Value of Flexible Management Essay Example

Value of Flexible Management Paper Introduction Prior to researching this topic, my impression of management was limited. My concept was meshed within the framework of business and economics. Therefore, my definition of this construct was in error. For rectification, and foundational reference, management is the process of directing resources towards the accomplishment of a specific goal. This definition, one that I have derived from the compilation of many, incorporates two key variables. The first operative word in this definition is â€Å"resources. Resources can mean anything from money, employees, athletes, students, or just about any organized effort, group or cohort. The other functional variable in this definition is â€Å"goal. † The goal or aim of the organized effort can be defined in countless ways, not only in terms of economic gains or corporate success. This definition helps to illustrate just how much management filters through a gamete of industries. Management roles are found in business as w ell as sports, academics, and many other industries in many forms. Now that there is a foundation for what management is, why is this process important? Management has the ability to realize potential and direct resources in such a way that will optimize the return on the invested resources. Managers can create opportunities of advantage and promote successful goal attainment. Herein lays the importance of this role. Effective management ensures that with the application of minimal resources, there will be a return of maximum benefits. Since there are such benefits of good management, it is helpful to explore the variety of styles. This paper will, first, outline the major styles of management. While there are many different names and classifications of management styles; there are three main types. These include autocratic, participatory, and laissez-faire. The major difference of the three styles is the degree to which the manager directs the given resources. The autocratic style of management involves the managers making all the decisions for resources, with no other input. The participative style of management calls for the consultation of others, such as employees, in the decision-making process. In laissez-faire style of management, the manager has little to no part in the direction of resources. We will write a custom essay sample on Value of Flexible Management specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Value of Flexible Management specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Value of Flexible Management specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Considering the differences of these major styles of management, is there one style that takes precedence over another? Is there a â€Å"best† managerial practice? In 2006, Harvard Business School published an article delving into the differences of management techniques (Silverthorne, 2006). The basis of the article explores how one’s management style is heavily influenced by what kind of person they are. Therefore, managers need to be aware of the type of person they are to fully understand how they manage and in what situations they will be successful. This article supports the notion that a manager’s effectiveness is limited by their dominant style of management. In addition, because of personal dispositions, managers are unable to change themselves and must be careful to align themselves with situations that agree with their style of management. In reality, this construct is quite impractical. We are, oftentimes, unable to choose the situations in which we operate, professionally. How, then, does one manage effectively? Various management styles can be employed dependent on the culture of the business and the nature of the task, workforce, and resources. This idea supports that the prevailing circumstances dictate the most effective management style and managers should exercise a range of techniques. This is the subsequent focus of this discussion. While many are defined by a dominant style of management, an effective manager is one who can adapt their management techniques to a variety as they arise. Autocratic Management Autocratic Management is the style in which the manager has the greatest degree of control over the direction of the resources. In this style, managers make all decisions unilaterally. Managers usually dictate orders and employ a strict system of checks and balances to ensure adherence to protocols. Also know as directive management, managers tell their subordinates what to do, how to do it and when to have it completed by (Coye Belohlav, 1995, p 16). They assign roles and responsibilities, set standards, and define expectations. Within this style of management communication is one way, and go from management to resources. For example, when the manager speaks the employee listens and reacts. As defined above, the purpose of management is to direct resources toward a goal. In autocratic management, the manager sets all goals with specific deadlines to track progress. The autocratic manager is the principal of the decision making process. When a problem arise the resources report to the manager and the manager evaluates the options and makes the decision as to the direction and action that should be taken (Coye Belohlav, 1995). In terms of management feedback, the autocratic style of management calls for detailed instructions of changes that need to be made to the final product. Any rewards and recognition bestowed by autocratic managers are dictated by how well people follow directions. A perfect illustration of a working application of the autocratic style of management can be seen though the management employed in United States Military. Within the military the ranking system sets a scene for the role of the manager. In accordance with a strict chain of commands, members with a higher rank than another, have the responsibility to direct the actions of subordinates (See Exhibit A). Subordinates such as Airmen, in the U. S. Air Force, are charged with carrying out the orders of their Sergeants and other commanding officers. There is no discussion or exchange of ideas. Here, managers, or senior officers, give directions and expect that their resources are allocated according to exact orders. Goals are set by military officials and then handed down through the ranks. All strategy is developed by high ranking members, as well. Members of the military are rewarded with a successive rank as a result of properly serving within their assigned role. Though autocratic management seems limited, there are definite benefits to behold. Because there is clear direction given by managers who subscribe to the autocratic style, there is no confusion about expectations. This clear understanding of what is expected promotes tasks being completed according to deadline and product consistency. Along with the positive aspects of the autocratic management style there are certain negative points. With this type of management, employees or resources have no input in the tasks that they are given (Vanderburg, 2004). This causes the producer to be disconnected from the product. Resources do not feel valued and have no ownership in their work. Therefore there is a decrease in motivation and a high turnover rate. (See Exhibit B) Participative Management The participative style of management is different from autocratic in that there is a lesser degree of direction from the manager. A participative manager, rather than making exclusive decisions, seeks to incorporate others in the process. Participative managers possibly include subordinates, peers, superiors and other stakeholders in the decision-making process (Coleman, 2004). Because this type of manager considers the views of others, decisions are often made based on the agreement of the majority. Although there is major consideration of external sources, the most participative activity remains within the immediate team of peers. The participative manager allows less control and direction to transfer to subordinates. The question of how much influence may vary on the personal preferences and beliefs of the manager. This style of management may also be known as the democratic style. The communication is quite extensive in this style of management. There is considerable exchange in both directions, from manager to resources and vice-versa (Coleman, 2004). The ideal is for the majority to reach a consensus over a business decision. The goal setting process is also done in a cooperative effort. Participative managers decide upon goals with the consideration of outside ideas, as well. The accessibility of reaching these goals is also a point of discussion in the participative style of management. This type of manager has a paternal quality in that the well-being and success of subordinates, peers, superiors and other resources are taken into account (Coleman, 2004). Therefore the decision-making process is not unilateral. The participative management style promotes constructive manger feedback. If changes are to be made to the product, there is discussion of the direction that should be taken. Participative managers give positive feedback, as well. This is in line with the paternal characteristics of this style of management. When deciding on rewards and recognition, participative management incorporates the performance review process. Because participative managers welcome the active role of subordinates, they are willing to discuss employee performance, celebrate strengths, and develop weaknesses. This type of management is, perhaps, the most prevalent in the infrastructure of many large corporations, today. Corporations such as IBM, Home Depot, Pitney Bowes and countless others have embraced participative management style. It is very common for employees to operate in cohorts and subgroups and work as teams. Many are given year-end performance reviews and are able to access company management. The participative style of management can be particularly useful when complex decisions need to be made that require a range of specialist skills. From the overall businesss point of view, job satisfaction and quality of work will improve. By creating a sense of ownership in the company, participative management instills a sense of pride and motivates employees to increase productivity in order to achieve their goals. However, the decision-making process is severely slowed down, and the need of a consensus may avoid taking the best decision for the business. It can also grant decision-making responsibility to unqualified parties. In some cases of participatory management, decisions are swayed by politics and hidden agendas; which can also act as a barrier to the best business decision. (See Exhibit C) Laissez-faire Management The management style with the least degree of managerial direction of resources is known as laissez-faire. In this particular style the manager’s role is very much â€Å"hands-off† and peripheral (McCoy, 1996). The resources, be it employees, or others; manage their own area of business. There is an evasion of official managerial duties and uncoordinated delegation is, often times, inevitable. The communication within laissez-faire management is horizontal but flat. There is little to no communication that occurs in comparison to the autocratic and participatory styles of management. With no communication there is no opportunity for goal setting. Resources have to be internally motivated and set their own goals. Managers who participate in this type of management also incorporate unilateral decision making within their framework (McCoy, 1996). However, it is not the manager who engages in this practice. It is the subordinates and resources who are totally responsible for making all decisions. Because managers are uninvolved in the production processes in laissez-faire management, they provide no feedback or rewards for a job well done. A real-world example of laissez-faire management can be seen in partnerships of colleges. We can think in terms of a law firm, a private medical practice, a consulting firm or any other cooperative effort in which all parties posses a similar level of expertise. A more vivid illustration can be made through the following example. As emergency room doctors, with equal training, receive a patient, they simply begin to take action without formal direction. As we can glean from the above example, there are certain situations in which it is effective to apply laissez-faire management. An environment in which employees are highly skilled, experienced and educated is a prime setting to apply the laissez-faire practices. This creates a setting where employees have pride in their work and the drive to do it successfully on their own. Employees who thrive under this type of management are usually trust worthy and experienced. On the contrary this style of management would be detrimental in situations were the resources needed direction and lack experience. Laissez-faire management may cause employees to feel insecure at the unavailability of a manager. The manager does not provide regular feedback to let employees know how well they are doing or how they may improve. This leads to a lack of staff focus and sense of direction, which in turn leads to much dissatisfaction, and a poor company image. (See Exhibit D) The Most Effective Style After considering the three major styles of management above, there must be one model that supersedes the others. Perhaps we are more apt to choose participative management as the most effective. This would not be a far reaching selection, since it was the style of management that prevailed in the 1970s (Robbins, 2005). The participative style of management was seen as an amalgamation of democratic styles of management. It represented the most successful qualities of each style. The participative style of management is alive and well in the infrastructure of business models. It is probably the style of management that the majority of people are familiar with, and the style that most mangers strive to imitate. However, I do not accept that perfection has been attained within the participative style of management. There are very apparent limitation like slow business processes and difficult decision making that can undercut the best interest of a business (Keef, 2004). If the participative style of management is not the most effective; is there a â€Å"best† practice? Although participative management is quite popular, we may be witness to a shift in ideology. More and more, business leaders and managers are subscribing to the effectiveness of versatility rather than one dominant management style (Sumukadas Sawhney, 2004, p 1013). It is more efficient for a manager to apply the most effective style of management as situations arise rather than use a cookie-cutter approach. This flexible approach to management is the most practical when considering today’s changing technology, global trading and dynamics of business. Managers must be willing to abandon traditional ways of decision-making and adapt to their environment, in order to stay competitive and collect the greatest return on invested resources. In such a growing, diversified business landscape, one manager may be responsible for new hires, project management, and resource development. In order to best handle the new hires, this manager must take an autocratic approach, and painstakingly detail expectation. When acting as project manager, this same manager must incorporate a more participative style. Projects are, usually, assigned to a team of resources that come together in a collective exchange of expertise. The manager would then garner optimal results by delegating resource development to industry experts, and taking a laissez-faire approach. It is most valuable for one manager to be all things to all people. In essence, the most effective style of manager knows what style to apply in every situation. Though they were not managers in the conventional business industry, Bobby Knight and Mike Krzyzewski, dubbed Coach K, are fine examples of effective managerial practices. To further expand the analogy, I offer that their business was college basketball; their resources were young athletes, and their goal was the glory of a national championship. Many argue that these two coaches are among the most successful in the game of college basketball; though, their overt management styles could not be more different. Both coaches support the idea that one’s ability to exhibit various style of management is the most effective style of management. Both coaches exhibit key behaviors that are inline with flexibility in management. Both coaches are aware of and understand their personal assumptions and human nature. This promotes the awareness of how human nature influences their behaviors and automatic responses to given situations. This understanding of personal tendencies and over styles, allows a manger to rise about inherent responses and adapt their leadership and management skills to effectively govern a circumstance. Coach Bobby Knight was overtly a top-down, autocratic manager to his college basketball players. He would throw chairs, yell, get physical, and tightly supervise his team toward winning games. However, as Coach Knight’s style would change as he spent more time with his team (Sliverthorne, 2006, p 2). His control and direction was relaxed as he was confident in the training and ability of his players. Over the years, Coach Knight managed his athletes according to their needs for direction. He exhibited â€Å"tough-love† and versatility in management, and led many victories in college basketball. Coach Mike Krzyzewski’s overt management style would be defined at the other end of the spectrum. He had more of a laissez-fair management philosophy. Coach K believed that â€Å"people were fundamentally good and they want to do their best and would be self-motivated to perform. † (Silverthorne, 2006, p 1). Though Coach K had this inherent approach, he definitely knew how to mobilize and motivate his players. He knew how to toughen up and manage his players more autocratically. He also determined his management techniques according to the tasks and resources at hand, which lead to many won games. There is a twist to this pseudo-case study of mangers. In the 1960s, Coach Knight was a basketball coach at the U. S. Military Academy at West Point, where he recruited a young Mike Krzyzewski. â€Å"Coach K was a young scrappy kid. He wasn’t the best athlete on the team, but he had a lot of leadership potential,† remarked Knight (Silverthorne, 2006, p 2). After Krzyzewski left the Army, he joined Knight as a graduate assistant at Indiana, where Knight was a valuable mentor. Though very different in nature, the coaches have been great friends for many years. Though these coaches have very different overt styles, their situational adaptability allows them to share in the success of effective management and many college basketball victories. Conclusion There is greater value found in managing according to a given situation than applying a â€Å"one-size-fits-all† approach. The three major types of management all have effective practices. Therefore it is more appropriate to be autocratic to resources that require detailed direction, participative to peers and engaged employees, and laissez-faire to high-level experts. A aluable lesson can be gained from successful managers like Bobby Knight and Coach Krzyzewski. In order to nurture their resources to create the greatest return on investment, they had to become all things to all men. In the end it is adaptability that will not only support survival, but success, as well. References Coleman, P. T. (2004) Implicit Theories of Organizational Power and Priming Effects on Managerial Power- Sharing Decisions: An Experimental Study. Journal of Applied Social Psychology 34, no. 2: 297–321. Retrieved October 24, 2007, from http://www. tc. columbia. edu/icccr/Documents/Coleman/AbstractImplicitTheories. df Coye, R. W. , and J. A. Belohlav. (1995) An Exploratory Analysis of Employee Participation. Group and Organization Management 20, no. 1: 4–17. Greenfield, W. M. (2004) Decision Making and Employee Engagement. Employment Relations Today 31, no. 2: 13–24. Kaner, S. , and L. Lind. (1996) Facilitators Guide to Participatory Decision-making. Gabriola Island, BC, Canada: New Society Publishers. Keef, L. (2004) Generating Quality Interaction. Occupational Health Safety 73, no. 5:30–31. McCoy, T. J. (1996)Creating an Open Book Organization: Where Employees Think and Act Like Business Partners. New York: Amacom. Robbins, S. P. Essentials of Organizational Behavior. (2005)8th ed. Upper Saddle River, NJ: Prentice Hall. Silverthorne, S. (2006) â€Å"On Managing with Bobby Knight and â€Å"Coach K†. † Lessons from The Classroom. Boston, Massachusetts. Retrieved October 27, 2007, from http://hbswk. hbs. edu/pdf/item/5464. pdf Sumukadas, N. , and R. Sawhney. (2004): Workforce Agility through Employee Involvement. IIE Transactions 36, no. 10 1011–1021. Vanderburg, D. (2004) The Story of Semco: The Company that Humanized Work. Bulletin of Science, Technology Society 24, no. : 430–34. Retrieved October 24, 2007 from http://www. brainfuel. tv/maverick-the-story-of-semco-an-amazing- workplace Weiss, W. H. (1998) Improving Employee Performance: Major Supervisory Responsibility. Supervision, 6–8. Exhibits Exhibit A List of Military Rank ________________________________________ Officers LetterNavyArmy/Air Force/Marines O-12 (GAm ) Grand Admiral O-11 (FAm ) Fleet Admiral(COp) Chief of Operations O-10(Adm ) Admiral(Gen) General O-9(VAdm ) Vice Admiral(LtG) Lieutenant General O-8(RAdmU) Rear Admiral(MG ) Major General O-7(RADmL) Commodore(BG ) Brigadier General O-6(Capt ) Captain(Col) Colonel O-5(Cdr ) Commander(LtC) Lieutenant Colonel O-4(LCdr ) Lieutenant Commander(Maj) Major O-3(Lt ) Lieutenant (Cap) Captain O-2(LtJG ) Lieutenant Junior Grade(1Lt) First Lieutenant O-1(Ens ) Ensign(2Lt) Second Lieutenant Warrant Officers W-4(CW4) Chief Warrant Officer W-3(CW3) Chief Warrant Officer W-2(CW2) Chief Warrant Officer W-1(WO1) Warrant Officer Enlisted Personnel GradeNavyMarinesAir ForceArmy E-9(MCPO) Master Chief Petty Officer(SgtMaj) Sergeant Major(CMSgt) Chief Master Sergeant(CSM) Command Sergeant Major E-9(MGySgt) Master Gunnery Sergeant(SGM) Sergeant Major E-8(SCPO) Senior Cheif Petty Officer(1stSgt) First Sergeant(SMSgt) Senior Master Sergeant(1SG) First Sergeant E-8(MSgt ) Master Sergeant(MSG) Master Sergeant E-7(CPO ) Chief Petty Officer(GySgt ) Gunnery Sergeant(MSgt ) Master Sergeant(SFC) Sergeant First Class E-7(PSG) Platoon Sergeant E-6(PO1 ) Petty Officer First Class(SSgt ) Staff Sergeant(TSgt ) Technical Sergeant(SSG) Staff Sergeant E-5(PO2 ) Petty Officer Second Class(Sgt ) Sergeant(SSgt ) Staff Sergeant(Sgt) Sergeant E-4(PO3 ) Petty Officer Third Class(Cpl ) Corporal(Sgt ) Sergeant(Cpl) Corporal E-4(SrA ) Senior Airman(Sp4) Specialist 4 E-3( ) Seaman(LCpl ) Lance Corporal(A1C ) Airman First Class(PFC) Private FIrst Class E-2(SA ) Seaman Apprentice(PFC ) Private First Class(Amn ) Airman(PV2) Private E-1(SR ) Seaman Recruit(Pvt ) Private(AB ) Airman Basic(PV1) Private The Value of Flexible Management I. Abstract II. Introduction a. Thesis: â€Å"While many are defined by a dominant style of management, an effective manager is one who can adapt their management techniques to a variety as they arise. † III. Body a. Define autocratic Style i. Give examples of what situations require this style of management b. Define participatory Style i. Give examples of what situations require this style of management c. Define laissez-faire Style i. Give examples of what situations require this style of management d. Give examples of historical situations in which managers were successful because they adapted to the situation or antithesis of this model i. Example 1 ii. Example 2 iii. Anti-Model IV. Conclusion a. Restate thesis and summarize the value of adapting to situational nuances V. Exhibits that may be relevant VI. Works Cited

Black People and Roberta Essays

Black People and Roberta Essays Black People and Roberta Essay Black People and Roberta Essay Essay Topic: Recitatif In Toni Morrison’s Recitatif. the narrative is about two misss. Twyla and Roberta. They grow up in an orphanhood because their female parents could non care for them. Morrison makes it clear the misss come from different cultural backgrounds but neer provinces which one is black or white. At one point in the narrative Twyla remarks. We looked like salt and Piper nigrum. I grew frustrated with the narrative and had to read it several times. I could neer find who was black and white and the lesson I learned should hold been it doesn’t truly matter. The narrative begins with Twyla’s female parent dropping her off at the orphanhood. She meets Roberta and they become best friends. The bond they portion occurs because they were non considered existent orphans. They were abandoned childs unlike the other kids whose parents had died. One of the last times the misss see each other was the twenty-four hours of a trial. On that dark. Twyla’s female parent was have oning those tight green slacks that made her border stick out. Many people have labeled inkinesss as holding larger butts. She could hold been black. she could hold been a heavy white adult female with a big butt. or a Latino adult female like me. But I automatically stereotyped and went with Twyla has to be black. During the trial Roberta’s female parent had brought poulet legs. Twyla notices Roberta does non eat the poulet legs. I ever thought black people liked chicken more than white people which means Roberta was white since she did non eat the poulet. Or possibly she merely wasn’t hungry. Shortly after that trial Roberta’s female parent came to take her place. go forthing the misss devastated. They see each other several times throughout the old ages. At their first meeting. Roberta was ill-mannered and distant because she was high. Roberta tells Twyla she is on the manner to see Jimi Hendrix. Hendrix was an ill-famed black guitar player. I thought at this point Roberta has to be black. However Hendrix’s set was interracial with a diverse audience. Roberta could hold been white due to the diverse audience. I am a immense Hendrix fan and I am non black so why would I believe Roberta is. Twelve old ages subsequently they run into once more at a food market shop. Roberta married a rich adult male and was highly friendly to Twyla. Twyla can non keep back her emotions and asks Roberta about the last clip they saw each other. Roberta shrugs it off. Oh. Twyla. you know how it was in those yearss: black- white. You know how everything was. I can associate to this. In 1980. the Cuban Mariel Boat Lifts came over bring 1000s of Cubans. I am Cuban but I was born here. Kids I had known since kindergarten treated me as if I merely come over on the boats. It had a permanent consequence on me and matured me beyond my old ages. The 3rd clip they meet is at the school where their kids attend. Roberta and other female parents were picketing because they did non desire their childs to be segregated. This led to a battle break uping any last opportunity of a friendly relationship for them as it would non be resolved until Twyla and Roberta meet for a concluding clip. As the narrative ends I do non acquire a sense of closing. The inquiry of which miss is white or black remains unreciprocated. It opened my eyes and made me oppugn how bias I truly am. I try to non pigeonhole as a consequence of what I went through as a kid but I found myself making merely that. I can understand why Morrison wrote the manner she. I am non certain what her end was overall but to me it seemed as if she were learning me about biass. Recitatif challenged me to non judge either girl by their race but accept them for who they are. In the terminal. what difference did it truly do about the girls’ races? The narrative is about how their friendly relationship develops and so deteriorates. Nothing more ; nil less.

Toyota Motor Corporation Essay Example | Topics and Well Written Essays - 3000 words

Toyota Motor Corporation - Essay Example Toyota started announcing recalls of 8 – 9 millions after reports of 2000 fatal accidents and 19 deaths from its defective vehicles with accelerator and brake pedal issues. By February 2010 (just before ending of fiscal year on March 31), Toyota had recalled nearly 2 million vehicles from its main markets that also reflected in Income Statement, Cash Flows and Balance Sheet. In fact, the assets and liabilities / debts section were greatly affected from that recall because sales declined and products recalled simultaneously. Toyota Corporation estimated that recall would cost, at least, $2 billion in 2010 – 2011, which may increase in near future if suppliers would increase raw-material / inputs prices followed by high labour expenditures. It is worth mentioning that Toyota's sales in North America reduced by 16% alone in February 2010 in comparison to February 2009 just after the recall. On the other hand, the competitors operational in American markets were among the a ctual beneficiaries, since ‘General Motors recorded sales increase of 15%, Ford observed a growth of 24%, Nissan recorded the growth of 15%, and   Hyundai observed a phenomenal 24% growth in USA. Indeed, the recall enabled Ford Corporation to become second largest automobile seller across North America after General Motors. The recall sabotaged Toyota’s strategic and financial position because customers started switching to other brands, which later resulted in decline in market share. This just happened when Toyota had certain plans / aspirations to benefit from improvements in global economic outlook. Without any doubt, the company in the short - run has been unable to win trust of potential customers and maximise its monetary gains because of additional repair and delivery costs to be incurred from this recall. In addition, the loss of goodwill and reputation alone could prove quite devastating for company in near future when it will launch newly developed products. For instance, potential customers and industry analysts may raise questions about safety, security and reliability of Toyota’s vehicles. In a nut shell, it is justified to argue that Toyota’s balance sheet figures (assets and liabilities) position will deteriorate in fiscal year of 2011 because of mixed consumer confi dence on Toyota’s market offerings.  

Australian Migration Law Essay Example | Topics and Well Written Essays - 500 words

Australian Migration Law - Essay Example The 90-day period is to be reckoned from the time the Secretary responded to the Registrar’s written notice of the existence of such an application for review under s 418 (1). Within 10 days of receipt of that written notice, the Secretary must respond with a written statement concerning the decision being reviewed setting out the findings of facts of the deciding person, evidence supporting such decision and reasons for such decision under s 418 (2). The only exception to the reviewability rule is when the Minister has forbidden it by issuing a conclusive certificate which precludes a review of his decision if he has determined that a review would not be in the best interest of the country in accordance with s 411 (3). For Mischa’s application to be valid and aside from complying with the prescriptive period of 28 days, his application must be: in the prescribed form; with the prescribed application fee, if one is required. In addition, such application can only be lod ged by Mischa while he is in Australia. Q2 Advise Mischa with respect to his situation. Include in your advice responses the following questions: (a) What is his current immigration status? (b) How can he remain in Australia lawfully whilst he responds to these allegations and the decision to cancel his visa is reviewed? Ans.: The cancellation Mischa’s protection visa has the effect of making him an unlawful citizen. This is the principle laid down in s 15, Part 2 of the Migration Act 1958, which makes the unlawful status effective immediately after cancellation unless the individual is the holder of another valid visa. For Mischa to be able to stay in Australia lawfully, he must apply for another visa. However, under s 48 (1) (ii) and s 48A (1) (b) of the Migration Act of 1958, Mischa is prohibited from applying for another protection visa. What Mischa can do to make his stay in Australia legal while waiting for the conclusion of the review of his appeal with the RRT, is

Research Proposal Approach Essay Example | Topics and Well Written Essays - 500 words

Research Proposal Approach - Essay Example The formulation of organization’s strategic plan does not necessarily mean it is pursuing strategic alignment (Akpan, 2007). Therefore, this study seeks to align Walmart’s strategic plan with its operations. Strategic alignment in this study means the alignment of company’s goals with internal and external factors to earn competitive advantages. The objective of this strategic alignment is to enhance Walmart’s business operation and it plan. It will make the goals clear, flexible, attainable, and in line with the overall company’s objectives. This study will attempt to align Wal-Mart’s mission, vision, and people strategies and value statements with the proposed strategic plan. Walmart’s mission is â€Å"Save money, live better† and its vision is â€Å"respect for the individuals’ service to our customer and striving for excellence† (Walmart, 2015). Also, there are value statements such as â€Å"Everyday Low Prices (EDLP)† (Walmart, 2015). This study will start by defining Wal-Mart because it will be the focus of the strategic plan. It is a secondary research. The secondary research draws heavily on available data (Akpan, 2007). There are two types of information that are needed for the purpose of strategic planning. The study requires internal environment data and external environment data. The Wal-Mart’s internal environment entails factors and characteristics that indicate its strengths and weaknesses. The sources that will generate this information include company’s financial statements and reviews, and employees views from previous studies. Employees’ views are important because they will make the study not to disconnect the strategy and operational reality. The external environment entails factors and characteristics that indicate Wal-Mart’s opportunities and threats. The sources of that will generate data and information for external environment analysis are statistical studies academic institutions, trade

Barriers to Implementing an E-Learning System

Barriers to Implementing an E-Learning System General Introduction/Background In todays world of globalization, knowledge and learning is considered the most vital element for acquiring competitive advantage (Longworth and Davies, 1996). For gaining competitive advantage firms and institutions are becoming more knowledge intensive, therefore they concentrate more on managing and sharing knowledge to gain significant advantage of this knowledge (Hertog and Sluijs, 1995).Traditional education style has remained consistent without any changes been made to the system. This has enabled a large number of creative thinkers to ponder other possible educational approaches that could benefit the system (GÃÆ'Â ¼nes, 2008). On the other hand, technology is necessary in order to conquer, but it is also a necessity to remain in competition. All the sectors, whether it is primary, manufacturing or tertiary, all of them have been forced to accept technology to become innovative and efficient (GÃÆ'Â ¼nes, 2008). Technology has not only radically changed the ways and methods of our works but is now beginning to transform the education system (Webster and Murphy, 2008).With the use of internet technologies, firms and institutions have outstanding opportunities to deliver education and different training techniques through strategic use of internet technologies (Lee, 2006; Kaohsiung; Taiwan, 2006). The use of Internet technologies combined with suitable learning strategies assists to provide an open, flexible and dynamic learning environment. As a result many corporations, government agencies and academic institutions worldwide have increased the use of internet and educational technologies to deliver instructions and provide training. This innovative approach of delivering information and education is known as E-learning (Khan, 2008). E-learning can be simply defined as the way of learning which delivers its contents through World Wide Web (Gulatee and Combes, 2007). Sharifabadi defined E-lear ning as the term used to describe teaching and learning resources or experiences that is, in some way, delivered electronically. (Gulatee and Combes, 2007; Sharifabadi, 2006, p.391). E-learning is a way of interaction through electronic mediums, mainly computers, by using videos, photos, texts and sounds for different educational purposes (Gulatee and Combes, 2007). E-learning system creates a learning opportunity for the convenience of those who do not have the opportunity to be physically available, due to various reasons (Gulatee and Combes, 2007; Werry, 2002). Hence, during the late 1990s and early 2000 many online universities were established and more universities were offering online courses, but mixed results of the E-learning systems were encountered (Gulatee and Combes, 2007). Different researches have pointed out many barriers in E-learnings implementation, which lead to its failure. For example technological infrastructure, course content quality, financial support, learners computing skills, staff training, management support and organizations culture resistance (Romiszowski, 2003, Childs et al, 2005, Muilenburg and Berge, 2005). Organizations cultural resistance is considered as the most influential barrier in E-learnings implementation process. The cultures resistance or resistance from the potential users negatively affects the implementation process. Unwillingness of the employees can create major problems for the managers and can lead to the system failure (Shields and Young, 1989, p. 22). Employees resistance and avoiding of the use of required procedures and rules could lead the system to failure even if it has been developed perfectly and is ready to use (Malmi, 1997, p. 475). In this instant the managers cannot gain full benefits of the new system unless they can create a change in the employees attitude (Yates, 1997, p. 164). Cultural differences among peers could create many problems in implementation of E-learning system. Therefore, if the cultural issues are overlooked during implementation, their ignorance could act as a vital barrier in E-learnings success (AL-Hunaiyyan et al, 2008; Gujar and S onone, 2004). Problem statement There are different articles and books available in the market which mentioned about the usefulness and advantages of E-learning. Web-based learning is a new medium of information technology; researchers have mentioned many different factors which act as barriers towards implementing E-learning system (Ngai et al., 2007). There are different factors cited by various authors which exist in their research papers that can help us to identify critical barriers. In addition, we are interested in finding out, to which extent an organization is dependent on the role of its culture, and how culture can lead to success or failure of the E-learning system. It should be noted that culture has a great impact in organizations and are important when decision making is involved in IT management. In this regard, an organization is said to be confronted with stiff resistance, consequently making IT management a difficult task (Childs et al, 2005). To overcome the barriers for implementing E- learning , an organization should try and manage these barriers accordingly because they are critical to any organizations general business model and can equally affect the organizations decision making process. Research question What are the critical barriers of implementing E-learning system and what is the role of organizational culture in successful implementation of E-learning system? Objectives and Purpose of the Research The purpose of this research is to describe and analyze the critical factors which may affect the implementation of E-learning system. Investigating the barriers of implementing E-learning system would help to lower down the barriers in future implementation. Moreover by examining the cultural influence of an organization towards E-learning systems implementation process, it will be easier to identify a complete outline for organizations to implement E-Learning system and to make the system work efficiently and successfully. Thesis design The structure of the thesis is principally focused on six chapters which include Chapter 1: Introduction/Background The Introduction gives brief overview of the research topic, including the purpose and objectives, problems and research question. Chapter 2: Research Design/Methods This chapter deals with the choice of topic, research process which indicates how these datas will be analyzed, data collection, validity and reliability, and method critique. Chapter 3: Framework of reference This chapter discusses relevant theories to give the reader an understanding of the barriers which come across E-learning systems implementation processes cited by different authors. Chapter 4: Findings This chapter provides frequencies of different barriers for implementing E-learning system described by different authors. Chapter 5 Analysis This chapter will describe the analysis based on the findings. Chapter 6: Conclusions This section finally concludes the lessons drawn from the findings Research Design/Methods This chapter deals with the choice of topic, research process which indicates how these datas will be analyzed, data collection, validity and reliability, and method critique. Choice of Topic Fisher (2007, p.31-33) suggested that authors should choose research area according to their interests, so they remain motivated and committed to complete the project. The authors belong to Pakistan, where E-learning system is not much in practiced in organizations. While, E-learning system is already in use in Sweden, we found out that E-learning system is a proficient tool in learning process. Therefore, it was quite intriguing for us to explore this topic. In addition, we were interested in finding out the barriers for implementation of E-learning system and to investigate the role of organizations culture for successful implementation of E-learning system. Fisher (2007, p.31-33) urges that chosen topic should be accessible and it is necessary to make sure that quite literature is available for making detail analysis. We are certain that our topic is enough interesting, significant and demanding for all researchers, businesses managers and Information Technology Management student s. Research Process There are various methodological approaches to carry out research i.e. Realist research, exploratory research, critical realism, standpoint research, action research and phenomenology etc, Fisher (2007, p.15). In addition, Fisher (2007, p.153-155) mentioned two kinds of discoveries e.g. Explorers and Surveyors. A kind of research where an open approach is used with conceptual framework but the authors are not sure about outcomes and results of the work they do, is called exploratory research. On the other hand surveyors discovery approach is pre-structured where surveyors are already inform of the results and out come of their work. According to these concepts our research is exploratory as we are dependent on secondary data. Data Collection and source Fisher (2007, p.45) states that data could be collected from existing databases, through questionnaires, conducting fieldwork or performing case studies as it depends on the kind of research. In this research entire data has been collected from available databases as the research is entirely based on secondary data collection method. Secondary source has been used in this research. The data was extracted from articles, books and websites, magazines, journals and articles with focus on critical barriers to E-learning implementation. Fisher stated that (2007, P.158-161) data could be qualitative or quantitative depending on the method of research study. A quantitative approach has been used here in this research. No statistics has been used in this research and as all research has been analyzed by words not figures. Access of information Secondary data has extracted from different sources. The required literature has been acquired by searching MÃÆ'Â ¤lardalen Universitys library. Furthermore, we have used online library (ebrary) as well as other librarys database such as Elin, Emerald, Eric and EBSCO for articles and journals, which have helped us to answer our research query. Going through a wide-ranging literature review, twenty five articles were identified that give answer to the research question from distinct angles. To identify the barriers to Implementation of E-learning system, keyword search criteria based on title contained; ÃÆ'ËÅ" Barriers of E-learning system implementation, ÃÆ'ËÅ" Implications of E-learning system in organizations, ÃÆ'ËÅ" Implementation of E-learning system in large organization, ÃÆ'ËÅ" Challenges of E-learning Implementation, ÃÆ'ËÅ" Limitations of E-learning System, To describe and analyze the role of organizations culture for successful implementation of E-learning system in organization, keyword search criteria contained; ÃÆ'ËÅ" Cultural issues of E-leaning system, ÃÆ'ËÅ" Cultural Influence on online Learning, ÃÆ'ËÅ" Cultural influence on student learning, ÃÆ'ËÅ" Analyzing cultural Influences on E-learning Transactional Issue, ÃÆ'ËÅ" Cultural difference and influence on E-learning, ÃÆ'ËÅ" Social and cultural impact on E-learning Effectiveness, ÃÆ'ËÅ" A cultural Analysis of relearning for developed and developing countries, ÃÆ'ËÅ" Cross and Multicultural issues for E-learning success, ÃÆ'ËÅ" Influence of organizational cultural in E-learning, ÃÆ'ËÅ" Organizational resistance towards implementing E-learning system. Data Analysis According to Miles and Huberman (1994, p.10) data analysis consists of three parallel flows of activity: (1) Data reduction, (2) Data display, and (3) Conclusion drawing/verification. Furthermore they suggested that data analysis components could be successfully integrated during data analysis, as it is an iterative and continuous process (Miles and Huberman 1994). They have stated three components of activities that describe analysis which are; First is data reduction that is focused on selection, simplification and transformation of data (Miles and Huberman 1994). This process is applied in qualitative data. The objective of this is data is to help drawing final conclusion and verification. In this study data is taken from the studies where authors cited barriers to implement E-learning with focus on cultural resistance in an organization. Second is data display i.e. data reduced in data reduction needs to be organized that help to draw conclusion easily. In table mentioned below, different factors related to critical barriers to implementation of E-learning system and the role of organizations culture is given below along with the frequency of each factor. Third is the conclusion based on drawing/verifying; describes the possible explanations, causal flows and propositions to be made. Therefore based on the findings and discussed analysis, conclusions would be drawn to signify the influential role of organizations culture towards the implementation process. Validity and Reliability Validity is defined as the degree which researchers have measured what they have set out to measure (Kumar, 2005) whereas reliability means the extent to which another researcher can reach the same conclusion by following the same research process (Taylor et al., 2006). Several articles have been used to identify the barriers of implementing E-learning system and to analyze the role of organizational culture. Besides, frequencies of more influential barriers have been generated to validate the barriers and cultural role in implementation process. Method Critique Due to the time limitation, a limited number of articles have been used to formulate the frequency to identify the critical barriers. It could be better to use more articles to strengthen our research as a number of studies have already been done in this area. However this study will describe and analyze the critical barriers for the implementation of E-learning system related literature and to gain a theoretical background. It was also discovered during analysis of this study that most of the authors mentioned the critical factors with mere repetition with diverse definitions. Framework of Reference This chapter discusses relevant theories to give the reader an understanding of the barriers which come across E-learning systems implementation processes cited by different authors. E-learning What is E-learning? E-learning can be defined as learning and communication exercises across computers and networks or electronic sources. (Wong, 2007 ; Schank, 2002; Roffe, 2002 Tsai Machado, 2002; Sambrook, 2003; Fry; Wild, Grggs and Downing, 2002) have defined E-learning as delivery of training and education via networked interactivity and distribution technologies.According to Khan (2008), the word E-learning is used for an open, flexible, and diverse E-learning environment. E-learning can be analyzed as an inventive approach for delivering learner-centered, well designed, interactive, and facilitated learning environment to anyplace, anyone, anytime by utilizing the features and resources of different digital technologies along with other forms of learning materials suited for open, distributed, and flexible learning environment (Khan, 2008). In E-learning system Students are able to interact anytime from anywhere with different instructional material (text, sound, pictures, video and so on) through Internet. Furthermore, learners can even communicate with teachers and classmates both individually and as a group discussion with the use of message boards, instant message exchanges and video conferencing. (Al-Ammari and Hamad, 2008; Andersson, 2009; Zhang and Zhou, 2003). (Lee, 2006) Therefore, E-learning has been defined variously, learning system using different carrying technologies and techniques like Computer Based Training (CBT), Internet-based training (IBT), Web-based instruction (WBI), distributed learning (DL), advanced distributed learning (ADL), distance learning, online learning (OL), mobile learning (or m-learning) or remote learning and learning management systems (LMS) (Khan, 2008). For managing learning environment like, registration of learners, scheduling learning resources, controlling and guidance of learning processes and analyzing learners performance are all accomplish in Learning Management System (LMS) (Gulatee and Combes, 2007; Brown, 2006). In 1970s and 1980s distance learning started becoming popular and sued to conduct through postal mail but in 1990s the rise of World Wide Web changed the nature distance learning. With the use of this technology learners can get a number of resources from their teachers like discussion forums, multimedia, chat, video conferencing and electronic black boards. These changes which have been brought in distance education are an attempt to provide easier access to students who live very far from universities, who are working or have other reasons for not being able to attend in person. In the US in the academic year 2001-2, five million people took at least one course online, and three million were enrolled in online degree programs (Gulatee and Combes, 2007; Kazmer Haythornthwaite, 2005, p.7). It can be seen in these figures that distance education online has become a popular alternative to face-to-face instruction. Implementation of E-learning One of the following three approaches is necessary for the implementation of the E-learning system: To strengthen the traditional face-to-face courses with support of new communication technology, enhancement of experience with in traditional courses by integration of online activities and delivery of entirely online courses. In this implementation the readiness of some influential factors like budgeting, infrastructure planning, human resource development (experience, skills, knowledge and attitude of the end users) are most common. Uhomoibhi (2006) stated that E-learning initiators, institutions must use and prepare strategies for adoption, diffusion and implementation. For a successful implementation of online environment where learners can actively learn and get support from well-organized approach is mandatory. Processes of planning, designing, development and evaluation are all parts of a successful implementation that could help to lower down the barriers of implementation (Uhomoibhi, 2006). An E-learning system can only be successful if it is significant to all stakeholders e.g. instructors, learners; support services staff and the institutions itself. In order for learners to become quickly accustomed to E-learning, it must be made sure that it is easily accessible, efficient, well designed course, affordable, and has a facilitated learning environment. Instructors must feel a sense of accomplishment when learners meet the goals and objectives of the course in a successful way. Technical support staff should feel happy when learners receive reliable services without interruptions. One of the most important factors for institutions is the profit they earn as well as the satisfaction of the learner and a low rate of dropouts (Khan, 2005). A strong foundation is required in order to have an effective implementation of E-learning. Aligning and communication are two important factors in implementation of E-learning system. It is necessary to make sure the communication is in order. Involvement of key stakeholders at the decision making stage or any other early process is very important(Khan, 2005). Communication is also important for those who are directly responsible for the implementation; and professionals also suggest a horizontal leadership style so that everyone is responsible for their actions. This includes individuals who are critical to the implementations success which include line, functional and divisional leaders. There should be consistent scheduled meetings with these individuals to discuss the newly arising issues in the project to come up with a solution (Khan, 2005). Most of the pitfalls of E-learning are tied to technological issues so it is important to involve IT leadership throughout the project to mitigate the problems in implementation process. Creation of helpdesk for reporting of IT related issues is more important. While selecting the vendors it is important to make sure that the vendors have an outstanding and proven record. Strong communication and feedback from vendors is a necessary step for a successful implementation (Khan, 2005). An overview of the critical issues in E-learning implementation Worldwide, E-learning arises as a new paradigm of advance education with a growing rate of 36.5 percent in the market, but still failures exist (Sun et al., 2008). As many companies are moving very fast to the adoption of E-learning in order to reap its benefits but they are facing significant barriers in its implementation and adoption, which leads them to implementation failure (Mungania, 2003). Hence, to mitigate this failure we have to investigate key factors that encompass different dimensions of an open, flexible and advanced distributed learning environment for diverse learners (Khan, 2005). Literature has mentioned a wide range of factors that can influence the successful implementation of E-learning e.g. some talks about pedagogical issues, faculty issues and organizational issues while some may have discussed about personal issues, cultural issues and some other issues. A broad range of factors that can influence the success of E-learning environments has been mentioned in the literature. However, there is no organized work to characterize collective group of most influential issues or factors, which could be seen as barriers Wong (2007). Distinct authors consider different barriers as most influential in implementation of E-learning Wong (2007). Wong (2007) has categorized E-learning limitations in three main areas; technological limitations, personal issues and other limitations. The lack of hardware, limited Internet coverage and low bandwidth are all consider as technological barriers in implementation of E- learning (Hiltz, 1997; Kathawala, Abdou, Elmulti, 2002; Wong, 2007). Kember et al., 2001; Dearnley, 2003) stated that personal issues are mostly related to learners and teachers. Teachers should give a complete guidance to the learners about this new and non-traditional system to prepare new learners psychologically (Wong, 2007 ; Kember et al., 2001; Dearnley, 2003). For learners the use of new technologies could be a disadvantage or barrier in E- learning. So the lack information, communication and technological skills might be barriers to E-learning because learners could get frustrated from this unconventional learning environment. (Wong, 2007 ; Carr, 1999; Hamid, 2002; Angelina, 2002a, p.12) The freedom provided by E-learning could be a disadvantage for the learners as internal motivation and self discipline is required at its maximum which learners may find hard to achieve in order to complete their studies or assignments in time. As (Wong, 2007 ; Kearsley, 2000) Schott et al., 2003; Rivera and Rice, 2002; Abouchedid and Eid, 2004).In E-learning environment students are usually supposed to communicate in a text based environment so learners poor writing ÂÂ ¨skills might be a disadvantage in E- learning. Therefore, the inability of communicating efficiently of learners could create misunderstandings (Wong, 2007; Smith Rupp, 2004). Others limitations: E-learning provides 247 access. This infinite work might be a disadvantage for learners and particularly for teachers. This unlimited work could over stress teachers, resulting in a low quality services from instructors. (Abdou Elmulti, 2002;. Dringus, 2003; Newton, 2003; Kathawala, Schifter, 2004).Poor course design could appear a major barrier in implementation of E-learning as it could frustrate the learners and teachers. (Young and Bal, 2003; Smulders, 2003; Howell, Williams Lindsay 2003; Gordon, Young Bal, 2003; Svensson, 2004; Ivergard Hunt, 2005 ;). Cronje (2009) sees some influential barriers such as student barriers are related to lack of financial support from their families and cooperation among peers and from teachers (Cronje, 2009; Galusha, 1997). Faculty barriers the lack of funds is the most important one. Institutes attitude towards the lecturers that some time seems less prominent among their peers is considered another important barrier in successful E-learning (Cronje, 2009; Galusha, 1997). Organizational barriers poor funding for three major costs areas are considered more crucial barriers e.g. Initial costs of the implementation process, maintenance and up gradation. Course barriers course design is regarded as most important one. Poor course design is one of reasons of inferiority of Distance learning. Conversion of teaching context in to electronic shape could not add any value to E-learning (Cronje, 2009; Galusha, 1997) Boondao et al. (2008) mentioned, It is not possible, in the view of some scholars, to create a model of the good teacher without taking issues of culture and context into account. The influence of culture cannot be ignored in successful implementation of E-learning. Considering learners from different culture e.g. east and west, learners from both cultures have particular approaches and styles of learning. Therefore, lack of consideration of cultural issues during designing could prove as a barrier in successful implementation of E-learning (Boondao et al, 2008). Discussing the different critical barriers Nowadays an escalating amount of companies are implementing E-learning System (Mungania, 2003). But as these companies try to take advantages of E-learning to gain strategic and competitive advantages in absolute urgency, there are significant number of barriers to the implementation of E-learning come across to halt them (Simmons, 2002, p.19 and Mungania, (2003). As E-learning barriers are diverse and can be classified as personal, organizational, situational, instructional and technological. (Mungania, 2003) Moreover Khans E-learning framework provides details on critical issues which may come across E-learning implementation process. Khans E-learning framework composed of eight dimensions: institutional, management, pedagogical, technological, interface design, ethical, evaluation, and resource support. Institutional Issues Institutions need to build a complete plan for the successful implementation of E learning system (Khan 2005, p.23). Moreover Childs et al (2005) stated that institution should focus on cultural aspects for the implementation process of E learning system which have a significant effect upon the success of E-learning process (Cronje, 2009).E-learning needs to be integrated to all departments of the institution therefore a strong commitment is needed from the institution and the trainers Childs et al (2005). Moreover, E-learning implementation plan must be fully aligned with the institutions ambitions and strategic plans (Galusha, 1997; Belanger and Jordan, 2000). Therefore E-learning implementation process is paradigm shift for the institution as a whole which includes learners, instructors, administrators, technical and other support services staff (Romiszowski, 2004). To support institutions in strategic planning, change management and process development which are necessary to highlight their embedding process and issues which may occur in their organization (Childs et al (2005) and Khan 2005,p.23). Khan has divided institution issue into three parts administrative affairs, academic affairs and student services (Khan 2005, p. 24). Administrative affairs which includes organization and change (implementation of E-learning system), budgeting and return on investment, course information catalog, financial aid, course schedule, tuition fees, registration and payment, information technology services, instructional design, whereas academic affairs issues such as policies, instructional quality, faculty and staff support, intellectual property rights and so on (Khan 2005, p. 24 ). Moreover Student services deals with student support services for E-learning effectiveness. Management issues Magalhaes (2008) stated that lack of management support is number one barrier towards successful implementation of E-learning system in institution. Management issues of E-learning in organization refers to various phases of administration such as scheduling, design, construction, assessment, delivery, and maintenance (Romiszowski 2003 and Parkham et al, 2004). Managing issues in organizations depend upon various elements including content delivery, and technology Trentin (2003). Khan (2005) also stated that for the success of E learning system institution must focus on three key areas people, process, and products involved in E-learning projects which depends upon integrated team approach (Jung, 2003).Critical management factors categorized by Khan (2005) are mentioned below: Technological Issues Technological limitations are among the major barriers for the success of E-learning system (Wong, 2007).Technological limitations of E-learning system relates to computer hardware, software and relevant resources (Wong, 2007).Connectivity problems, lack of training, navigation issues, limitations of 24/7 technical support, loss of data and incapability to save or transfer data are the most common technological limitations (Mungania, 2003). Usually small and medium enterprises fail to implement E-learning system due to lack of support in hardware and software (Sambrook, 2003;Wong, 2007).The technological issues can be divided into three parts infrastructure planning, hardware, and software (Kearsley, 2000; Rumble, 2000). Success of E learming system in organizations depends upon infrastructure planning which includes a well documented strategy, focusing on infrastructure. (McGraw, 2001; Romiszowski, 2004).As E-learning environment depends on digital infrastructure, there for institutions should have consistent and well-organized networks to support E-learning (khan 2005, p.154). Moreover institutions should develop policies and guidelines to cater various issues of hardware, software, and networks as institutions involved in implementation of E-learning may suffer. (Wong, 2007, Romiszowski, 2004) Learners require basic hardware for E-learning such as desktop or notebook computers and printers (Kathawala, Abdou, Elmulti, 2002;Hiltz, 1997, Wong, 2007). Therefore, one of the major technological limitations of E-learning is the availability of computer hardware (wong,2007). Major hardware limitations of E-learning system is the necessity of relevant resources which includes servers, modems, microphones, wireless devices, printers, scanners, computers, networking devices, cameras storage devices and other equipments. (Wong, 2007, Khan 2005, p.159) Institution experience similar problems such as software costs as well as software support cost, particularly for software licenses which acts as a significant barrier (khan 2005, p.159). Software includes word processors, databases, e-mail, presentation programs, reader software, browsers and plug-ins, spreadsheets, learning management systems (LMS), authoring tools and enterprise software and so on (LytasPauloudi,2001 and Khan 2005, p.159-160) Pedagogical Issues Success of E-learning systems implementation depends on the adherence to underlay pedagogical principles that are entrenched in the E-learning (Uhomoibhi, 2006). Pedagogical issues in E-learning are major challenges in distance education therefore a strong need of resources for development of the course material arises Barriers to Implementing an E-Learning System Barriers to Implementing an E-Learning System General Introduction/Background In todays world of globalization, knowledge and learning is considered the most vital element for acquiring competitive advantage (Longworth and Davies, 1996). For gaining competitive advantage firms and institutions are becoming more knowledge intensive, therefore they concentrate more on managing and sharing knowledge to gain significant advantage of this knowledge (Hertog and Sluijs, 1995).Traditional education style has remained consistent without any changes been made to the system. This has enabled a large number of creative thinkers to ponder other possible educational approaches that could benefit the system (GÃÆ'Â ¼nes, 2008). On the other hand, technology is necessary in order to conquer, but it is also a necessity to remain in competition. All the sectors, whether it is primary, manufacturing or tertiary, all of them have been forced to accept technology to become innovative and efficient (GÃÆ'Â ¼nes, 2008). Technology has not only radically changed the ways and methods of our works but is now beginning to transform the education system (Webster and Murphy, 2008).With the use of internet technologies, firms and institutions have outstanding opportunities to deliver education and different training techniques through strategic use of internet technologies (Lee, 2006; Kaohsiung; Taiwan, 2006). The use of Internet technologies combined with suitable learning strategies assists to provide an open, flexible and dynamic learning environment. As a result many corporations, government agencies and academic institutions worldwide have increased the use of internet and educational technologies to deliver instructions and provide training. This innovative approach of delivering information and education is known as E-learning (Khan, 2008). E-learning can be simply defined as the way of learning which delivers its contents through World Wide Web (Gulatee and Combes, 2007). Sharifabadi defined E-lear ning as the term used to describe teaching and learning resources or experiences that is, in some way, delivered electronically. (Gulatee and Combes, 2007; Sharifabadi, 2006, p.391). E-learning is a way of interaction through electronic mediums, mainly computers, by using videos, photos, texts and sounds for different educational purposes (Gulatee and Combes, 2007). E-learning system creates a learning opportunity for the convenience of those who do not have the opportunity to be physically available, due to various reasons (Gulatee and Combes, 2007; Werry, 2002). Hence, during the late 1990s and early 2000 many online universities were established and more universities were offering online courses, but mixed results of the E-learning systems were encountered (Gulatee and Combes, 2007). Different researches have pointed out many barriers in E-learnings implementation, which lead to its failure. For example technological infrastructure, course content quality, financial support, learners computing skills, staff training, management support and organizations culture resistance (Romiszowski, 2003, Childs et al, 2005, Muilenburg and Berge, 2005). Organizations cultural resistance is considered as the most influential barrier in E-learnings implementation process. The cultures resistance or resistance from the potential users negatively affects the implementation process. Unwillingness of the employees can create major problems for the managers and can lead to the system failure (Shields and Young, 1989, p. 22). Employees resistance and avoiding of the use of required procedures and rules could lead the system to failure even if it has been developed perfectly and is ready to use (Malmi, 1997, p. 475). In this instant the managers cannot gain full benefits of the new system unless they can create a change in the employees attitude (Yates, 1997, p. 164). Cultural differences among peers could create many problems in implementation of E-learning system. Therefore, if the cultural issues are overlooked during implementation, their ignorance could act as a vital barrier in E-learnings success (AL-Hunaiyyan et al, 2008; Gujar and S onone, 2004). Problem statement There are different articles and books available in the market which mentioned about the usefulness and advantages of E-learning. Web-based learning is a new medium of information technology; researchers have mentioned many different factors which act as barriers towards implementing E-learning system (Ngai et al., 2007). There are different factors cited by various authors which exist in their research papers that can help us to identify critical barriers. In addition, we are interested in finding out, to which extent an organization is dependent on the role of its culture, and how culture can lead to success or failure of the E-learning system. It should be noted that culture has a great impact in organizations and are important when decision making is involved in IT management. In this regard, an organization is said to be confronted with stiff resistance, consequently making IT management a difficult task (Childs et al, 2005). To overcome the barriers for implementing E- learning , an organization should try and manage these barriers accordingly because they are critical to any organizations general business model and can equally affect the organizations decision making process. Research question What are the critical barriers of implementing E-learning system and what is the role of organizational culture in successful implementation of E-learning system? Objectives and Purpose of the Research The purpose of this research is to describe and analyze the critical factors which may affect the implementation of E-learning system. Investigating the barriers of implementing E-learning system would help to lower down the barriers in future implementation. Moreover by examining the cultural influence of an organization towards E-learning systems implementation process, it will be easier to identify a complete outline for organizations to implement E-Learning system and to make the system work efficiently and successfully. Thesis design The structure of the thesis is principally focused on six chapters which include Chapter 1: Introduction/Background The Introduction gives brief overview of the research topic, including the purpose and objectives, problems and research question. Chapter 2: Research Design/Methods This chapter deals with the choice of topic, research process which indicates how these datas will be analyzed, data collection, validity and reliability, and method critique. Chapter 3: Framework of reference This chapter discusses relevant theories to give the reader an understanding of the barriers which come across E-learning systems implementation processes cited by different authors. Chapter 4: Findings This chapter provides frequencies of different barriers for implementing E-learning system described by different authors. Chapter 5 Analysis This chapter will describe the analysis based on the findings. Chapter 6: Conclusions This section finally concludes the lessons drawn from the findings Research Design/Methods This chapter deals with the choice of topic, research process which indicates how these datas will be analyzed, data collection, validity and reliability, and method critique. Choice of Topic Fisher (2007, p.31-33) suggested that authors should choose research area according to their interests, so they remain motivated and committed to complete the project. The authors belong to Pakistan, where E-learning system is not much in practiced in organizations. While, E-learning system is already in use in Sweden, we found out that E-learning system is a proficient tool in learning process. Therefore, it was quite intriguing for us to explore this topic. In addition, we were interested in finding out the barriers for implementation of E-learning system and to investigate the role of organizations culture for successful implementation of E-learning system. Fisher (2007, p.31-33) urges that chosen topic should be accessible and it is necessary to make sure that quite literature is available for making detail analysis. We are certain that our topic is enough interesting, significant and demanding for all researchers, businesses managers and Information Technology Management student s. Research Process There are various methodological approaches to carry out research i.e. Realist research, exploratory research, critical realism, standpoint research, action research and phenomenology etc, Fisher (2007, p.15). In addition, Fisher (2007, p.153-155) mentioned two kinds of discoveries e.g. Explorers and Surveyors. A kind of research where an open approach is used with conceptual framework but the authors are not sure about outcomes and results of the work they do, is called exploratory research. On the other hand surveyors discovery approach is pre-structured where surveyors are already inform of the results and out come of their work. According to these concepts our research is exploratory as we are dependent on secondary data. Data Collection and source Fisher (2007, p.45) states that data could be collected from existing databases, through questionnaires, conducting fieldwork or performing case studies as it depends on the kind of research. In this research entire data has been collected from available databases as the research is entirely based on secondary data collection method. Secondary source has been used in this research. The data was extracted from articles, books and websites, magazines, journals and articles with focus on critical barriers to E-learning implementation. Fisher stated that (2007, P.158-161) data could be qualitative or quantitative depending on the method of research study. A quantitative approach has been used here in this research. No statistics has been used in this research and as all research has been analyzed by words not figures. Access of information Secondary data has extracted from different sources. The required literature has been acquired by searching MÃÆ'Â ¤lardalen Universitys library. Furthermore, we have used online library (ebrary) as well as other librarys database such as Elin, Emerald, Eric and EBSCO for articles and journals, which have helped us to answer our research query. Going through a wide-ranging literature review, twenty five articles were identified that give answer to the research question from distinct angles. To identify the barriers to Implementation of E-learning system, keyword search criteria based on title contained; ÃÆ'ËÅ" Barriers of E-learning system implementation, ÃÆ'ËÅ" Implications of E-learning system in organizations, ÃÆ'ËÅ" Implementation of E-learning system in large organization, ÃÆ'ËÅ" Challenges of E-learning Implementation, ÃÆ'ËÅ" Limitations of E-learning System, To describe and analyze the role of organizations culture for successful implementation of E-learning system in organization, keyword search criteria contained; ÃÆ'ËÅ" Cultural issues of E-leaning system, ÃÆ'ËÅ" Cultural Influence on online Learning, ÃÆ'ËÅ" Cultural influence on student learning, ÃÆ'ËÅ" Analyzing cultural Influences on E-learning Transactional Issue, ÃÆ'ËÅ" Cultural difference and influence on E-learning, ÃÆ'ËÅ" Social and cultural impact on E-learning Effectiveness, ÃÆ'ËÅ" A cultural Analysis of relearning for developed and developing countries, ÃÆ'ËÅ" Cross and Multicultural issues for E-learning success, ÃÆ'ËÅ" Influence of organizational cultural in E-learning, ÃÆ'ËÅ" Organizational resistance towards implementing E-learning system. Data Analysis According to Miles and Huberman (1994, p.10) data analysis consists of three parallel flows of activity: (1) Data reduction, (2) Data display, and (3) Conclusion drawing/verification. Furthermore they suggested that data analysis components could be successfully integrated during data analysis, as it is an iterative and continuous process (Miles and Huberman 1994). They have stated three components of activities that describe analysis which are; First is data reduction that is focused on selection, simplification and transformation of data (Miles and Huberman 1994). This process is applied in qualitative data. The objective of this is data is to help drawing final conclusion and verification. In this study data is taken from the studies where authors cited barriers to implement E-learning with focus on cultural resistance in an organization. Second is data display i.e. data reduced in data reduction needs to be organized that help to draw conclusion easily. In table mentioned below, different factors related to critical barriers to implementation of E-learning system and the role of organizations culture is given below along with the frequency of each factor. Third is the conclusion based on drawing/verifying; describes the possible explanations, causal flows and propositions to be made. Therefore based on the findings and discussed analysis, conclusions would be drawn to signify the influential role of organizations culture towards the implementation process. Validity and Reliability Validity is defined as the degree which researchers have measured what they have set out to measure (Kumar, 2005) whereas reliability means the extent to which another researcher can reach the same conclusion by following the same research process (Taylor et al., 2006). Several articles have been used to identify the barriers of implementing E-learning system and to analyze the role of organizational culture. Besides, frequencies of more influential barriers have been generated to validate the barriers and cultural role in implementation process. Method Critique Due to the time limitation, a limited number of articles have been used to formulate the frequency to identify the critical barriers. It could be better to use more articles to strengthen our research as a number of studies have already been done in this area. However this study will describe and analyze the critical barriers for the implementation of E-learning system related literature and to gain a theoretical background. It was also discovered during analysis of this study that most of the authors mentioned the critical factors with mere repetition with diverse definitions. Framework of Reference This chapter discusses relevant theories to give the reader an understanding of the barriers which come across E-learning systems implementation processes cited by different authors. E-learning What is E-learning? E-learning can be defined as learning and communication exercises across computers and networks or electronic sources. (Wong, 2007 ; Schank, 2002; Roffe, 2002 Tsai Machado, 2002; Sambrook, 2003; Fry; Wild, Grggs and Downing, 2002) have defined E-learning as delivery of training and education via networked interactivity and distribution technologies.According to Khan (2008), the word E-learning is used for an open, flexible, and diverse E-learning environment. E-learning can be analyzed as an inventive approach for delivering learner-centered, well designed, interactive, and facilitated learning environment to anyplace, anyone, anytime by utilizing the features and resources of different digital technologies along with other forms of learning materials suited for open, distributed, and flexible learning environment (Khan, 2008). In E-learning system Students are able to interact anytime from anywhere with different instructional material (text, sound, pictures, video and so on) through Internet. Furthermore, learners can even communicate with teachers and classmates both individually and as a group discussion with the use of message boards, instant message exchanges and video conferencing. (Al-Ammari and Hamad, 2008; Andersson, 2009; Zhang and Zhou, 2003). (Lee, 2006) Therefore, E-learning has been defined variously, learning system using different carrying technologies and techniques like Computer Based Training (CBT), Internet-based training (IBT), Web-based instruction (WBI), distributed learning (DL), advanced distributed learning (ADL), distance learning, online learning (OL), mobile learning (or m-learning) or remote learning and learning management systems (LMS) (Khan, 2008). For managing learning environment like, registration of learners, scheduling learning resources, controlling and guidance of learning processes and analyzing learners performance are all accomplish in Learning Management System (LMS) (Gulatee and Combes, 2007; Brown, 2006). In 1970s and 1980s distance learning started becoming popular and sued to conduct through postal mail but in 1990s the rise of World Wide Web changed the nature distance learning. With the use of this technology learners can get a number of resources from their teachers like discussion forums, multimedia, chat, video conferencing and electronic black boards. These changes which have been brought in distance education are an attempt to provide easier access to students who live very far from universities, who are working or have other reasons for not being able to attend in person. In the US in the academic year 2001-2, five million people took at least one course online, and three million were enrolled in online degree programs (Gulatee and Combes, 2007; Kazmer Haythornthwaite, 2005, p.7). It can be seen in these figures that distance education online has become a popular alternative to face-to-face instruction. Implementation of E-learning One of the following three approaches is necessary for the implementation of the E-learning system: To strengthen the traditional face-to-face courses with support of new communication technology, enhancement of experience with in traditional courses by integration of online activities and delivery of entirely online courses. In this implementation the readiness of some influential factors like budgeting, infrastructure planning, human resource development (experience, skills, knowledge and attitude of the end users) are most common. Uhomoibhi (2006) stated that E-learning initiators, institutions must use and prepare strategies for adoption, diffusion and implementation. For a successful implementation of online environment where learners can actively learn and get support from well-organized approach is mandatory. Processes of planning, designing, development and evaluation are all parts of a successful implementation that could help to lower down the barriers of implementation (Uhomoibhi, 2006). An E-learning system can only be successful if it is significant to all stakeholders e.g. instructors, learners; support services staff and the institutions itself. In order for learners to become quickly accustomed to E-learning, it must be made sure that it is easily accessible, efficient, well designed course, affordable, and has a facilitated learning environment. Instructors must feel a sense of accomplishment when learners meet the goals and objectives of the course in a successful way. Technical support staff should feel happy when learners receive reliable services without interruptions. One of the most important factors for institutions is the profit they earn as well as the satisfaction of the learner and a low rate of dropouts (Khan, 2005). A strong foundation is required in order to have an effective implementation of E-learning. Aligning and communication are two important factors in implementation of E-learning system. It is necessary to make sure the communication is in order. Involvement of key stakeholders at the decision making stage or any other early process is very important(Khan, 2005). Communication is also important for those who are directly responsible for the implementation; and professionals also suggest a horizontal leadership style so that everyone is responsible for their actions. This includes individuals who are critical to the implementations success which include line, functional and divisional leaders. There should be consistent scheduled meetings with these individuals to discuss the newly arising issues in the project to come up with a solution (Khan, 2005). Most of the pitfalls of E-learning are tied to technological issues so it is important to involve IT leadership throughout the project to mitigate the problems in implementation process. Creation of helpdesk for reporting of IT related issues is more important. While selecting the vendors it is important to make sure that the vendors have an outstanding and proven record. Strong communication and feedback from vendors is a necessary step for a successful implementation (Khan, 2005). An overview of the critical issues in E-learning implementation Worldwide, E-learning arises as a new paradigm of advance education with a growing rate of 36.5 percent in the market, but still failures exist (Sun et al., 2008). As many companies are moving very fast to the adoption of E-learning in order to reap its benefits but they are facing significant barriers in its implementation and adoption, which leads them to implementation failure (Mungania, 2003). Hence, to mitigate this failure we have to investigate key factors that encompass different dimensions of an open, flexible and advanced distributed learning environment for diverse learners (Khan, 2005). Literature has mentioned a wide range of factors that can influence the successful implementation of E-learning e.g. some talks about pedagogical issues, faculty issues and organizational issues while some may have discussed about personal issues, cultural issues and some other issues. A broad range of factors that can influence the success of E-learning environments has been mentioned in the literature. However, there is no organized work to characterize collective group of most influential issues or factors, which could be seen as barriers Wong (2007). Distinct authors consider different barriers as most influential in implementation of E-learning Wong (2007). Wong (2007) has categorized E-learning limitations in three main areas; technological limitations, personal issues and other limitations. The lack of hardware, limited Internet coverage and low bandwidth are all consider as technological barriers in implementation of E- learning (Hiltz, 1997; Kathawala, Abdou, Elmulti, 2002; Wong, 2007). Kember et al., 2001; Dearnley, 2003) stated that personal issues are mostly related to learners and teachers. Teachers should give a complete guidance to the learners about this new and non-traditional system to prepare new learners psychologically (Wong, 2007 ; Kember et al., 2001; Dearnley, 2003). For learners the use of new technologies could be a disadvantage or barrier in E- learning. So the lack information, communication and technological skills might be barriers to E-learning because learners could get frustrated from this unconventional learning environment. (Wong, 2007 ; Carr, 1999; Hamid, 2002; Angelina, 2002a, p.12) The freedom provided by E-learning could be a disadvantage for the learners as internal motivation and self discipline is required at its maximum which learners may find hard to achieve in order to complete their studies or assignments in time. As (Wong, 2007 ; Kearsley, 2000) Schott et al., 2003; Rivera and Rice, 2002; Abouchedid and Eid, 2004).In E-learning environment students are usually supposed to communicate in a text based environment so learners poor writing ÂÂ ¨skills might be a disadvantage in E- learning. Therefore, the inability of communicating efficiently of learners could create misunderstandings (Wong, 2007; Smith Rupp, 2004). Others limitations: E-learning provides 247 access. This infinite work might be a disadvantage for learners and particularly for teachers. This unlimited work could over stress teachers, resulting in a low quality services from instructors. (Abdou Elmulti, 2002;. Dringus, 2003; Newton, 2003; Kathawala, Schifter, 2004).Poor course design could appear a major barrier in implementation of E-learning as it could frustrate the learners and teachers. (Young and Bal, 2003; Smulders, 2003; Howell, Williams Lindsay 2003; Gordon, Young Bal, 2003; Svensson, 2004; Ivergard Hunt, 2005 ;). Cronje (2009) sees some influential barriers such as student barriers are related to lack of financial support from their families and cooperation among peers and from teachers (Cronje, 2009; Galusha, 1997). Faculty barriers the lack of funds is the most important one. Institutes attitude towards the lecturers that some time seems less prominent among their peers is considered another important barrier in successful E-learning (Cronje, 2009; Galusha, 1997). Organizational barriers poor funding for three major costs areas are considered more crucial barriers e.g. Initial costs of the implementation process, maintenance and up gradation. Course barriers course design is regarded as most important one. Poor course design is one of reasons of inferiority of Distance learning. Conversion of teaching context in to electronic shape could not add any value to E-learning (Cronje, 2009; Galusha, 1997) Boondao et al. (2008) mentioned, It is not possible, in the view of some scholars, to create a model of the good teacher without taking issues of culture and context into account. The influence of culture cannot be ignored in successful implementation of E-learning. Considering learners from different culture e.g. east and west, learners from both cultures have particular approaches and styles of learning. Therefore, lack of consideration of cultural issues during designing could prove as a barrier in successful implementation of E-learning (Boondao et al, 2008). Discussing the different critical barriers Nowadays an escalating amount of companies are implementing E-learning System (Mungania, 2003). But as these companies try to take advantages of E-learning to gain strategic and competitive advantages in absolute urgency, there are significant number of barriers to the implementation of E-learning come across to halt them (Simmons, 2002, p.19 and Mungania, (2003). As E-learning barriers are diverse and can be classified as personal, organizational, situational, instructional and technological. (Mungania, 2003) Moreover Khans E-learning framework provides details on critical issues which may come across E-learning implementation process. Khans E-learning framework composed of eight dimensions: institutional, management, pedagogical, technological, interface design, ethical, evaluation, and resource support. Institutional Issues Institutions need to build a complete plan for the successful implementation of E learning system (Khan 2005, p.23). Moreover Childs et al (2005) stated that institution should focus on cultural aspects for the implementation process of E learning system which have a significant effect upon the success of E-learning process (Cronje, 2009).E-learning needs to be integrated to all departments of the institution therefore a strong commitment is needed from the institution and the trainers Childs et al (2005). Moreover, E-learning implementation plan must be fully aligned with the institutions ambitions and strategic plans (Galusha, 1997; Belanger and Jordan, 2000). Therefore E-learning implementation process is paradigm shift for the institution as a whole which includes learners, instructors, administrators, technical and other support services staff (Romiszowski, 2004). To support institutions in strategic planning, change management and process development which are necessary to highlight their embedding process and issues which may occur in their organization (Childs et al (2005) and Khan 2005,p.23). Khan has divided institution issue into three parts administrative affairs, academic affairs and student services (Khan 2005, p. 24). Administrative affairs which includes organization and change (implementation of E-learning system), budgeting and return on investment, course information catalog, financial aid, course schedule, tuition fees, registration and payment, information technology services, instructional design, whereas academic affairs issues such as policies, instructional quality, faculty and staff support, intellectual property rights and so on (Khan 2005, p. 24 ). Moreover Student services deals with student support services for E-learning effectiveness. Management issues Magalhaes (2008) stated that lack of management support is number one barrier towards successful implementation of E-learning system in institution. Management issues of E-learning in organization refers to various phases of administration such as scheduling, design, construction, assessment, delivery, and maintenance (Romiszowski 2003 and Parkham et al, 2004). Managing issues in organizations depend upon various elements including content delivery, and technology Trentin (2003). Khan (2005) also stated that for the success of E learning system institution must focus on three key areas people, process, and products involved in E-learning projects which depends upon integrated team approach (Jung, 2003).Critical management factors categorized by Khan (2005) are mentioned below: Technological Issues Technological limitations are among the major barriers for the success of E-learning system (Wong, 2007).Technological limitations of E-learning system relates to computer hardware, software and relevant resources (Wong, 2007).Connectivity problems, lack of training, navigation issues, limitations of 24/7 technical support, loss of data and incapability to save or transfer data are the most common technological limitations (Mungania, 2003). Usually small and medium enterprises fail to implement E-learning system due to lack of support in hardware and software (Sambrook, 2003;Wong, 2007).The technological issues can be divided into three parts infrastructure planning, hardware, and software (Kearsley, 2000; Rumble, 2000). Success of E learming system in organizations depends upon infrastructure planning which includes a well documented strategy, focusing on infrastructure. (McGraw, 2001; Romiszowski, 2004).As E-learning environment depends on digital infrastructure, there for institutions should have consistent and well-organized networks to support E-learning (khan 2005, p.154). Moreover institutions should develop policies and guidelines to cater various issues of hardware, software, and networks as institutions involved in implementation of E-learning may suffer. (Wong, 2007, Romiszowski, 2004) Learners require basic hardware for E-learning such as desktop or notebook computers and printers (Kathawala, Abdou, Elmulti, 2002;Hiltz, 1997, Wong, 2007). Therefore, one of the major technological limitations of E-learning is the availability of computer hardware (wong,2007). Major hardware limitations of E-learning system is the necessity of relevant resources which includes servers, modems, microphones, wireless devices, printers, scanners, computers, networking devices, cameras storage devices and other equipments. (Wong, 2007, Khan 2005, p.159) Institution experience similar problems such as software costs as well as software support cost, particularly for software licenses which acts as a significant barrier (khan 2005, p.159). Software includes word processors, databases, e-mail, presentation programs, reader software, browsers and plug-ins, spreadsheets, learning management systems (LMS), authoring tools and enterprise software and so on (LytasPauloudi,2001 and Khan 2005, p.159-160) Pedagogical Issues Success of E-learning systems implementation depends on the adherence to underlay pedagogical principles that are entrenched in the E-learning (Uhomoibhi, 2006). Pedagogical issues in E-learning are major challenges in distance education therefore a strong need of resources for development of the course material arises

Puritan Values in America Today Essay -- essays research papers

Purely Americans The Puritan people migrated to what is now present-day America due to their persecution in Europe. Their religion observed many beliefs that did not agree with other European Christians. These ideals stayed with the Puritans as they settled in America to build their idealistic, utopian society. Even though Puritan society was largely unsuccessful in meeting their expectations, several of their fundamental values are still exemplified by Americans today. These beliefs included the dislike of anything dull, an intense hatred of tyranny, and the idea that America is a shining example for the rest of the world to follow. The Puritans left no room in their lives for idleness of any kind, they strongly believed unoccupied hands were tools of the devil. A vast majority Puritans also had virtually zero patience for what they presumed to be ignorant people. Powerful attention grabbing speeches were delivered about avoiding idle people and being unoccupied themselves. Subsequently, Modern America also hates to be bored, there is a continuous need to be entertained. ...