction is vital for initial instruction in skill acquisition (Goodman, Goodman, Hood, 1989). This is especially the case for struggling readers, who often require intense support to acquire reading skills (Goodman, Goodman, Hood, 1989). Beginning reading instruction should emphasize explicit instruction, particularly for phonics instruction (Goodman, Goodman, Hood, 1989). Constructivist instruction is important when generalizing skills to other contexts (Goodman, Goodman, Hood, 1989). It can also be used when children explore children’s literature. Story structure can be taught with constructivist instruction and may be more meaningful to children than teaching it explicitly (Goodman, Goodman, Hood, 1989). The Whole Language Movement is built upon Constructivist principles (Goodman, Goodman, Hood, 1989). References Adams, G. and Engelmann, S. (1996). Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems. Brooks, J. G. Brooks, M. G. (1994). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Brown, A. L. (1994). The advancement of learning. Educational Researcher 23: 4-12. Bruning, R. H. , Schraw, G. J. Ronning, R. R (1995). Cognitive psychology and instruction, 2nd ed. Englewood Cliffs, NJ: Prentice Hall. Baumann, J. F. , Duffy, A. M. (2001). Teacher-research methodology: Themes, variations, and possibilities. The Reading Teacher, 54, 608-615. Confrey, J. (1990). What constructivism implies for teaching. In R. B. Davis, C. A. Maher N. Noddings (Eds. ), Constructivist views of the teaching and learning of mathematics (Journal for Research in Mathematics Education, Monograph No. 4, pp. 107-122). Reston, VA: National Council of Teachers of Mathematics. Cunningham, D. J. (1992). Beyond educational psychology: Steps toward an educational semiotic. Educational Psychology Review 4: 165-194. Goeke J. L. (2009). Explicit instruction: Strategies for meaningful direct teaching. Boston: Merrill/Pearson. Goodman, K. , Goodman, Y. Hood, W. (1989). The whole language evaluation book. Portsmouth, NH: Heinemann. Hall, T. (2002). Explicit instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved Wednesday, March 13, 2013 from http://aim. cast. org/learn/historyarchive/backgroundpapers/explicit_instruction. Kirschner, P. A. , Sweller, J. , Clark, R. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41, 75–86 Pace, D. (2011). Best practice: The use of explicit instruction and culturally responsive teaching. Insights on Learning Disabilities, 8(2), 5-14. Pressley, M. , Harris, K. R. , Marks, M. B. (1992). But good strategy instructors are constructivists! Educational Psychology Review 4: 3-31. Rosenshine, B. (1995). Advances in research on instruction. Journal of Educational Research, 88, 262–268. Stanovich, K. E. (1994). Constructivism in reading education. Journal of Special Education, 28(3), 259. Taylor, B. M. , Peterson, D. S. , Pearson, P. D. , Rodriguez, M. C. (2002). Looking inside classrooms: Reflecting on the â€Å"how† as well as the â€Å"what† in effective reading instruction. The Reading Teacher, 56, 270–279. Wittrock, W. C. (1985). The generative learning model and its implications for science education. Studies in Science Education 12: 59-87. Ying-Tien, W. , Chin-Chung, T. (2005). Effects of constructivist-oriented instruction on