Early Cold War Essay Example for Free

Early Cold War Essay The term Cold War was first introduced by Bernard Baruch, an American businessman and political adviser to every President from Woodrow Wilson to John F. Kennedy (â€Å"Bernard Baruch†). It was a time of mutual distrust between the United States and the Soviet Union and their respective allies which begun after World War II. From Democracy in America’s author, Alexis de Tocqueville, â€Å"There are now two great nations in the world, which starting from different points, seem to be advancing toward the same goal: the Russians and the Anglo-Americans. . . . Each seems called by some secret design of Providence one day to hold in its hands the destinies of half the world† (Kreis, â€Å"The Origins of the Cold War†). The primary concern of the United States during the early years of the Cold War was the political threat of the spread of Communist ideology from the Soviet Union (Zinn, 1980). Further back in its history, Russia exhibited radical tendencies by overthrowing Tsar Nicholas, followed by the Bolshevik Revolution, the unification under Lenin where Communism’s seed began to sprout and continued by Stalin (Kreis, â€Å"The Origins of the Cold War†). A history of military intervention in Eastern Europe climaxing in 1948 in the overthrow of the democratic government in Czechoslovakia by a communist coup were thrown as examples of Soviet expansionism. This reminded the American public of the atrocities of Hitler (Zinn, 1980). And with him in mind the United States and its western European allies began to see Stalin as a threat (Kreis, â€Å"The Origins of the Cold War†). The more fearful concern was the Soviet Union’s revitalizing industry after badly scathed by the aftermath of World War II and its increasing military strength (Zinn, 1980). The United States slowly exercised its economic might by refusing to aid any post-war reconstruction in Russia as approved by the U. S. Congress in 1945, a major about face in policy under the Lend-Lease Act of 1941 wherein the U. S. shipped huge amounts of war equipments to Russia (Kreis, â€Å"The Origins of the Cold War†). Coming from the huge gains of World War II, the United States was also wary of regimes opposed to its capitalist structure. That fear was best exhibited by the emergence of Soviet Union as a global power with an ideology opposed to democratic and industrial capitalist principles of the United States (Kreis, â€Å"The Origins of the Cold War†). Americans generally fear revolution. They fear â€Å"change real, fundamental social, economic and political change† (Kreis, â€Å"The Origins of the Cold War†). Fro all its democratic talk, America has a history of suppressing true liberalism and radicalism. The Soviets also had their share of fears in the early years of the Cold War. After World War II, Stalin feared that democratic principles would be forced upon the Communist tenets of the Soviet Union. He believed the two principles cannot co-exist. As he warned in his speech, capitalism and imperialism made future wars inevitable (â€Å"Episode 2: Iron Curtain 1945-1947†). Stalin also was aware of the United States expanding influence all over the world. He was wary of this move and pressured Turkey, a country located strategically on the southern borders of Soviet Union, for a Soviet military presence in the Darnanelles and the Bosporus. Turkey was then influenced by Great Britain and eventually aided by the United States. The atomic bomb that was dropped in Japan started the concept of the nuclear arms race which the Soviet Union was interested to join. But Stalin received intelligence reports that the Americans â€Å"would not share atomic secrets with the Soviet Union† (Zubok, â€Å"Cold War Chat†). The mutual distrust and fears of both the United States and the Soviet Union resulted in actions that further shaped the history of the Cold War. The United States’s fear of the possible spread of Soviet Communist ideology led to their policy of containment. What is now known as the Truman Doctrine paved the way to the formal declaration of cold war against the Soviet Union. This was the famous speech of President Truman to the U. S. Congress asking for $400 million to aid Greece and Turkey’s fight against communism (Kreis, â€Å"The Origins of the Cold War†). The containment policy of the United States involves military interventions to countries where Communism was viewed to thrive. The most famous display of the containment policy was the Vietnam War which started in 1950 under President Truman’s administration. Armed with the U. S. Congress resolution named Gulf of Tonkin Resolution, President Johnson further escalated the war by bombing North Vietnam and continuing to send as many as 540,000 troops by the end of 1968. As more Americans left and died in Vietnam, the anti-war sentiments back home put pressure on the government. The Nixon years saw the continuance of the Vietnam War with the expansion of hostilities in Laos and Cambodia. Nixon’s Vietnamization policy of providing military aid but not troops proved to be a temporary success. A 1972 preliminary peace draft in Paris was initially rejected. By 1973, Nixon convinced Hanoi and Saigon’s President Nguyen van Thieu to sign the Paris Peace Agreement which ended the hostilities between the United States and the Democratic Republic of Vietnam. The containment policy also played a role in the creation on April 4, 1949 of the North Atlantic Treaty Organisation (NATO), currently an alliance of 26 countries from North America and Europe. This was the outcome of Europe’s fears of another Soviet aggression in the guise of Stalin when they were just about to rebuild after Hitler’s dictatorship. Western Europe also needed the assurance of the United States’s protection while they started to rebuild from the ruins of World War II. NATO members’ common grounds are said to include the same democratic ideology and capitalist structure of economy (Kreis, â€Å"The Origins of the Cold War†). In the late 1940s to 1950s both the United States and Soviet Union sought to build their military arsenal. For the United States, this gave way to military integration, the passing by Congress of the National Security Act in 1947 which created the Department of Defence, the National Security Council, and the Central Intelligence Agency (Kreis, â€Å"The Origins of the Cold War†). On the Soviet side, they detonated an atomic bomb of their own in 1949. The first H-bomb was also detonated by the United States in 1952. Not to be outdone, the Soviets detonated a fusion bomb in 1953 (Kreis, â€Å"The Origins of the Cold War†). NSC-68, a policy the United States adopted in 1950 raised defense spending to staggering amounts, up to $60 billion dollars, â€Å"a symbol of Americas determination to win the cold war regardless of cost (Kreis, â€Å"The Origins of the Cold War†). Although the Cold War has now officially ended, the United States, the only legitimate superpower left, continues to establish a world order that caters to its capitalist structure. Military interventions have been part of its policy if it serves U. S. interests. During the Cold War, the goal was the containment of Communism. At the present, terrorism is the new battle cry. It is said the United States owns a very large percentage of the world’s wealth while it tries to suppress those who oppose to its capitalistic tenets. Currently, we are seeing the emergence of a possible superpower like China. It has been known as the sleeping giant and could be a contender to displace the United States from its current status. Whether there will be another Cold War by any other name, only time will tell. References Bernard Baruch. Answers. com. Retrieved 10 December 2006 from the Web: http://www. answers. com/topic/bernard-baruch Cold War (1998). CNN. com. Retrieved December 10, 2006 from the World Wide Web: http://www. cnn. com/SPECIALS/cold. war/episodes/02/ The Origins of the Cold War (2006). TheHistory Guide Website. Retrieved December 10, 2006 from the World Wide Web: http://www. historyguide. org/europe/lecture14. html Zinn, Howard. (1980). A People’s History of the United States. Retrieved December 10, 2006 from the World Wide Web: http://www. writing. upenn. edu/~afilreis/50s/zinn-chap16. html Zubok, Vladislav Dr. (1998, October 4). [COLD WAR chat moderated by COLD WAR reporter Bruce Kennedy for CNN’s COLD WAR series]. COLD War Chat: Dr. Vladislav Zubok, Historian. Retrieved December 10, 2006 from the Web: http://www. cnn. com/SPECIALS/cold. war/guides/debate/chats/zubok/

Political Application of Liberty and Rights

Political Application of Liberty and Rights The concept of freedom A general definition of liberty or freedom defines it as immunity from subjective exercise of authority. However, philosophers of the seventeenth and eighteenth century seem to explore deeper aspects of this concept. Among these philosophers are Thomas Hobbes and Rousseau, who held strong philosophies of liberty but somewhere along the line, their views differed. To begin with, Hobbes presents two categories of freedom in a persuasive manner where he argues that the first category of freedom is granting individual’s liberty to choose from alternatives, while the second category of freedom is freedom to approve individual’s choice in an instance (Tuckness, 2002, p,105). Analysts claim that Hobbes concept of liberty or freedom is persuasive in nature because the philosopher argues that only the exercise of a power has the ability to reduce people’s freedom. In this case, Hobbes is a determinist because he perceives that any happenings including human action is trig gered by the effect of ancestral or unpreventable causes. Therefore, man exists in a state of withdrawn liberty because the law of nature determines it; hence, freedom is of little use because it benefits no one and that whoever desires to live in freedom end up contradicting oneself (Tuckness, 2002, p, 105). Rousseau on his part brings forth two types of liberties namely, civil or moral liberty and natural liberty. He further explains that natural liberty is the freedom to influence personal desires, while civil liberty is the freedom to convince the general will (Tuckness, 2002, p, 105). Rousseau seems to dig deeper into freedom analysis where he explains that man is extremely free because the cruel state or fellow man does not dominate him nor does the spirituality of artificial needs that exist in the current society enslaves him. However, the scholar claims that man is enslaving himself with needs, which result to the ills experienced in the society today. The concepts outlined by the two scholars present the fact that both of them have similar perception on liberty but they differ in the sense that Hobbes supports negative liberty, while Locke supports the negative side of it. Locke’s positivity exhibits in the sense that he focuses on the positive aspects of what result the law can accomplish because it is only the law that do not restrict freedom (Tuckness, 2002, p, 105). However, this is the point through which differences chip in because Hobbes claims that law restricts peoples many choices; hence, restricting them from freedom (Tuckness, 2002, p, 105). However, he advocates for this kind of freedom by asserting that people should learn how to part with much liberty in order to acquire security and peace. Political application of the theory The two authors seem to disagree on political application of liberty theory. Hobbes believes that liberties must comply and surrender to a sovereign in order to flee the state of nature (Tuckness, 2002, p, 106). He further argues that the government should solely pass rules that govern the society in order to curb human conflicts and that no one should interfere with the government’s business. Hobbes meant that as long as people had basic freedom, acquired after letting go of the much-needed freedom, adhering to the government laws was not a hard task. This is the reason why the philosopher argued that equality is established in covenant form between people and not between people and sovereignty; hence, denying the many the decision making process. Conclusively, Hobbes meant to simplify that people should embrace a little liberty as long as their existed security and peace and grant the sovereign liberty to rule them. Rousseau on his part claims that the most fundamental objective of any government is to allow its citizens exercise freedom. Therefore, the endorsement and existence of certain government codes can grant a certain level of freedom to the society. In this regard, the philosopher meant that the government should not be extremely rigid towards its people in terms of passing laws that could lead to enslavement but rather should advocate for the society’s views and opinions in order to foster the needed freedom (Tuckness, 2002, p, 106). Unlike Hobbes who advocates for sovereign powers to restrict peoples’ freedom, Rousseau seems to advocate for equity and coordination between the sovereign and its people as a form of liberty. The concept of rights According to Hobbes, rights are liberty to do things without facing any sort of restriction and that Man is equal to the other. The philosopher outlines two types of rights namely basic and civil rights, where basic right is the right to cloth, shelter, food and other basic needs, while civil right is the right to freedom of expression, life and other fundamental rights (Edmundson, 2012, p, 23). However, a deeper perspective reflects that Hobbes generalizes the concept of rights on a social platform because he differs with the manner in which rights apply between society and the government. John Locke’s philosophy concerning rights is reviewed in a wider dimension because he believes that human beings are entitled to every necessary right that include the right to live, the right to freedom among other rights (Edmundson, 2012, p, 24). Unlike Hobbes who believes in social rights, Locke differs greatly because he believes that man should posses the right to dominate the society in every means possible. The difference between the two scholars is that Locke involves rights with larger moral complexity compared to Hobbes who views rights as doing whatever one pleased for their own survival. Political application of the rights concept Hobbes clarify that sovereign should safeguards people’s rights but in a shallow dimension because he advocates for government control over its citizens (Edmundson, 2012, p, 24). The reason why the philosopher argues that government should safeguard its people is because people undergo different aspects of conflicts that in one way or another will need superior intervention. The purpose of government at this point is to advocate for equality in the social context because it will ensure that people’s enacted rights are safeguarded (Edmundson, 2012, p, 24). However, sovereign safeguarding of rights occurs due to people’s inferiority and lack of adequate liberty to safeguard their own rights. Hobbes advocates for this type of liberty and the right to protection where the sovereign is the overall determiner of what rights befits the society. This concept drives to the fact that ordinary citizens will suffer because what the sovereign decides is final because no invol vement or negotiations between the two parties exist. Therefore, Hobbes political theory of rights is problematic because it enhances absolute obedience of sovereignty above the rights of millions of people in the society (Edmundson, 2012, p, 24). The philosopher further asserts that once the government is in place, people have no right to criticize or change its form; hence, defying peoples’ right to freedom of expression. Locke seems to challenge Hobbes view on sovereignty and rights because he believed that people had numerous rights that they could safeguard without the dictatorship of the sovereign. Among these rights is the right to challenge the government, which further grants people the right to overthrow an oppressive government (Edmundson, 2012, p, 24). This clarifies the fact that people’s rights should not face any sovereign dictatorship but rather the sovereign should grant its people the right to criticize injustices from any horizon including their rulers because they possess the liberty to do so. The two philosophers differ greatly because Hobbes advocates for the sovereign safeguarding people’s rights while Locke believes in peoples’ empowerment to the extent that they can fight for their own rights. The concept of private property Lock held strong views on property institution due to its importance to humankind and sacredness. Locke begins by reminding everyone that God the creator gave the world to man to dominate it and no one has an elite claim to anything. However, different versions of laws and policies have modified God’s will by allowing man to share the properties of the world according to sovereign constitutions and codes. These institutions grant human beings the right to property because it is the fruit of their labor. In this regard, Locke advocates for the right to own private property through labor and hard work. More so, the scholar advocates for heredity form of property ownership where an individual should not only acquire property through labor but also acquire it through inheritance (Bhargava, 2008, p, 216). This clarifies the point that man has fundamental objectives in the society that include ownership of property because it is beneficial to both the society and the sovereign. Lock ’s theory of property resulted from the reason that man mixes his labor with then earth in order to acquire as much as he needs. On the other hand, Karl Marx held a different view on property ownership because he advocated for its abolishment in all possible means. On his argument, Marx believed that a community should exercise equality in the sense that the community should not undergo any form of separation in form of classes. Resources that include private property ownership bring about these class variations within the society (Bhargava, 2008, p, 216). Marx argued that private property ownership oppressed the poor and should not be encouraged. The communist further differs with Locke’s view on property ownership as man’s own labor because he argues that man did not acquire property through labor, but rather became a victim of this property because it ended up exploiting them (Bhargava, 2008, p, 216). Marx wished to see equity especially on the amount of labor applied as well as its rewarding system because as much as he faced critics concerning man’s labor to acquire property, he saw a vacuum through which workers would face exploitation (Bhargava, 2008, p, 216). This leads to the conclusion that the two philosophers greatly differed on property ownership concept because Locke perceived property ownership as the main fundamental aspect to both the government and the society. This is the reason why he advocated for property ownership right and looked forward to a period when all citizens would acquire their own property. Marx on his perspective argues that property ownership does not necessarily imply to home or land ownership as perceived by many, but rather as a means of production, that ended up contributing to unequal distribution of wealth and exploitation of many. Therefore, as much as Locke campaigned for property ownership, Marx called upon its abolition. Political application of the private property concept Concerning legislative, Locke argues that the government should not interfere with an individual’s property without his consent irrespective of the existing constitution (Bhargava, 2008, p, 216). Such government involvement arises in form of taxes, where the philosopher argues that sovereign should not inflict tax payments on property owners if possible. Locke further argues that government should adhere to the will of the people by meeting their vast needs that include empowerment to acquire property rather than oppressing them through taxation. Marx on the other hand did not contribute much on issues concerning the government but he still depicted his mistrust in it. This came up because Marx claimed that most of the ruling class in the society supported the government and vice versa. This leads to the notion that the government will not foster the much-needed change in the society in terms of class equity but rather the solution lies on the society itself. Therefore, property ownership has led to social class emergence that even the government cannot help equate; hence, abolition of private property seemed to be Marx’s final option (Bhargava, 2008, p, 216). Conclusively, the two scholars seem to agree on government’s inefficiency in handling property ownership issues and the impact it inflicts towards the society. References Bhargava, R. (2008). Political Theory. Pearson Longman. Edmundson, W. A. (2012). An introduction to rights. Cambridge: Cambridge University Press. Tuckness, A. S. (2002). Locke and the legislative point of view: Toleration, contested principles, and law. Princeton, N.J: Princeton University Press.

Hide and Seek by Vernon Scannell and Half Past Two by U.A. Fanthorpe Es

"Hide and Seek" by Vernon Scannell and "Half Past Two" by U.A. Fanthorpe Task: Compare two poems of the same theme in detail. In this essay I will be looking at two poems, which are similar in theme and discussing their similarities. I will be using the poems "Hide and Seek" by Vernon Scannell and "Half Past Two" by U A Fanthorpe. These poems are similar to each other because their main theme is growing up, as the poems are set in the mind of a child. The first poem called "Hide and Seek" by Vernon Scannell is an unusual poem as it takes a lot of imagination to fully understand the poem. The title of the poem suggests that the story is about a childish game but this is from an adult's point of view as this poem is set in a child's mind and so this simple game is a terrifying experience to the child. The opening to the poem starts with the frantic, short words "Call out. Call loud: 'I am ready! Come and find me!'" This sentence is short and sharp to show the tension and excitement of the hide and seek game, as there are three sentences (although not full sentences) to one line. This technique is used to build tension within the poem as making the sentences short and sharp increases the pace of the poem to make the reader more excited and anxious as to what is going to happen. The poet uses this to build an atmosphere of anxiety at the beginning of the poem so that the poem is rushed straight to an exciting sentence without the build up. This alerts the readers and makes them want to read on. The next sentence uses a lot of alliteration within the sentence. The sentence states "The sacks in the tool shed smell like the seaside". This sentence, when said aloud, gives a lot of sounds which sound lik... ...ader imagine this weird place which the poet is trying to describe and makes the reader imagine that he or she is in this place. In comparison of the two poems, I can clearly say that both poems are very alike. They are both targeted to an older audience so that they can be the modern child as most people of an older age are curious as to what it is like and would like to step in the child's shoes. Both the poems are also told from the child's view so that the reader gets to know more about the child. The poems also both use personification because at such a young age many simple objects can come alive really easily as the modern child has a wide imagination and can, if he or she wants to, make simple things come alive. Therefore, in conclusion, I can say that these poems both have the same theme, which is growing up and coping with growing up. Hide and Seek by Vernon Scannell and Half Past Two by U.A. Fanthorpe Es "Hide and Seek" by Vernon Scannell and "Half Past Two" by U.A. Fanthorpe Task: Compare two poems of the same theme in detail. In this essay I will be looking at two poems, which are similar in theme and discussing their similarities. I will be using the poems "Hide and Seek" by Vernon Scannell and "Half Past Two" by U A Fanthorpe. These poems are similar to each other because their main theme is growing up, as the poems are set in the mind of a child. The first poem called "Hide and Seek" by Vernon Scannell is an unusual poem as it takes a lot of imagination to fully understand the poem. The title of the poem suggests that the story is about a childish game but this is from an adult's point of view as this poem is set in a child's mind and so this simple game is a terrifying experience to the child. The opening to the poem starts with the frantic, short words "Call out. Call loud: 'I am ready! Come and find me!'" This sentence is short and sharp to show the tension and excitement of the hide and seek game, as there are three sentences (although not full sentences) to one line. This technique is used to build tension within the poem as making the sentences short and sharp increases the pace of the poem to make the reader more excited and anxious as to what is going to happen. The poet uses this to build an atmosphere of anxiety at the beginning of the poem so that the poem is rushed straight to an exciting sentence without the build up. This alerts the readers and makes them want to read on. The next sentence uses a lot of alliteration within the sentence. The sentence states "The sacks in the tool shed smell like the seaside". This sentence, when said aloud, gives a lot of sounds which sound lik... ...ader imagine this weird place which the poet is trying to describe and makes the reader imagine that he or she is in this place. In comparison of the two poems, I can clearly say that both poems are very alike. They are both targeted to an older audience so that they can be the modern child as most people of an older age are curious as to what it is like and would like to step in the child's shoes. Both the poems are also told from the child's view so that the reader gets to know more about the child. The poems also both use personification because at such a young age many simple objects can come alive really easily as the modern child has a wide imagination and can, if he or she wants to, make simple things come alive. Therefore, in conclusion, I can say that these poems both have the same theme, which is growing up and coping with growing up.

The Western Subjectivity Thought :: Philosophy Papers

The Western Subjectivity Thought Since modern times subjectivity thought has been one of the fundamental contents and the significant achievements of western philosophy. It is faced with many difficulties in its development process and has been declared to "have died", but I think that it indeed still has bright prospects of development. 1. Historical Development of Western Subjectivity Thought The word "subject" comes from the Latin word " subjectum ", which means something in front, or something constituting the foundations of other things. In Greek philosophy, at least in Aristotle's philosophy, "subject" is not a philosophical category which belongs specially to human being or a person, but something which is opposite to attribute or contingency, and is opposite to predicate of a sentence. Such a subject is also a substance in Aristotle's philosophy. For Aristotle, Socrates is a subject, a dog or a stone also is a subject. Up to Descartes' age, the conception of subject as a philosophy category belonging to human being does not project over the general conception of substance. In Descartes' philosophy, what is called subject means ego, soul or mind. Ego, soul or mind, like a material body, is a kind of substance, but is different from the latter in essence. The essence of material substance is extension, whereas the essence of ego, soul or mind is thinking. Ego is not only different from the material substance in essence, but also does not come from the latter. What does he call "I think, therefore I am" does mean that. It clearly puts forward the subjectivity question of human being. However because Descartes puts forward his theory of the subjectivity of human being within the framework of his mind-body dualism, his conception of the subjectivity of human being as such can not possibly contain any further and deeper intention. They are Leibniz, Kant and Husserl and so on who endow it some further and deeper intention. The monadology of Leibniz not only calls monad as "soul" or "entelechy", and considers the perceptive activity as the essential content of a monad, but also clearly declares that a manod is a center of metaphysical force, it has no any windows but intrinsically possesses a kind of appetition force which promotes the transition of a monad from the state of less clear perception to the state of clearer perception , and it is a mirror of the whole universe. All of these enable the ego (the subject) in Descartes' philosophy to get a kind of new active quality.

Illustrated in the poems The Lady of Shalott and Ulysses by Alfred Lord

Illustrated in the poems The Lady of Shalott and Ulysses by Alfred Lord Tennyson, The Door by Mir slave Holub and The Girl in Times Square, a novel by Paulina Simmons. Change gives us roots; continuity gives us branches letting us stretch and grow to reach new heights. Living as we know it wouldn’t exist if change didn’t occur. This ability to continue changing is the only true security we have. This is illustrated in the poems ‘The Lady of Shalott† and ‘Ulysses’ by Alfred Lord Tennyson, ‘The Door’ by Mir slave Holub and ‘The Girl in Times Square’, a novel by Paulina Simmons. Tennyson’s ‘The Lady of Shalott’ is divided into four parts, following a strict and consistent meter and rhyme pattern throughout. The Lady of Shalott is a magical being who lives alone on the island of Shalott across the river from fast paced Camelot. The first 2 parts of the poem illustrate a place where everything stands still. There is a severe lack in movement and The lady of shallot’s surroundings appears to be idle. This is illustrated through the bleak and dull the poem provides.. â€Å"Four grey walls and four grey towers..† â€Å"And the silent isle embowers† â€Å"Slow horses†. The uneventful and bland introduction serves its purpose by setting the tone and mood as a boring one, to only make the end excitingly climatic. The first and most important change that occurs in this text is the arrival of Sir Lancelot in Shalott. He is represented through the imagery of flames, sun, sparkle, glitter, stars, gold, silver, shine, burning light and glow. It was His mere presence that further sickened The lady of Shalott of only seeing shadows and compelled her to leave her loom. The fact that the decision to leave was hers alone, even t... ...result of choices among alternate paths offered by the present, but a place that we create using our minds and will, then in activity. The future is a place we are creating not going to. The path is to be made not found and through change she can achieve the most unique and fulfilling destinations. It is from the didactive nature of all of these texts we can conclude that change is inevitable. Change can be positive or negative. With change comes responsibility, but the price is always worth what we got for it. The emotive, descriptive language and imagery used in Tennyson’s poems, symbolism and simplicity of ‘The Door’ and the mystery of ‘The Girl in Times Square’ all profoundly affect the way I have viewed change as a necessary element of living, making it so simple to say that Change by itself is the most powerful agent to growth and transformation.

Leadership Principles for Healthcare

America needs good leadership in every comer. Too often mediocrity is present in business, government, schools, and churches. In a rapidly changing world, it is crucial to have strong leaders. Although no set formula exists for defining leadership, studies show a few basic commonalities among people generally considered effective leaders. This paper discusses the principles of effective leadership in healthcare. Credibility As a leader in healthcare, one is required to perform all assigned duties, regardless of their size or perceived importance, up to standard, on time, and to the best of one’s ability. Others are interested in one’s past only insofar as it may indicate future capability. They want to know how well one performs one’s duty today, so that they may estimate what one will do tomorrow. The reputation that counts most is the one earns today. Any evidence of slipshod work, halfway measures or â€Å"after-the-fact† excuses will not be viewed favorably (Bryson & Crosby, 1992). For missions to succeed, especially in times of uncertainty, ambiguity, and adversity, leaders in healthcare must live and conduct all their activities so that others may look them squarely in the eye knowing that they are associating with and placing their trust in an honorable individual. Leaders exert themselves to promote the well-being of others. They do something or stand ready to do something for others. They develop self-reliance in others so that they can become effective members of an interdependent team. Self-reliance means that a staff member does not need the presence of the boss to carry out the tactical and operational elements of his or her own job. As a leader, one should state the job to be done but leave it to one’s subordinate to recommend the methods that will accomplish the desired results, at the time required, with due regard for costs (Conger, 1989). If one wants to lead people in healthcare, one has to communicate information directly and honestly. One cannot hem and haw or water down the truth. One has to keep one’s people and the people to whom one reports, grounded in the reality of one’s situation. Although most people believe that they are honest, few are direct. Many women, especially, respect the social value of an indirect approach to problems, and this places them at a disadvantage in leadership situations. If one has trouble with the direct approach, one should put one’s points in writing, structuring them so that when one goes into a meeting, one can use one’s notes as an aid until one feels comfortable in delivering verbal reports without them. Dishonesty of any sort is quickly perceived as very disturbing and unlikable. It also carries a â€Å"permanent† connotation that isn't easily erased. Honesty is a deeply held value and can run all the way from one’s surface sincerity and â€Å"realness† to one’s basic ethics and morality. Conversation or behavior that is not very honest waves a red flag that causes other people to back off and not trust one. Trust is necessary for good communication and good communication is the main tool of successful supervision (Conger, 1989). The defensiveness typically caused by even minor dishonesty shuts down communication. There are many verbal and non-verbal indicators of dishonesty to-watch for, including elusive eye contact, contradictory body language, tone and flow of voice, behavioral inconsistencies and aggressive posture. The effective leader in healthcare models the way he or she desires his or her followers to act. (Kouzes, James & Posner 1987) This characteristic of the effective leader has also been described as the â€Å"management of trust.† (Bennis 1989) The group learns very quickly that it can rely on the leader, who is exactly what he or she appears to be. The actions of a transformation leader represent the beliefs and commitments that are spoken. Building Strong Relationships Interpersonal relationships play a critical role in the management process. As noted by Gabarro (1987,p. 172), â€Å"relationships are the principal means through which organizations are controlled.† Friendships and related social networks in organizations have been investigated in relation to such factors as organizational choice (Kilduff, 1990), turnover and organizational commitment (Krackhardt & Porter, 1985), culture (Krackhardt & Kilduff, 1990), and organizational conflict (Nelson, 1989). Much of the research that has investigated the nature of the leader-follower relationship has taken place within the context of leader-member exchange theory (LMX). Leader-member exchange theory suggests that leaders differentiate among followers in terms of leader behavior rather than enacting â€Å"one best† average leadership style with all followers (Liden & Graen, 1980). The LMX model recognizes the importance and nature of specific leader-follower relationships and emphasizes the differences in the manner in which a leader behaves toward each follower (Vecchio & Gobdel, 1984). A role is informally negotiated between each member of the work group and the leader, and an active exchange of inputs and outcomes occurs between the leader and each follower (Bass, 1990; Dansereau, Graen, & Haga, 1975). Some leader-follower dyads within groups develop roles that are personally satisfying and mutually compatible, while others do not (Graen & Scandura, 1987). Earlier writings referred to followers in the former type of dyad as part of the â€Å"in-group† and the latter as â€Å"out-group† members. Over the years, LMX research has not only verified the existence of differentiated leader-member dyads within groups, but it has also investigated the characteristics of the leader-follower relationship, as well as the process by which leaders develop effective leadership relationships. According to Graen and Uhl-Bien (1995), the development of a leader-member exchange relationship â€Å"is based on the characteristics of the working relationship as opposed to a personal or friendship relationship† (p. 237). LMX is conceptualized as a multidimensional construct, consisting of respect, trust, and mutual obligation, and it refers specifically to these dimensions as they relate to â€Å"individuals' assessments of each other in terms of their professional capabilities and behaviors† (Graen & Uhl-Bien, 1995, p. 238). Vision To lead a group in healthcare, one must have a vision that people support from both a personal and a philosophical perspective. Consider Martin Luther King. What was the vision? His most famous statement, â€Å"I have a dream,† was delivered to more than half a million people who had descended on Washington, D.C., in support of civil rights. What was his dream? Racial equality. Could people relate to that personally and philosophically? Absolutely. Few people argued against the philosophy of racial equality. Furthermore, many supporters believed that he would have a tremendous impact on them personally. King gained overwhelming support because of his vision (Collins & Porgas, 1991). Once leaders develop a vision, they must communicate their ideas. Leaders are often great communicators. Consider Martin Luther King. He had the ability to stir and motivate people, and he excelled when he got in front of a group of people. Former President Abraham Lincoln also had superb speechmaking abilities. One of his speeches, the Gettysburg Address, is so famous that most schoolchildren memorize it at some point in their studies. Communication skills were the strong point of another well-known leader, former President Ronald Reagan. While some people have questioned Reagan's leadership abilities, few questioned his communication skills. Many remember his first State of the Union Address, which was delivered the year after he was wounded by a gunshot from John Hinckley. As with any presidential candidate, there were those who had not voted for him and were not particularly strong supporters. Reagan's address, however, was so stirring and so patriotic that afterward even people who were lukewarm about him wanted to jump to their feet, salute, and flip on their Lee Greenwood tape of â€Å"I'm Proud to Be an American.† The words he chose, and the manner in which he presented them, really touched people (Collins & Porgas, 1991). Passion Passion engenders enthusiasm and creativity. It also drives excellence. Without passion a business is ordinary — for its employees, suppliers and, most importantly, for its customers. It is easier to recognize the absence than the existence of passion. Passion is not a commodity or even an art form that can be taught or bought. It is also quietly frowned on in some circles. Passionate and respected leaders motivate and inspire those around them to share their passion for a product, a concept or an opportunity. By doing so, they encourage others to excel. These leaders recognize the need to foster and embrace a range of complementary talents and experiences. To attract people with these skills and, more importantly, right attitudes, they create the processes and culture to support them. If passion is engendered, encouraged and focused then, all other things being equal, the organization with passion will outperform those without (Bryson & Crosby, 1992). Commitment to Serve Others The effective leader in healthcare empowers others to act. (Kouzes & Posner 1987) He recognizes the potential of the entire organization and freely grants or sanctions individuals the power to act in concert with the group. What appears to be an abdication of power by the leader results in a stronger unison effort? The transformational leader encourages the heart. (Kouzes & Posner 1987) Followers work more effectively if they are frequently praised, and it is the transformational leader who understands the necessity of recognizing their accomplishments. This leadership characteristic suggests that frequent encouragement and praise for even minor accomplishments is appropriate. Positive affirmation does not instill complacency, but instead it results in motivating an individual to perform even better. Mentoring does not have to be one-on-one. With this new twist on an old model, a mentor guides a group of protà ©gà ©s through the complex process of developing their organizational practical understanding and their careers. In the new mentoring model, learning leaders are partners, rather than â€Å"patriarchs.† As experienced organizational veterans with information and knowledge to offer, they act as leaders of group learning and facilitators of group growth. With group mentoring, the setting and emphasis shifts from one-on-one relationships to group relationships. The learning leader helps protà ©gà ©s understand the organization, guides them in analyzing their experiences, and helps them clarify career directions. The process gives the protà ©gà ©s access to the experience and knowledge of a successful, high-level manager. In addition, that help comes from a different paradigm–that of a leader as collaborates. The task of the learning leader is to create an environment for the professional growth of a small group of protà ©gà ©s who can benefit from the experience, knowledge, and support of an organization veteran and of other group members. References Bennis, Warren. (1989). Why Leaders Can't Lead–The Unconscious Conspiracy Continues (San Francisco: Jossey-Bass). Bryson, J. and Crosby, B. (1992). Leadership for the Common Good: Tackling Public Problems in a Shared-Power World. San Francisco: Jossey-Bass Publishers. Collins, J. and Porgas, J. (1991). Organizational Vision and Visionary Organizations. California Management Review (Fall): 36. Conger, J. (1989). The Charismatic Leader: Behind the Mystique of Exceptional Leadership. San Francisco: Jossey-Bass Publishers. Gabarro, J. J. (1987). The development of working relationships. In J. W. Lorsch (Ed.), Handbook of organizational behavior (pp. 172-189). Englewood Cliffs, NJ: Prentice-Hall. Graen, G. B., & Scandura, T A. (1987). Toward a psychology of dyadic organizing. In L. L Cummings & B. M. Shaw (Eds.), Research in organizational behavior (pp. 175-208). Greenwich, CT: JAI Press. Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective. Leadership Quarterly, 6(2), 219-247. Kilduff, M. (1990). The interpersonal structure of decision making: A social comparison approach to organizational choice. Organizational Behavior and Human Decision Processes, 47(2), 270288. Kouzes, James M.   and Posner, Barry Z. (1987). The Leadership Challenge (San Francisco: Jossey-Bass). Krackhardt, D., & Kilduff, M. (1990). Friendship patterns and culture: The control of organizational diversity. American Anthropologist, 92(1), 142-154. Krackhardt, D., & Porter, L. W. (1985). When friends leave: A structural analysis of the relationship between turnover and stayers' attitudes. Administrative Science Quarterly, 30, 242-261. Liden, R. C., & Graen, G. (1980). Generalizability of the vertical dyad linkage model of leadership. Academy of Management Journal, 23, 451-465. Nelson, R. E. (1989). The strength of strong ties: Social networks and intergroup conflict in organizations. Academy of Management Journal, 32(2), 377-401. Vecchio, R. P., & Gobdel, B. C. (1984). The vertical dyad linkage model of leadership: Problems and prospects. Organizational Behavior and Human Performance, 34, 5-20.   

Modern motivation theory and Buddhist teaching for Motivation Essay

One of the most important functions of management is to create willingness amongst the employees to perform to the best of their abilities. Therefore the role of a leader is to arouse interest in performance of employees in their jobs. The process of motivation consists of three stages:1. A felt need or drive 2. A stimulus in which nodes have to be aroused 3. When needs are satisfied, the satisfaction or accomplishment of goals. Therefore, we can say that motivation is a psychological phenomenon which means needs and wants of the individuals have to be tackled by framing an incentive plan. Motivation Theories According to subject of Management have some kind of motivation theories. These theories were introduced by most of scholars in the world. However when considers about history can motivation theories categorize as ï‚ · Classical Motivation Theories ï‚ · Modern Motivation Theories Under the classic motivation theories can introduce following three theories. Classical Motivation Theories 1. The Hierarchy Of Needs Theory Abraham Maslow is well renowned for proposing the Hierarchy of Needs Theory in 1943. This theory is a classical depiction of human motivation. This theory is based on the assumption that there is a hierarchy of five needs within each individual. The urgency of these needs varies. 1. Physiological needs- These are the basic needs of air, water, food, clothing and shelter. In other words, physiological needs are the needs for basic amenities of life. 2. Safety needs- Safety needs include physical, environmental and emotional safety and protection. For instance- Job security, financial security, protection from animals, family security, health security, etc. 3. Social needs- Social needs include the need for love, affection, care, belongings, and friendship. 4. Esteem needs- Esteem needs are of two types: internal esteem needs (self- respect, confidence, competence, achievement and freedom) and external esteem needs (recognition, power, status, attention and admiration). 5. Self-actualization need- This includes the urge to become what you are capable of becoming / what you have the potential to become. It includes the need for growth and selfcontentment. It also includes a desire for gaining more knowledge, social- service, creativity and being aesthetic. The self- actualization needs are never fully suitable. As an individual grows psychologically, opportunities keep cropping up to continue growing. According to Maslow, individuals are motivated by unsatisfied needs. As each of these needs is significantly satisfied, it drives and forces the next need to emerge.. 2. Herzberg’s Two-Factor Theory of Motivation In 1959, Frederick Herzberg, a behavioral scientist proposed a two-factor theory or the motivator-hygiene theory. According to Herzberg, there are some job factors that result in satisfaction while there are other job factors that prevent dissatisfaction. Herzberg, the opposite of â€Å"Satisfaction† is â€Å"No satisfaction† and the opposite of â€Å"Dissatisfaction† is â€Å"No Dissatisfaction†. Herzbergss view of satisfaction and dissatisfaction Herzberg classified these job factors into two categories Hygiene factors- Hygiene factors are those job factors which are essential for existence of motivation at the workplace. These do not lead to positive satisfaction for the long-term. But if these factors are absent / if these factors are non-existent at the workplace, then they lead to dissatisfaction. Hygiene factors include: 1. Pay – The pay or salary structure should be appropriate and reasonable. It must be equal and competitive with those in the same industry in the same domain. 2. Company Policies and administrative policies – The company policies should not be too rigid. They should be fair and clear. It should include flexible working hours, dress code, breaks, vacation, etc. 3. Fringe benefits – The employees should be offered health care plans (mediclaim), benefits for the family members, employee help programs, etc. 4. Physical Working conditions – The working conditions should be safe, clean and hygienic. The work equipments should be updated and well-maintained. 5. Status – The employees’ status within the organization should be familiar and retained. 6. Interpersonal relations – The relationship of the employees with his peers, superiors and subordinates should be appropriate and acceptable. There should be no conflict or humiliation element present. 7. Job Security – The organization must provide job security to the employees. Motivational factors- According to Herzberg, the hygiene factors cannot be regarded as motivators. The motivational factors yield positive satisfaction. These factors are inherent to work. These factors motivate the employees for a superior performance. These factors are called satisfiers. These are factors involved in performing the job. Employees find these factors intrinsically rewarding. The motivators symbolized the psychological needs that were perceived as an additional benefit. Motivating factors include: ï‚ · Recognition – The employees should be praised and recognized for their accomplishments by the managers. ï‚ · Sense of achievement – The employees must have a sense of achievement. This depends on the job. There must be a fruit of some sort in the job. ï‚ · Growth and promotional opportunities – There must be growth and advancement opportunities in an organization to motivate the employees to perform well. ï‚ · Responsibility – The employees must hold themselves responsible for the work. The managers should give them ownership of the work. They should minimize control but retain accountability. ï‚ · The meaningfulness of the work – The work itself should be meaningful, interesting and challenging for the employee to perform and to get motivated. 3. Theory X and Theory Y In 1960, Douglas McGregor formulated Theory X and Theory Y suggests two aspects of human behavior at work, or in other words, two different views of individuals (employees): one of which is negative, called as Theory X and the other is positive, so called as Theory Y. According to McGregor, the perception of managers of the nature of individuals is based on various assumptions. Assumptions of Theory X ï‚ · An average employee intrinsically does not like work and tries to escape it whenever possible. ï‚ · Since the employee does not want to work, he must be persuaded, compelled, or warned with a punishment so as to achieve organizational goals. A close supervision is required on the part of managers. The managers adopt a more dictatorial style. ï‚ · Many employees rank job security on top, and they have little or no aspiration/ ambition. ï‚ · Employees generally dislike responsibilities. ï‚ · Employees resist change. ï‚ · An average employee needs formal direction. Assumptions of Theory Y ï‚ · Employees can perceive their job as relaxing and normal. They exercise their physical and mental efforts in an inherent manner in their jobs. ï‚ · Employees may not require only threat, external control and coercion to work, but they can use self-direction and self-control if they are dedicated and sincere to achieve the organizational objectives. ï‚ · If the job is rewarding and satisfying, then it will result in employees’ loyalty and commitment to the organization. ï‚ · An average employee can learn to admit and recognize the responsibility. In fact, he can even learn to obtain responsibility. ï‚ · The employees have skills and capabilities. Their logical capabilities should be fully utilized. In other words, the creativity, resourcefulness and innovative potentiality of the employees can be utilized to solve organizational problems. Thus, we can say that Theory X presents a pessimistic view of employees’ nature and behavior at work, while Theory Y presents an optimistic view of the employees’ nature and behavior at work. Modern Motivation Theories Under the modern motivation theories can illustrate following six theories. 1. ERG Theory To bring Maslow’s need hierarchy theory of motivation in synchronization with empirical research, Clayton Alderfer redefined it in his own terms. His rework is called as the ERG theory of motivation. He recategorized Maslow’s hierarchy of needs into three simpler and broader classes of nodes: ï‚ · Existence needs- These include the need for basic material necessities. In short, it includes an individual’s physiological and physical safety needs. ï‚ · Relatedness needs- These include the aspiration individual’s have for maintaining significant interpersonal relationships (be it with family, peers or superiors), getting public fame and recognition. Maslow’s social needs and external component of esteem needs fall under this class of need. ï‚ · Growth needs- These include need for self-development and personal growth and advancement. Maslow’s self-actualization needs and intrinsic component of esteem needs fall under this category of need. Managers must understand that an employee has various needs that must be satisfied at the same time. According to the ERG theory, if the manager concentrates solely on one need at a time, this will not effectively motivate the employee. Also, the frustration- regression aspect of ERG Theory has an added effect on workplace motivation. For instance- if an employee is not provided with growth and advancement opportunities in an organization, he might revert to the relatedness need such as socializing needs and to meet those socializing needs, if the environment or circumstances do not permit, he might revert to the need for money to fulfill those socializing needs. The sooner the manager realizes and discovers this, the most immediate steps they will take to fulfill those needs which are frustrated until such time that the employee can again pursue growth. 2. McClelland’s Theory of Needs David McClelland and his associates proposed McClelland’s theory of Needs / Achievement Motivation Theory. This theory states that human behavior is affected by three needs – Need for Power, Achievement and Affiliation. Need for achievement is the urge to excel, to accomplish in relation to a set of standards, to struggle to achieve success. Need for power is the desire to influence other individual’s behavior as per your wish. In other words, it is the desire to have control over others and to be influential. Need for affiliation is a need for open and sociable interpersonal relationships. In other words, it is a desire for a relationship based on co-operation and mutual understanding. The individuals with high achievement needs are highly motivated by competing and challenging work. They look for promotional opportunities in the job. They have a strong urge for feedback on their achievement. Such individuals try to get satisfaction in performing things better. High achievement is directly related to high performance. Individuals who are better and above average performers are highly motivated. They assume responsibility for solving the problems at work. McClelland called such individuals as gamblers as they set challenging targets for themselves and they take the deliberate risk to achieve those set targets. Such individuals look for innovative ways of performing the job. They perceive achievement of goals as a reward, and value it more than a financial reward. The individuals who are motivated by power have a strong urge to be influential and controlling. They want that their views and ideas should dominate and thus, they want to lead. Such individuals are motivated by the need for reputation and self-esteem. Individuals with greater power and authority will perform better than those possessing less power. Generally, managers with high need for power turn out to be more efficient and successful managers. They are more determined and loyal to the organization they work for. Need for power should not always be taken negatively. It can be viewed as the need to have a positive effect on the organization and to support the organization in achieving its goals. The individuals who are motivated by affiliation have an urge for a friendly and supportive environment. Such individuals are effective performers in a team. These people want to be liked by others. The manager’s ability to make decisions is hampered if they have a high affiliation need as they prefer to be accepted and liked by others, and this weakens their objectivity. Individuals having high affiliation needs prefer working in an environment providing greater personal interaction. Such people have a need to be on the good books of all. They generally cannot be good leaders. 3. Goal Setting Theory In 1960’s, Edwin Locke put forward the Goal-setting theory of motivation. This theory states that goal setting is essentially linked to task performance. It states that specific and challenging goals along with appropriate feedback contribute to higher and better task performance. In simple words, goals indicate and give direction to an employee about what needs to be done and how much efforts are required to be put in. The important features of goal-setting theory are as follows: ï‚ · The willingness to work towards attainment of goals is the main source of job motivation. Clear, particular and difficult goals are greater motivating factors than easy, general and vague goals. ï‚ · Specific and clear goals lead to greater output and better performance. Unambiguous, measurable and clear goals accompanied by a deadline for completion avoids misunderstanding. ï‚ · Goals should be realistic and challenging. This gives an individual a feeling of pride and triumph when he attains them, and sets him up for attainment of the next goal. The more challenging the goal, the greater is the reward generally and the more is the passion for achieving it. ï‚ · Better and appropriate feedback of results directs the employee behavior and contributes to higher performance than the absence of feedback. Feedback is a means of gaining reputation, making clarifications and regulating goal difficulties. It helps employees to work with more involvement and leads to greater job satisfaction. ï‚ · The employee’s participation in goal is not always desirable. ï‚ · Participation of setting goal, however, makes the goal more acceptable and leads to more involvement. ï‚ · Goal setting theory has certain eventualities such as: Self-efficiency- Self-efficiency is the individual’s self-confidence and faith that he has potential of performing the task. The higher the level of self-efficiency, greater will be the efforts put in by the individual when they face challenging tasks. While, lower the level of self-efficiency, less will be the efforts put in by the individual or he might even quit while meeting challenges. Goal commitment- Goal setting theory assumes that the individual is committed to the goal and will not leave the goal. The goal commitment is dependent on the following factors: 1. Goals are made openly, known and broadcasted. 2. Goals should be set-self by individual rather than designated. 3. Individual’s set goals should be consistent with the organizational goals and vision. 4. Reinforcement Theory Reinforcement theory of motivation was proposed by BF Skinner and his associates. It states that an individual’s behavior is a function of its consequences. It is based on â€Å"law of effect†, i.e, individual’s behavior with positive consequences tends to be repeated, but individual’s behavior with negative consequences tends not to be repeated. Reinforcement theory of motivation overlooks the internal state of individuality, i.e., the inner feelings and drives of individuals are ignored by Skinner. This theory focuses totally on what happens to an individual when he takes some action. Thus, according to Skinner, the external environment of the organization must be designed effectively and positively so as to motivate the employee. This theory is a strong tool for analyzing controlling mechanism for individual’s behavior. However, it does not focus on the causes of individual’s behavior. The managers use the following methods for controlling the behavior of the employees: ï‚ · Positive Reinforcement- This implies giving a positive response when an individual shows the positive and required behavior. For example – Immediately praising an employee for coming early for the job. This will increase the probability of outstanding behavior occurring again. The reward is a positive reinforce, but not necessarily. If and only if the employees’ behavior improves, the reward can said to be a positive reinforcer. Positive reinforcement stimulates occurrence of a behavior. It must be noted that more spontaneous is the giving of reward, the greater reinforcement value it has. ï‚ · Negative Reinforcement- This implies rewarding an employee by removing negative / undesirable consequences. Both positive and negative reinforcement can be used for increasing desirable / required behavior. ï‚ · Punishment- It implies removing positive consequences so as to lower the probability of repeating the undesirable behavior in future. In other words, punishment means applying undesirable consequence for showing undesirable behaviors. For instance – Suspending an employee for breaking the organizational rules. Punishment can be equalized by positive reinforcement from an alternative source. ï‚ · Extinction- It implies absence of reinforcements. In other words, extinction implies lowering the probability of undesired behavior by removing the reward for that kind of behavior. For instance – if an employee no longer receives praise and admiration for his good work, he may feel that his behavior is generating no fruitful consequence. Extinction may unintentionally lower desirable behavior. 5. Equity Theory of Motivation The core of the equity theory is the principle of balance or equity. As per this motivation theory, an individual’s motivation level is correlated with his perception of equity, fairness and justice practiced by the management. Higher is an individual’s perception of fairness, greater is the motivation level and vice versa. While evaluating fairness, employee compares the job input (in terms of contribution) to outcome (in terms of compensation) and also compares the same with that of other peer of equal cadre/category. D/I ratio (output-input ratio) is used to make such a comparison. An employee might compare himself with his peer within the present job in the current organization or with his friend/peer working in some other organization or with the past jobs held by him with others. An employee’s choice of the referent will be influenced by the appeal of the referent and the employee’s knowledge about the referent. Moderating Variables: The gender, salary, education and the experience level are moderating variables. Individuals with greater and higher education are more informed. Thus, they are likely to compare themselves with the outsiders. Males and females prefer same sex comparison. It has been observed that females are paid typically less than males in comparable jobs and have less salary expectations than males for the same work. Thus, a woman employee that uses another women employee as a referent tends to lead to a lower comparative standard. Employees with greater experience know their organization very well and compare themselves with their own colleagues, while employees with less experience rely on their personal experiences and knowledge for making comparisons. Choices: The employees who perceive inequity and are under negative tension can make the following choices: ï‚ · Change in input (e.g. Don’t overexert) ï‚ · Change their outcome (Produce quantity output and increasing earning by sacrificing quality when piece rate incentive system exist) ï‚ · Choose a different referent ï‚ · Quit the job ï‚ · Change self perception (For instance – I know that I’ve performed better and harder than everyone else.) ï‚ · Change perception of others (For instance – Jack’s job is not as desirable as I earlier thought it was.) 6. Expectancy Theory of Motivation The expectancy theory was proposed by Victor Vroom of Yale School of Management in 1964. Vroom stresses and focuses on outcomes, and not on needs unlike Maslow and Herzberg. The theory states that the intensity of a tendency to perform in a particular manner is dependent on the intensity of an expectation that the performance will be followed by a definite outcome and on the appeal of the outcome to the individual. The Expectancy theory states that employee motivation is an outcome of how much an individual wants a reward (Valence), the assessment that the likelihood that the effort will lead to expected performance (Expectancy) and the belief that the performance will lead to reward (Instrumentality). In short, Valence is the significance associated with an individual about the expected outcome. It is an expected and not the actual satisfaction that an employee expects to receive after achieving the goals. Expectancy is the faith that best efforts will result in better performance. Expectancy is influenced by factors such as possession of appropriate skills for performing the job, availability of right resources, availability of crucial information and getting the required support for completing the job. Instrumentality is the faith that if you perform well, then a valid outcome will be there. Instrumentality is affected by factors such as believe in the people who decide who receives what outcome, the simplicity of the process deciding who gets what outcome, and clarity of the relationship between performance and outcomes. Thus, the expectancy theory concentrates on the following three relationships: ï‚ · Effort-performance relationship: What is the likelihood that the individual’s effort to be recognized in his performance appraisal? ï‚ · Performance-reward relationship: It talks about the extent to which the employee believes that getting a good performance appraisal leads to organizational rewards. ï‚ · Rewards-personal goals relationship: It is all about the attractiveness or appeal of the potential reward to the individual. Vroom was of view that employees consciously decide whether to perform or not on the job. This decision solely depended on the employee’s motivation level which in turn depends on three factors of expectancy, valence and instrumentality. Buddhist Teaching For Motivation â€Å" ïÆ' £hi passikï‚ ¯Ã¢â‚¬  = â€Å"come and see† When consider about Buddhist teachings can identify good management systems focusing on various subject. According to the Buddhist teaching for motivation can not be categorized or can not be compared with modern or classic motivation theories. However as a teacher Buddha mentioned about his damma as â€Å" ïÆ' £hi passikï‚ ¯Ã¢â‚¬ . That mean â€Å"come and see†. According to that Buddha mentioned mainly self motivation. In most of the occasions the Buddha explains about self motivation is only way to get rid of that Samsara. As a result of that the teaching of Buddha mostly depends on self motivation. When examining about Tipitaka, gives lots of Damma preached about motivation. In the Kalama Sutta mentioned about self motivation as follows Kalamas, as you yourselves say, do not follow the leader, do not go by the examination of reasons, do not stick to wrong views, don’t go by this has to be so, don’t go by the words of your teacher, the recluse. Kalamas, you, yourselves should know: these thoughts are demerit, these thoughts are faulty, these thoughts are blamed by the wise, these thoughts undertaken and accomplished are not for welfare, they conduce to unpleasantness: Kalamas, then you should dispel them. If it was said, it was said on account of this. Come Kalamas, do not go on filling your mind persistently with what you hear, do not go by tradition, do not guess, do not go on the grounds of authority, do not turn to logical thinking, do not follow the leader, do not go by the examination of reasons, do not stick to wrong views, don’t go by this has to be so, don’t go by the words of your teacher, the recluse. Kalamas, you, yourselves should know: these thoughts are meritorious, these thoughts are not faulty, these thoughts are not blamed by the wise, these thoughts undertaken and accomplished are for welfare, they conduce to please: Kalamas, then you should grow them. (Anguttara Nikaya. Thika niapata. 3.2.2.5) In MahÄ gopÄ laka sutta mentioned these eleven factors, it is possible that the bhikkhu could come to growth and increase in this Teaching and Dispensation Bhikkhus, 1. How does the bhikkhu know matter. The bhikkhu knows as it really is, that all matter, is a matter of the four great elements and the matter that is held as mine. Thus, the bhikkhu knows matter. 1. How is the bhikkhu clever in marks? The bhikkhu knows as it really is, the fool by his actions, and the wise one of his actions. Thus the bhikkhu is clever in marks. 3. How does the bhikkhu dispel nits. Here the bhikkhu does not endure sensual thoughts chases them out, and makes them not rise again. Does not endure angry thoughts, chases them out, and makes them not rise again. Does not endure hurting thoughts, chases them out, and makes them not rise again. Does not endure arisen demerit chases it out, and makes it not rise again. Thus the bhikkhu dispels nits. 4. How does the bhikkhu dress the wounds? Seeing a form with the eye does not take the sign and details. To one abiding uncontrolled in the faculty of the eye, evil demerit of covetousness and displeasure may trickle down, to its control he feels, protects the faculty of the eye. Hearing a sound with the ear-Cognizing a smell with the nose-Coignizing a taste with the tongue, -Cognizing a touch with the body, Cognizing an idea with the mind, does not take the sign or the details. To one abiding uncontrolled in the faculty of the mind, evil demerit, of covetousness. and displeasure may trickle down. To its control he feels, protects the faculty of the mind. Thus the bhikkhu dress wounds. 5. Bhikkhus, how does the bhikkhu make smoke? Here the bhikkhu, explains the Teaching to others as he has learned and experienced, Thus the bhikkhu makes smoke. 6. Bhikkhus, how does the bhikkhu know the ford: The bhikkhu approaches learned bearers of the Teaching and Discipline, who know the headings, from time to time, to question and cross question, to know the meanings. So that those venerable ones would explain the hidden meanings and would dispel doubts. Thus the bhikkhu knows the ford. 7. Bhikkhus, how does the bhikkhu experience joy? In the Teaching and Discipline declared by the Thus Gone One the bhikkhu experiences meanings, in the Teaching and the resulting joy from it. Thus the bhikkhu experiences joy. 8. How does the bhikkhu know the paths. Here the bhikkhu knows the noble eightfold path as it really is. Thus the bhikkhu knows the path. 9. How is the bhikkhu clever in finding pastures? Here the bhikkhu knows, as it really is, the four establishments of mindfulness. Thus the bhikkhu is clever in finding pastures. 10. How does the bhikkhu make no mistake of not leaving a reminder? Here the bhikkhu accepts robes, morsel food, dwellings and requisites when ill, offered by householders out of faith, knowing the amount to accept. Thus the bhikkhu makes no mistake of not leaving a remainder. 11. How does the bhikkhu not pay attention to the forefathers of the Community. Here the bhikkhu attends with bodily actions of loving kindness, verbal actions of loving kindness, and mental actions of loving kindness, towards the leaders of the Community. Those with a long standing and needing special attention. Thus the bhikkhu attends to the forefathers of the Community. It is possible that the bhikkhu endowed with these eleven characteristics should come to growth and development in this Teaching and Discipline. (Majjima Nikaya, MahÄ gopÄ laka sutta Vol.i,4,3)As well as most famous venerable chulla panthaka’s story also mentioned that the Buddha only teaches the way to get rid of Samsara. Because in that story mentioned chulla panthaka there also learn in self motivation. Not only that story Kisa gothami, Patachara , Khema, stories also mentioned Buddha saw the only way of getting rid of that Samsara for those people. According to above mentioned statement illustrate self motivation is most important thing to understand the Buddhist teaching. In Dhammapada which is Most famous as Handbook of the Buddhist also mentioned some kind of motivation facts in their verses. The glory of him who is energetic, mindful, pure in deed, considerate, self-controlled, right-living, and heedful steadily increases. (Dhammapada 24) By sustaining effort, earnestness, discipline, and self-control let the wise man make for himself an island, which no flood overwhelms. (Dhammapada 25) Indulge not in heedlessness; have no intimacy with sensuous delights. Verily, the earnest, meditative person obtains abundant bliss. (Dhammapada 27) Heedful amongst the heedless, wide awake amongst the slumbering, the wise man advances as do a swift horse, leaving a weak guard behind. (Dhammapada 29) Even as rain does not penetrate a well-thatched house, so does lust not penetrate a well-developed mind. (Dhammapada 14) Though little he recites the Sacred Texts, but acts in accordance with the teaching, forsaking lust, hatred and ignorance, truly knowing, with mind well freed, clinging to naught here and hereafter, he shares the fruits of the Holy Life. (Dhammapada 20) Make haste in doing good; check your mind from evil; for the mind of him who is slow in doing meritorious actions delights in evil. (Dhammapada 116) Should a person commit evil, he should not do it again and again; he should not find pleasure therein: painful is the accumulation of evil. (Dhammapada 117) Should a person perform a meritorious action, he should do it again and again; he should find pleasure therein: blissful is the accumulation of merit. (Dhammapada 118) The flickering, fickle mind, difficult to guard, difficult to control – the wise person straightens it as a fletcher straightens an arrow. (Dhammapada 33) As a conclusion Buddhist teaching for motivation basically mean self motivation. It is helpful to the people to fulfil their aims and goals certain. â€Å"attï‚Å'hi attano nï‚Å'to- kohi nï‚Å'to parosiyï‚Å'† hoping someone’s help is useless. Because of that we can get only help from ourself. If someone can think like that he absolutely attains his goals without any barriers.