Factors Influencing Career Choice Among the Senior High School Students in the South Tongu District of Volta Region, Ghana

UNIVERSITY OF EDUCATION, WINNEBA DEPARTMENT OF PSYCHOLOGY AND EDUCATION FACTORS INFLUENCING CAREER CHOICE AMONG THE SENIOR HIGH SCHOOL STUDENTS IN THE SOUTH TONGU DISTRICT OF VOLTA REGION, GHANA DANIEL KWASI GAMELI AVUGLA JULY, 2011 UNIVERSITY OF EDUCATION, WINNEBA DEPARTMENT OF PSYCHOLOGY AND EDUCATION FACTORS INFLUENCING CAREER CHOICE AMONG THE SENIOR HIGH SCHOOL STUDENTS IN THE SOUTH TONGU DISTRICT OF VOLTA REGION, GHANA DANIEL KWASI GAMELI AVUGLA (B. ED BUSINESS EDUCATION, ACCOUNTING OPTION)A Thesis in the Department of Psychology and Education, Faculty of EDUCATIONAL STUDIES Submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirements for award of the Master of Philosophy (M. Phil Guidance & Counselling) degree JULY, 2011 DECLARATION STUDENT’S DECLARATION I, DANIEL KWASI GAMELI AVUGLA declare that this Thesis, with the exception of quotations and references contained in published works which have all being identi fied and duly acknowledged, is entirely my own original work, and it has not been submitted, either in part or whole for another degree elsewhereSIGNATURE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. SUPERVISOR’S DECLARATION I hereby declare that the preparation and presentation of this work was supervised by me in accordance with the guidelines for the supervision of Thesis laid down by the University of Education, Winneba. NAME OF SUPERVISOR: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..SIGNATURE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. DEDICATION I dedicate this work to my dearest wife Rose and children: Albert, Elikplim and Herbert. ABSTRACT The researcher set out to investigate factors that influence career choice among the senior high school students in the South Tongu District of Volta Region, Ghana, and the extent to which those factors influence students’ choice.Survey design was used. The main instrument used for data collection was questionnaire. Simple random sample techniques was used to select 200 students, and convenient sampling techniques used to select three administrators and three guidance and counselling coordinators for the study from the three public second cycle institutions in the District. Both descriptive and inferential statistics were used in analysing data. The construct validity was established using factor analysis and reliability using Cronbach’s alpha.The results of the main hypothesis and the research questions postulated for the study revealed that Intrinsic factors reliably predicted career choice suggesting that Extrinsic factors and Interpersonal factors are not significant predictors when the effects of Extrinsic factors and Interpersonal factors are controlled for. This helps students learn about and explore careers that ultimately lead to career choice. This played a critical role in shaping students career choice.It was recommended that Career Education and Guidance should be introduced in the primary school to enable children to explore the world of work as young people need to make a smooth transition from primary school to the initial years of senior high school and t he Ministry of Education should allocate fund for a Guidance and Counselling activities in all basic and second cycle schools. This will enable the guidance coordinators to function effectively at their various levels of work. ACKNOWLEDGEMENTI am most grateful to the Almighty God for His loving care and mercy which has made it possible for me to complete this work. I also wish to acknowledge with gratitude, the encouragement, corrections and guidance given to me by Mrs. Mary A. Ackummey and Professor M. F. Alonge, my supervisor and co-supervisor respectively for this work to be completed. I am also grateful to Professor J. K. Aboagye, the Head of Department and Dr. Richard Ofori, the Director for research at the National Centre for Research into Basic Education (NCRIBE) for their immerse assistance.He also became my final supervisor to make this work complete. I wish to express my appreciation to Messrs K. T. Agor and C. F. K. Nyadudzi, the Headmasters of Sogakope Senior High School and Dabala Senior High Technical. And also Rev. Father Gbordzoe, the Principal of Comboni Technical Vocational Institute for their assistance in allowing me to administer my questionnaires in their schools. I am grateful to Mr. C. Y. Ablana who allowed me to use his office during the period.Finally I wish to express my gratitude to all those who help in diverse ways throughout the entire work for their criticism, encouragement and corrections. Special thanks go to Dr. Asare Amoah of Department of Psychology and Education who takes his time to see to it that the necessary corrections were carried out. TABLE OF CONTENT CONTENT PAGE Title PageDeclaration i Dedication ii Abstract iii Acknowledgement iv Table of Content v List of Tables x List of Figures xiCHAPTER ONE 1. 1 Background to the Study 1 1. 2 Statement of the Problem 4 1. 3 Purpose of the Study 5 1. 4 Hypotheses 6 1. 5 Research Questions 6 1. 6 The Significance of the Study 6 1. 7Delimitation 7 1. 8 Definition of Term s 7 1. Organisation of the Study 8 CHAPTER TWO REVIEW OF RELATED LITERATURE 2. 1 Introduction 9 2. 2 Factors Influencing Vocational Choice 9 2. 3 Career Decision Making 17 2. 3. 1 Trait-and-Factor Theory/ Actuarial Theory of Career Development 20 2. 3. 2 Holland’s Personality Type Theory 23 2. . 3 Anne Roe’s Personality/Need Theory 28 2. 3. 4 The Ginzberg, Ginsburg, Axelrad and Herman Theory 31 2. 3. 5 Super’s Self-concept Theory 32 2. 3. 6 Four-Humors Theory 35 2. 3. 7 Social Cognitive Theory 39 2. 4 Types of Career 41 2. Barriers to career choice 43 2. 6 The Role of Guidance and Counselling Coordinator in Career Choice and Development 45 2. 7 The Implications of the Study 48 2. 8 Theoretical Framework of the Study 49 2. 8 Summary 57 CHAPTER THREE METHODOLOGY 3. 1Introduction59 3. Research Design 59 3. 3 Population 59 3. 4 Sample and Sampling Procedure 61 3. 5 Study Area 62 3. 6 Instrumentation 62 3. 6. 1 Assessment of Validity and Reliability of facto rs influencing students’ choice of career questionnaire 63 3. Method of Data Collection 66 3. 8Data Analysis 66 CHAPTER FOUR RESULTS 67 4. 1Analysis of Students’ Bio Data 67 4. 1. 1 Sex Distribution of Students 67 4. 1. Age Distribution of Students 68 4. 1. 3Programme Pursue by Students 69 4. 1. 4 Intended Careers of Students 70 4. 2 Testing of Main Hypothesis 71 4. 3 Testing of Auxiliary Hypotheses 73 4. 3. 1 Sex Differences in Extrinsic, Intrinsic and Interpersonal Factors 73 4. 3. Age Differences on Extrinsic, Intrinsic and Interpersonal Factors 74 4. 4Analysis of Qualitative Data 76 4. 4. 1 Analysis of Bio Data collected from Guidance and Counselling Coordinators and Administrators 76 4. 4. 2 Sex Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. 3 Age Distribution of Administrators and Guidance and Counselling Coordinators 77 4. 4. Position of Respondents 78 4. 4. 5 Number of years served by the Administrators and Guidanc e and Counselling Coordinators in their various institutions 78 4. 5 Qualitative Analysis of Administrators and Guidance and Counselling Coordinators Data 79 CHAPTER FIVE SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS AND SUGGESTIONS 88 5. 1 Discussion 88 5. . 1 The Extent to which Intrinsic Factors Influence Students’ Choice of Career 88 5. 1. 2 The Extent to which Extrinsic Factors Influence Students’ Choice of Career 90 5. 1. 3 The Extent to which Interpersonal Factors Influence Students’ Choice of Career91 5. 1. 4 Problems Students face in making their Career Choice 92 5. 2 Summary of the Findings 93 5. 3 Conclusion 95 5. 4Recommendations 95 5. Suggestions for Further Studies 97 References 98 Appendix â€Å"A†- Factors influencing students’ choice of career questionnaire 105 Appendix â€Å"B†- Validated version of factors influencing students’ choice of career questionnaire 109 Appendix â€Å"C†- Open ended question naire for Guidance and Counselling Coordinators and Administrators 113 Appendix â€Å"D†- Population of final year students in the three public second cycle institutions for 2010/2011 Academic Year. 117 Appendix â€Å"E†- Letter of Introduction 119 LIST OF TABLES Table Page 2. Super’s Vocational Developmental Tasks 34 2. 2 Jobs suitable and jobs to be avoided by each personality type 39 3. 1 Population of Administrators and Guidance and Counselling Coordinators 60 3. 2Distribution of respondents by institutions 61 3. 3Item listings and factor loadings for the four-factor principal component solution 65 4. 1 Distribution of students by intended choice 71 4. Logistic regression model of career choice (white-collar job & blue-collar job) as a function of Extrinsic, Intrinsic and Interpersonal factors. 73 4. 3 Summary statistics and Independent-samples T-test on their influence on the two sex groups 74 4. 4 ANOVA showing the effect of age on Extrinsic factors 75 4. 5ANOVA showing the effect of age on Intrinsic factors 75 4. 6 ANOVA showing the effect of age on Interpersonal factors 76 LIST OF FIGURESFigure Page 2. 1 Holland hexagonal model 27 2. 2 A diagram Reciprocal Causation 40 2. 3 Theoretical model of Career choice 57 4. 1 Sex Distribution of students. 68 4. 2 Age Distribution of students 69 4. 3 Distribution of the Respondents by Programme 70 4. 4 Age Distribution of Administrators and Guidance nd Counselling Coordinators 77 4. 5 Position of the Respondents 78 4. 6 Number of years served by the Administrators and Guidance and Counselling Coordinator in their various institutions 78 CHAPTER ONE INTRODUCTION 1. 1 Background to the Study The importance of career choice among senior high students cannot be over emphasized. Students at this level are mainly adolescents who are moving from this stage of development into adulthood. Pearson Education limited (2007) defines an adolescent as a young person, usually between the ages of twe lve and eighteen, who is developing into an adult.Encarta (2009) defines adolescent as, ‘somebody in the period preceding adulthood: somebody who has reached puberty but not yet adult’. At this stage the individual is said to be going through the period of adolescence. A comprehensive study conducted in America by Remmers and Raddler (1957) cited in Horrocks (1962) indicated that one-third of teenagers after finishing high school within six months expected to be at work, though know less about how to choose a job, train for it and establish in it. â€Å"A job is a kind of work and a career is time spent in one type of job area of interest† (Kelly-Plate and Volz-Patton, 1991, p. 13). Most students have very little help in developing a career direction while still in senior high school.They are often influenced by the media, peers, and with very little knowledge of what they might primarily be interested in or motivated to do. Most of them may have a level of uncer tainty of where to get help on how to choose a career. Since career is a lifelong plan, students at this level should be assisted to enable them have a clear cut plan as it will be difficult for them at their age to see things clearly about themselves. Thinking or making a decision about one’s career and making a choice is vital. Fry, Stoner and Hattwick (1998) opine that it is never too early to begin thinking about careers when in high school. Some students may have clear career direction in mind while many of them will have little clue as to which career is best for them.Fry et al, further said â€Å"even if you are a freshman or sophomore, now is the time to begin thinking about your life beyond college† p. 561. Various people choose jobs for various reasons. A lot of people look for jobs that will pay well since everyone needs money for the basics such as food, clothes, accommodation, education, recreation and others. For many men and women, work helps define thei r identity and their sense of self-worth (Thio, 1989). They see themselves as people, who are responsible, who get things done and capable enough to be paid for the services they render. People take pride in the work they do. They also like the feeling that comes with doing their work well.People enjoy using their skills, talents and working hard to improve those skills. People work to be useful, by working; people feel that they are contributing their quota to the development of the society. They may work to take care of themselves and their family or work to help other people in the society. Most people choose jobs that will enable them interact with others. For example, journalism, teaching, and selling enable one to interact with a whole lot of people. They do not like to be alone for a long period. Their job gives them the opportunity to be with others and talk to people. It is clear that work fulfils many important needs and even those who become rich overnight still work.Sinc e no one particular job satisfies all needs, the right job can be satisfying in a very special way, and that is why it is important to think carefully about one’s own wants, needs, interests and abilities before making a choice. One needs not to joke about his choice of career. Working should not be just occupying oneself. O’Toole (1973), cited in (Thio, 1989, p. 444) opines that People with satisfying jobs have better mental health than those with less satisfying work. Thus, people who are happy with their jobs also tend to have better physical health and to live longer. Although diet, exercise, medical care and genetics are all related to the incidence of heart disease, job dissatisfaction is more closely linked to the cause of death. Each individual is faced with choosing among the large areas of occupational cluster of work.Such as agriculture, business and office, communication and media, health, hospitality and recreation, manufacturing, marine science, construct ion, arts, humanity and sciences, home economics, marketing and distribution, natural resources and environment, personal services, public service, and transportation. Rao (1992) cited in Kankam & Onivehu (2000) identified two factors that call for guidance and counselling services or activities in secondary schools one of which is the making of academic choice that in the end determines the vocational future. The origin of vocational guidance can be traced to the United States of America. Educational guidance originated from the development of vocational guidance services.In 1908 the Vocational Bureau of Boston was formed under the auspices of an American lawyer and educator; Frank Parsons to assist young men make vocational choices based on their occupational aptitudes and interest (Fruehling, 2008). Guidance began to spread as a result of Parsons’ ideas. Brewer (1942) cited in Archer (1997) put across four conditions that work together to bring about the beginning and deve lopment of vocational guidance. These are: division of labour, the growth of technology, the extension of vocational education, and the spread of modern forms of democracy. The four elements listed above were however, intensified by the First World War which led to the shortage of skilled manpower.Though in Ghana vocational/technical can be traced back to the 19th century when both the Basel and Wesleyan missionaries made a shift from the initial three R’s – reading, writing and arithmetic to agricultural and technical curriculum (Hama, 2003), guidance in Ghana started in 1955 when the Ministry of Labour, Education and Social Welfare came together and established Youth Employment Department. Its aim was to cater for the needs of the unemployed middle school leavers below the age of twenty years. By 1960, there were about thirty of such centres in the country (Ackummey, 2003). 1. 2 Statement of the Problem Searching for a job, career planning and deciding on what to cho ose play an important role in students career choices.Many students often are faced with uncertainty and stress as they make career choices. Many of them do not make adequate research on their own career nor do they receive adequate directions from their school guidance coordinators. Most of them are not aware of what goes into career choice. Many youth go into unsuitable careers due to ignorance, inexperience, peer pressure, advice from friends, parents and teachers or as a result of the prestige attached to certain jobs without adequate vocational guidance and career counselling. Lawer (2007) researched on assessing the effectiveness of career guidance in senior secondary schools in Kumasi Metropolitan District.He concluded that majority of students were not aware of major occupation groups in Ghana, knowledge of training and qualification necessary for employment in the various occupations, conditions of work, earning and other rewards of occupation, and did not have better under standing of their career interest, aptitudes and abilities. This clearly shows that majority of them were not concerned about their future career. This situation compels one to ask whether they are given the needed guidance on available careers relating to the programmes they are pursuing. Are they aware of what goes into career choice? And what specific factors influence their choice and how do those factors influence them? This study therefore seeks to find out the extent to which intrinsic, extrinsic, and interpersonal factors influence the choice of career of senior high students. 1. 3 Purpose of the StudyThe purpose of this study is to identify those factors that influence students’ decision concerning choice of career in the South Tongu District and the extent to which these factors influence their choices. In addition, the study seeks to examine the differences between intrinsic factors, extrinsic factors, and interpersonal factors in making career choice. It will also attempt to find out problems encountered by students in making their career choices. 4. Hypotheses The study sought to test a logistic regression model in which Intrinsic, Extrinsic and Interpersonal factors are assumed to influence students’ career (blue/white collar jobs) in the senior high schools.The following supplementary hypotheses were also tested: 1. There will be significant sex differences in Extrinsic, Intrinsic, and Interpersonal factors. 2. There will be significant age differences in Extrinsic, Intrinsic, and Interpersonal factors. 1. 5 Research Questions The following research questions were also used to guide the researcher to carry out the study. 1. To what extent do Intrinsic factors influence students’ choice of career? 2. To what extent do Extrinsic factors influence students’ choice of career? 3. To what extent do Interpersonal factors influence students’ choice of career? 4. What problems do students face in making their career cho ices? 1. The Significance of the Study Many factors affect career choices of senior high school students. Identifying these factors would give parents, educators, and industry an idea as to where students place most of their trust in the career selection process. It will not only focus on factors influencing career choice among students in the South Tongu District, but also highlight career decision making tools that have implications for career counselling. In addition, it will equally provide an update study into how intrinsic, extrinsic and interpersonal factors influence career choice for others who wish to further research into this area of study. 1. 7 DelimitationThe study focuses on what goes on in the South Tongu District instead of looking at the country as a whole, hence its application to the country or larger population may not be reliable. 1. 8 Definition of Terms For the purpose of this study the following operational definitions will be used: Intrinsic factors: includ e interest in the job and personality that satisfies work. In the broader sense they are basic and essential features which form part of someone rather than because of his or her association. Extrinsic factors: include availability of jobs and how well an occupation pays or brings benefit. They also include those essential features as a result of the individual’s associations or consequences.Interpersonal factors: include the influence of parents and significant others. It is concerned or involved relationships between people. Career: is a pattern of work related to preparations and experiences which is carried through a person’s life. Job: is a piece of work carried out for a pay. Work: physical and mental effort directed towards doing something. It is a job in the broader sense. Student: refers to a learner in a senior high school. | | 1. 9 Organisation of the Study The whole study was organized in five main chapters.The first chapter deals with the background to th e study, the statement of the problem, the purpose of the study, hypotheses, and the significance of the study, delimitations, and definition of terms. The second chapter reviewed related literatures that are relevant to the study. It considers the previous studies on the topic. It includes other areas like factors influencing career choice, career decision-making, types of career- blue/white collar jobs, barriers to career choice, the role of guidance co-ordinators in career choice, counselling implication of the study, theoretical framework of the study, and the summary of the literature review.Chapter three focuses on the methodology, the research design, population, sample and sampling procedure, instrumentation- validity, reliability and method of collecting data and its analysis. Chapter four deals with data presentation and analysis, and finally, the fifth chapter covers discussion, summary of the major findings, conclusions, recommendations and suggestions for future study. CHAPTER TWO REVIEW OF RELATED LITERATURE 2. 1 Introduction This chapter deals with the review of related literature. It was organized under the following sub-headings: factors influencing vocational choice, career decision-making, Types of career- blue/white collar jobs, barriers to career choice, the role of guidance coordinators in vocational guidance, counselling implications of the study, and the theoretical framework of the study.It ends with the summary of the literature review done. 2. 2 Factors Influencing Vocational Choice Adolescent occupational choice is influenced by many factors, including intrinsic, extrinsic and interpersonal factors. Kankam & Onivehu (2000) indicate intellectual ability, aptitudes, the school, family, personality, self-esteem, values, interest, and environmental influences as factors that influence people’s choice of career. In the same year, Bedu-Addo (2000) states the following as factors influencing career choice: intellectual ability, apti tudes, the school, family, personality, self concept and self esteem, values, interest, and environmental influences.Similarly, Taylor and Buku (2006) also state abilities, needs and interests, stereotype/prestige, values, the school/educational attainment, family/parental, placement, and aspiration. Mankoe (2007) lists the following as factors that influence people’s choice of career: people’s interests, abilities and personalities, people’s occupational preferences, life and work satisfaction, and employment variables. Jones and Larke (2001) researched on factors influencing career choice of African American and Hispanic graduates of a Land-grant College of Agriculture. The purpose of this study was to identify and describe the factors that were related to African American and Hispanic graduates' decisions to choose (or not to choose) a career in agriculture or a related field prior to or after college.The population for this study was all African American and Hispanic graduates who received a first degree in an agriculture-related field at Texas A & M University between May 1990 and December 1997. Five hundred and fifty-one questionnaires were mailed to respondents. The research design applied was Ex post facto and both descriptive and inferential statistics were used. The findings revealed that, various commonalities and differences existed among the two groups. When respondents enrolled in their first agriculture-related course did not have a major effect on their probability that they will select an agriculture-related career. However, the role of significant others and specific job-related factors is validated in this study.But having people who were not white to encourage respondents to consider an agriculture related career, increased respondents likelihood of pursuing an agriculture-related career. Respondents were more likely to pursue an agriculture-related career if their father’s occupation was agriculture-related. Par ents’ level of education did not play a critical role in the respondents’ choosing an agriculture-related career. Salary was not considered to have an impact on respondents’ choice of their current career nor on their choice of agriculture as a career. But having limited job opportunities in agriculture led respondents’ to choose other careers. Likewise, retirement plan and job opportunities impacted respondents’ selection of a career.Issa and Nwalo (2005) conducted a research on factors affecting the career choice of undergraduates in Nigerian Library and Information Science Schools. Data were analysed for frequency and percentage using the cross-tabs sub-programme of the SPSS. The study revealed that majority did not make the course as their first choice but ended up in the Library School as a last resort. However, those who did were influenced mostly by previous library work experience. Available sources of information on the course include pare nts/relations and peers. There are slightly more male librarianship students than females, indicating its popularity among both sexes. That 46. 9% of them were in the 22-26 age bracket showed that the younger undergraduates constitute the majority.The study concludes that despite the evidence of improved popularity of the programme among the respondents, it remains largely unpopular among prospective undergraduates in Nigeria when compared with such other courses as Accountancy, Medicine and Law. It thus recommends that public awareness about the profession and the programme be intensified by all stakeholders if it must attract some of the best brains in the country who can meet the challenges of the 21st century librarianship in Nigeria. This work was similar to that of Jones and Larke (2001) in purpose, sample and method except that while Jones and Larke focused on African American and Hispanic graduates of college of agriculture, that of Issa and Nwalo concentrated on undergradua tes in Nigerian Library and Information Science Schools. The research design applied and instrument used would be relevant to the present study.Myburgh (2005) researched on an empirical analysis of career choice factors that influence first-year Accounting students at the University of Pretoria: a cross-racial study. This cross-cultural study examined the career choices of Asian, black and white students at the University of Pretoria to identify the factors motivating Accountancy students to become chartered accountants (CA) as only two and halve percent (609) of 24, 308 registered chartered accountants in South Africa in 2005 were black, and only six percent (1,573) were Indian. Understanding the attitudes and the perceptions of CA first-year students can help course administrators/curriculum designers to align marketing and recruiting strategies with specific personal ccupational preferences of different racial groups enrolled for local CA courses. Survey design was used. Question naires are used in collecting data with a sample population of 550 and descriptive statistics used in analysis data collected. The finding revealed that performance in Accounting at school and the advice of parent, relatives and school teachers greatly influenced the students’ decision to become chartered accountants. All the three racial groups ranked availability of employment as the most important benefit of CA career and the employment security as the second most important. The cost of education and the difficulty of qualifying as a chartered accountant were identified as a problem.The purpose, sample and method used in data collection were similar to that of the above authors except that he focused on first year Accounting Students of the University of Pretoria. His finding on cost of education as a problem was similar to that of Amedzor (2003) and Borchert (2002). The methodology used here would be relevant to the current work. Trauth, Quesenberry & Huang (2008) researc hed into A Multicultural Analysis of Factors Influencing Career Choice for Women in the Information Technology (IT) Workforce. This article presents an analysis of cultural/actors influencing the career choices of women in the IT workforce. They employed the individual differences theory of gender and IT as a theoretical lens to analyze a qualitative data set of interviews with 200 women in different countries.The themes that emerged from this analysis speak to the influence of cultural attitudes about maternity, childcare, parental care and working outside the home on a woman’s choice of an IT career. In addition, several additional socio-cultural factors served to add further variation to gendered cultural influences: gendered career norms, social class; economic opportunity, and gender stereotypes about aptitude. These results lend further empirical support to the emergent individual differences theory of gender and IT that endeavours to theorize within-gender variation wi th respect to issues related to gender and IT. They also point to areas where educational and workplace interventions can be enacted.This work was similar to others as far as purpose is concerned; however, it focused just on women in the Information Technology Workforce. Borchert (2002) researched on career choice factors of high School Students. It aimed at finding out how influential were factors of personality, environment and opportunities in making career choice. The purpose of the study was to identify the most important factor within these three factors that 2002 Germantown High School senior students used in deciding upon career choices. A survey was the selected instrument device with a sample population of 325 and both descriptive statistics were used in analysing data collected. The finding revealed that, personality factors were identified as most important in choosing career.Environmental factors were not significant in making their choice, though they did not show outr ight disregard for them. There are opportunities for educational facilities and industries where students find themselves intellectually qualified for certain areas but lacked money needed to complete their training. His finding on lack of money to complete their training was similar to that of Amedzor (2003) and Myburgh (2005). The research design used, data collection procedure, and areas of assessing students’ choice were related to the present work. Ferry (2006) researched into Factors Influencing Career Choices of Adolescents and Young Adults in Rural Pennsylvania.The qualitative study reported here explored factors that play key roles in rural high school seniors and young adults career choice process. Interview was used in collecting data from 12 focus groups from 11-county rural areas in the central Pennsylvania using purposeful sampling. The cultural and social context of family and community were found to be instrumental in how youth learn about careers and influent ial in the choice process. The economic and social circumstances of the broader community coloured and influenced the youth perceptions of appropriate career choice. Extension strategies that target parents and community to increase their involvement in youth career selection can promote sound career decisions. This work was similar to that of Borchert (2002).However, it used interview and concentrated on a focus group. The areas of assessing students’ choice were related to the present work. Adjin (2004) researched into career choice in senior secondary schools: a case study of Sogakope Secondary and Dabala Secondary Technical Schools in the Volta Region of Ghana and used descriptive research design. He focused on factors that influence career choice, how proficient are the counsellors in handling students’ vocational problems in making career choice and ways of improving career/vocational education. He made use of stratified sampling with a sample population of 200 r espondents and descriptive statistics was used in analysis of data.The result of the study showed that interest was the most motivating factor that influenced career choice among students in Sogakope Senior Secondary and Dabala Secondary Technical Schools considering: ability, interest, monetary reward, and prestige. Also majority of the students of Sogakope and Dabala second cycle schools received help from their parents/guardians in choosing career and some gave no reason for making their choices. Responses collected also indicated that there were guidance coordinators in the schools who organised talks on career choice, decision making and good study habits. However, other areas like problem solving, field trips/visit, group guidance/counselling, individual counselling were not all effective. His work was similar to that of Borchert (2002), Amedzor (2003), Annan (2006) and Edwards and Quinter (2011) in purpose, method and target group.By contrast previous research by Amedzor (200 3) and subsequent researches by Annan (2006) and Edwards & Quinter (2011) showed prestige, personality, and advancement opportunities and learning experiences respectively as the most important factors that influence choice. The research design, instrument used and the areas covered in this work were similar to the present study. Amedzor (2003) researched on career guidance needs of junior secondary two pupils in Ho Township basic schools and used descriptive survey design. It focused on career guidance needs of adolescents in the basic schools, factors that militate against effective guidance services and factors that facilitate the delivery of guidance services in schools. She used simple random sampling and sample population of 200 respondents and descriptive statistics used in analysis of data.Her research showed that, prestige was the most important factor that influences career choice of students in Ho Township considering prestige, personal interest, and parental influence. A nd they also need financial support for training towards their chosen careers. Most of them shared the view that they need an expert to counsel them on how to choose, train, enter and be established in a career. Majority of the coordinators were not train, and guidance activities were below average and students were not willing to approach the coordinators. Her areas of assessment are covered in the current study. Though, the researcher looked at factors that influence choice like others, it mainly focused on identifying career guidance needs of junior secondary two pupils.The sampling procedure, research design and instrument used were similar to the present study. Annan (2006) examined factors affecting career choice among senior secondary school students in Shama Ahanta East Metropolis and used descriptive survey design. He used simple random sampling and sample population of 200 respondents and also used descriptive statistics in analysis of data. This study revealed that person ality was most influential factor that influenced career choice among senior secondary students in Ahanta East Metropolis and significant others as the least factor taking into consideration (ability, personality, material benefit, home background, gender factors, and significant others).Adolescents have difficulties in how to choose a career and there was adolescent male gender biased in career choice as compared to female counterparts. It was similar to that of Borchert (2002), Amedzor (2003), Adjin (2004), Annan (2006) and Edwards and Quinter (2011) in purpose, method, and target group. The methodology used and the purpose of the study relate to the current work. Edwards and Quinter (2011) researched on Factors Influencing Students Career Choices among Secondary School students in Kisumu Municipality, Kenya. The purpose of this study was to examine factors influencing career choice among form four secondary school students in Kisumu municipality, Kenya. The study was conducted us ing descriptive survey design with a population of 332 students.The data for this study was collected using questionnaire and interview schedules. The findings of this study indicate that availability of advancement opportunities and learning experiences are the most influential factors affecting career choices among students. While males reported learning experiences and career flexibility as the most influential factors, females however reported availability of advancement opportunity and opportunity to apply skills as the most influential factors. However, no variance was reported for persons influencing career choice by gender. The methodology used and the purpose of the study relate to the current work.Despite the fact that much has been written about the individual variables influencing career choice, the literature review however, revealed that very little empirical studies on this subject matter exist especially regarding the factors influencing career choice among senior hi gh students in the South Tongu District of the Volta Region, Ghana and the differences that exist among these factors. This study will, therefore, serve to fill up the missing gap in this aspect of the literature. 2. 3 Career Decision Making Decision making can defined as â€Å"an act of choice by which an executive selects one particular course of action from among possible alternatives for the attainment of a desired end or as a solution to a specific problem† (Attieku, Dorkey, Marfo-Yiadom & Tekyi, 2006). It involves conscious or unconscious attempt at making a choice out of competing alternatives. It implies selecting from alternative policies, procedures, and programmes.Career decision making is vital as the country is faced with the problem of unemployment which is the result of poverty and other social vices in the country. The previous Government introduced the Youth Employment Programme to address the situation. It aimed at facilitating job creation and placement of youth in the various economic ventures as well as social services in all districts throughout the country. The programme consists of ten modules out of the JHS/SHS graduates qualify to undertake: 1. Youth in Agri-Business 2. Community Protection System 3. Waste and Sanitation Management Corps 4. Auxiliary Health Care Workers’ Assistants (Micah, 2007). However was this able to eradicate the problem of unemployment? For the hild to make a better decision about choice of career he must be helped in the areas below: – Self awareness – Educational awareness – Career awareness – Career exploration, and – Career planning and decision making (Gibson & Mitchell, 1995). Self awareness: Each child must be aware of and respect his/her uniqueness at an early age as human beings. Knowledge about ones aptitude, interests, values, personality traits, abilities and others is very essential in the development of concepts related to self and the use of these c oncepts in career exploration (value clarification, group guidance films and video tapes written assignments and standardized test).Puplampu (1998) posit that for one to make good choices, he needs career guidance or career counselling, needs to be aware of him/her self, and to have knowledge of occupations and options available. Educational awareness: It is very essential in career planning for one to be aware of the relationship between self, educational opportunities and the world of work (group guidance, games related to hobbies and recreation, guided activities). Career awareness: Students at all levels of education should be assisted to have a continuous expansion of knowledge and awareness about the world of work. At each level students’ should be assisted to develop recognition of the relationships between values, life styles and careers (through films, career days, interest inventory).They are to be aware of relationships between desirable school habit– respon sibility, punctuality, efforts, positive human relationships and good worker traits. Career exploration: This represents a well designed, planned inquiry and analysis of career that are of interest. Comparisons, reality testing, and standardised testing, and computerised programmes may be useful. Career planning and decision making: Students at this level are to be helped to take control of their life and become an active agent for shaping their own future. They need to narrow down their career possibility and then move on to examine and test these options as critically as possible.Students need to be aware of the process of decision making and choosing between competitive alternatives, examining the consequences of specific choices, the value of compromise, and implementing a decision. Students are to recognise the impact of their current plan and decision making on their future. Knowledge about the above helps students to make informed decision and enable then to cope with career development tasks posed by the society during their school period. Students at this level are influenced by what they see around them- family, friends, neighbours, televisions or in movies. That is why experts suggest that students need to be aware of themselves, and the world around them in order to fully understand and make use of information about their individual interests and what exist beyond their immediate world.It is helping them to explore their likes and dislikes, expand their understanding of the world at large, and enhance their knowledge of how business works. The whole aim is to provide students with the broadest opportunity to learn and grow. In addition to the above, the following theories will also help the individual to be equipped with personality factors, environmental factors and other factors that influences choice of career. 1. Trait-and-factor Theory 2. John Holland Career Choice Typology 3. Anne Roe Personality/Need Theory 4. The Ginzberg, Ginsburg, Axelrad and Herman Theory 5. Donald Super’s Developmental/self-concept Theory 6. Four- Humors Theory 7. Social-Cognitive Theory 2. 3. 1 Trait and Factor/Actuarial Theory of Career DevelopmentIt is also called matching or actuarial approach. It is referred to as the oldest theoretical approach to career development and Parsons as the originator (Kankam & Onivehu, 2000). It is based on the measurement of individual characteristics denoted as traits and factors. Traits refer to characteristics typical of the individual over time, relatively stable, consistent in situations and provide a basis for measuring, describing and predicting behaviour. Factor refers to a construct which represents a group of traits that correlate with each other. Williamson (1939, 1949) cited in Zunker (1990) was one of the prominent advocate of trait-and-factor counselling.Utilization of Williamson’s counselling procedures maintained the early impetus of trait-and-factor approach evolving from the works of Parsons. Even when integrated into other theories of career guidance, the trait-and factor approach plays a very important role. Some of the basic assumptions that underlie the trait-and-factor theory are: 1) Every person has a unique pattern of traits made up of interests, values, abilities and personality characteristics, these traits can be objectively identified and profiled to represent an individual’s potential 2) Every occupation is made up of factors required for the successful performance of that occupation.These factors can be objectively identified and represented as an occupational profile 3) It is possible to identify a fit or match between individual traits and job factors using a straight forward problem-solving/decision making process. 4) The closer the match between personal traits and job factors the greater the likelihood for successful job performance and satisfaction. Some assumptions of this theory by Miller, and Klein and Wiener are below: Miller a) Vocational development is a cognitive process b) Occupation is a single event; choice is greatly stressed over development c) There is a single ‘right’ occupation for everyone; there is no recognition that a worker might fit well into a number of occupations. ) Single person works in each job; one person- one job relationship e) Everyone has an occupational choice (http://faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) Klein & Wiener a) Each individual has a unique set of traits that can be measured reliably and validly. b) Occupation require that workers possess certain traits for success c) Choice of occupation is straight forward process and matching is possible d) The closer the match between personal characteristics and job requirements, the greater the likelihood for success-productivity and satisfaction (http://faculty. tamu. commerce. educ/crrobinson/512/tandf. htm) It called for clear understanding of oneself.Knowledge of job requirements, conditions of success, and true reasoning in relation to these two groups of facts. This theory is used by many career practitioners in one form or another. Many of the aptitude, personality and interest tests and information materials that emerged from this approach have involved and remain in use up to now e. g. General Aptitude Test Battery, occupational profiles and ever expanding computer-based career guidance programmes. Trait-and- factor theory is criticised as not able to produce a perfect match between people and jobs (Walsh, 1990) and became increasingly unpopular in the 1970s, describe as going into ‘incipient decline’ (Crites, 1981).In essence, the trait-and-factor approach is far too narrow in scope to be considered as a major theory of career development. However, we should recognize that standardized assessment and occupational analysis procedures stressed in trait-and-factor approaches are useful in career counselling (Zunker, 1990). In addition to the above, trait -and-factor theory focuses on personality factors without considering the influence of environmental factor like availability of jobs to match the individuals’ trait and interpersonal factors in career choice. And can not provide enough bases for the current studies. 2. 3. 2 John Holland’s Vocational PersonalityJohn Holland’s theory shows that there is a match between an individual’s career choice and his or her personality and numerous variables that form their background (Zunker, 1990). According to this theorist, once individuals find a career that fits their personality, they are more likely to enjoy that particular career and to stay in a job for a longer period of time than individuals whose work do not suit their personality. He groups individuals into six basic personality types. Holland’s theory rests on four assumptions: 1. In our culture, persons can be categorized as one of the following: Realistic, Investigative, Artistic, Social, Ente rprising, and Conventional. 2.There are six modal environments: realistic, investigative, artistic, social, enterprising and conventional. 3. People search for environments that will let them exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles. 4. Behaviour is determined by an interaction between personality and environment (Bedu-Addo, 2000). According to Holland, realistic personality types are practical, stable, self-controlled, independent and down to earth. They enjoy working with their hands, especially in projects which allow one to be physically active, they may be a doer. These individuals are physically strong and have very little social know-how.They are oriented towards practical careers such as labour, farmer, truck driver, mechanic, construction work, engineer or surveyor, landscape architect, aircraft mechanic, dental technician, electrician, athletic trainer, carpenter, licensed practical nurse, archaeologi st, hairdresser, physical therapist, dressmaker, fire fighter, caterer, plumber, x-ray technician, etc. According to him, the investigative personality types are conceptually and theoretically oriented. Investigators are observant and curious about things around them. Typically they are inquisitive and intellectually self-confident as well as quite logical. They delight in situations that call for creative or analytical approach. They are thinkers rather than doers. They enjoy working on their own. They are best suited for careers that offer clearly defined procedures, research and the chance to explore a wide range of ideas are the best choices for investigating people, e. g. ractical nursing, medical lab assistant, pharmacist, ecologist, math teacher, medical technologist, research analyst, surgeon, dietician, physician, police detective, veterinarian, meteorologist, horticulturist, dentist, computer analyst, science teacher, technical writer, science lab technician, computer syst em analyst, military analyst, college professor, lawyer, consumer researcher, astronomer, computer security specialist, horticulture, emergency medical technology, respiratory therapy, surgical technology, dental assistant, water and waste technology, computer languages, computer sciences, economics, biochemistry, geology. According to Holland, artistic personality types are original, innovative, imaginative, and creative. They prefer situations that are relatively nstructured and interact with their world through artistic expression, avoiding conventional and interpersonal situations in many instances. They do well as painters, writers, or musicians, artist, English teacher, drama coach, music teacher, graphic designer, advertising manager, fashion illustrator, interior decorator, photographer, journalist, reporter, cosmetologist, librarian, museum curator, cartographer, dance instructor, entertainer, performer, architect, etc. According to theorist, social personality types are un derstandable, friendly and people oriented. These individuals often have good verbal skills and interpersonal relations. They are helpers and enjoy jobs that let them interact with people.They are well equipped to enter professions such as teacher, social worker, counsellor, youth services worker, recreation director, physical therapist, occupational therapist, extension agent, therapist, teacher, personnel director, funeral director, minister, chamber of commerce executive, athletic coach, claims adjuster, parole officer, attorney, sales representative, fitness instructor, cosmetologist, paramedic, mental health specialist, social worker, nurse, dietician, information clerk, child care worker, travel agent, airline personnel, receptionist, waiter/waitress, office worker, home health aide, career counsellor, etc. According to him, enterprising personality types are gregarious, dominant and adventurous. They are generally extroverted and will often initiate projects involving many pe ople and are good at convincing people to do things their way. They have strong interpersonal skills and enjoy work that brings them into contact with people.They are best counselled to enter career such as real estate appraiser, florist, lawyer, TV/radio announcer, branch manager, lobbyist, insurance manager, personnel recruiter, office manager, travel agent, advertising agent, advertising executive, politician, business manager. According to Holland, conventional personality type refers to those individuals who show a dislike for unstructured activities. They enjoy collecting and organizing information in effective and practical way. They are often like being part of large companies though not necessarily in leadership positions. They enjoy steady routines and following clearly defined procedures.They are best suited for jobs as subordinates, banker, file clerks, accountant, Business teacher, bookkeeper, actuary, librarian, proof reader, administrative assistant, credit manager, e stimator, cad operator, reservations agent, bank manager, cartographer cost analyst, court reporter, medical secretary, auditor statistician, financial analyst, safety inspector, tax consultant, insurance underwriter , computer operator, medical lab technologist, cashier, hotel clerk, etc. It has been employed as popular assessment tools such as the Self-Directed Search, Vocational Preference Inventory and Strong Interest Inventory. Dictionary of Holland occupational Code came as a result of Holland’s work. John Holland created a hexagonal model that shows the relationship between the personality types and environments. [pic] Figure 2. 1: Holland Hexagonal Model It could be noticed that the personality types close to each other are more alike than those farther away.We can see this most clearly when we compare the personalities opposite each other, on the hexagon. For example, read the description of the types for Realistic and Social. You will see that they are virtually the opposite of each other. On the other hand, Social and Artistic are not that far apart. Holland topology is based on the following key concepts: Congruence: it refers to the degree of fit between an individual’s personality orientations and actual or contemplated work environment. One is believed to be more satisfied with his career and can perform better if he is in a congruent work environment. Consistency: it refers to the degree of relationship between types or the various classifications.Types that are adjacent on the hexagon have more in common than types that are opposite. For instance, the conventional type might be more realistic and enterprising than be artistic. Differentiation: it is the establishment of differences or a difference among two or more things. It refers to the degree to which a person or his environment is clearly defined. | | Vocational identity: extent to which a person has a clear self perception of his or her characteristics and goals, and to th e degree of stability which an occupational environment provides.Holland’s theory is criticised as basically descriptive with focus on explanation of casual basis of time period in development of hierarchies of the personal model styles. He was concerned with factors that influence career choice rather than development process that leads to career choice (Zunker, 1990). This theory focus mainly on how a personality can be matched with a career rather than how other factors like environmental and/or interpersonal factors influence the individual’s choice. It is therefore limited as far as the current research is concerned. 2. 3. 3 Anne Roe’s Personality/Need Theory Akinade, Sokan and Oserenren (1996) posit that this theory see one’s need as the main determinant of the nature of an individual’s interests including vocational interest.This theorist was of the view that career choice is based on childhood orientation or experience at home to satisfy ne eds; and that people choose occupation that satisfies important needs. This theory attempts to understand, make meaning of, and utilize individual motives, purposes and drives to support career development. She believed work can satisfy needs in different ways hence classification of occupation into eight groups. According to Roe (1956) cited in Zunker (1990), the first five can be classified as person-oriented and the last three as non-person oriented. 1. Service (something for another person); 2. Business contact (selling and supplying services); 3. Organisation (management in business, industry and government); 4.Technology (product maintenance, transportation of commodities ); 5. Outdoors (cultivating, preserving natural resources); 6. Science (scientific theory and its application); 7. General culture (preserving and transmitting cultural heritage) & 8. Arts and Entertainment (creative art and entertainment) Anne Roe’s theory was based on Abraham Maslow’s hierarc hy of needs stated in this order: 1. Physiological needs 2. Safety needs 3. Need for belongingness and love 4. Need for importance, respect, self-esteem and independence 5. Need for information 6. Need for understanding 7. Need for beauty and aesthetic 8. Need for self-actualization

Mexico City Speech

Good morning sir and class today I'm going to talk to you about an ancient city that has grown to become the 10th largest cityà ¯Ã‚ ¿Ã‚ ½ and the 2nd largest urban agglomeration in the worldà ¯Ã‚ ¿Ã‚ ½ this city is Mexico City. Click Mexico City is the capital of Mexico and is the country's centre for politics, higher education, industry, culture and transportation. It's tremendous population and rapid growth has also brought about some of the worst urban problems in the world. Click. Mexico City pretty much lies in the centre of Mexico about halfway between the Gulf of Mexico and the Pacific Ocean Click. A place like Mexico City would have been quite an ideal place to build a city as it was built on an area that was once a lake, which means a lot of access to water and fertile soil for agriculture which fed its inhabitants and the terrain was fairly flat. Mexico City is in the middle of a valley surrounded by large mountains much like a bowl (make description of city as a bowl). The city is located at a very high altitude of 2240 metres, to give you an idea of how high that is Canberra is only about 500m above sea level. Mexico cities high altitude accounts for the cool, dry climate Click that the city experiences. As we can see from the chart the rainy season lasts from May to October. The history of Mexico City is as vast as the city itself. The area where Mexico city is located was first called tay-nock-tee-lahn, which was the capital of the Aztec empire in 1440, the Aztec empire was conquered in the 1500's by the Spanish and gained independence in 1821,when it was named Mexico city and has served as the country's capital ever since. Click from this historical map of Mexico city in 1628 we can see the surrounding lakes which have today been drained, evenly spaced agriculture surrounding the city which had good access to the lakes for water, there's a main road running from the farms to the city to get food in quickly. Mexico City always had a small population which grew slowly but it wasn't until the latter part of the nineteenth century that Mexico City modernized rapidly. Migration was more important than natural increase in fuelling the population growth in Mexico City. The urban agglomeration of Mexico City had gone from a population of Click 1.6 million in 1940, 5.4 million in 1960, 13.9 million in 1980, and about 15.6 million in 1995. The city's population has doubled about every 15 years since the early 20th century, when its population was less than one million. To a large extent, this extraordinary rate of growth is due to the centralising policies of the federal government, which favoured urban over rural development. The federal government concentrated industrial production, wealth and services in Mexico City. The city, therefore, had access to electricity, water and drainage facilities, and was the focus of major infrastructural investments such as roads and public transportation. In turn, this centralisation led to an intense concentration of population. People were drawn to the capital for employment opportunities and to improve their qual ity of life, as it provided services such as education, health, potable water, and sewerage that were not available in rural areas. Economy Mexico City dominates the whole country's economy. The Federal District of Mexico City produces a significant portion of the total gross domestic product of the country. The city is the centre of manufacturing, and contains about 45 percent of the nation's industrial production. Exports include textiles, chemicals,click pharmaceuticals, electronic items, steel, and transportation equipment, most of the cities trade is done with the U.S. The city is also important in Mexico's banking and finance industries and home to the reserve bank and the stock exchange click. The concentration of economic activity in the city attracted people from rural areas in search of employment. People moved to the city faster than new jobs were created. The city is the centre for Mexico's commercial activity and is a major tourist area. Agriculture, mining, and trade dominated Mexico City's economy for the most part of its history especially agriculture. Bu an industrial economy began to take root in the early 1900s and the population began to flourish. Cultural Being one of the oldest cities in the Americas, Mexico City contains thousands of years of cultural achievement. Mexico City dominates the country's cultural life with numbers of universities, museums, and cultural institutions that are not seen in other Mexican cities. One-third of Mexico's institutions of higher learning are located in the capital, the largest being the National Autonomous University of Mexico. Its rapid rise in enrollment, from 40,000 in 1960 to 135,000 in the mid-1990s, reflects both the increase in the city's population and the rising aspirations of Mexicans. The Historic Centre of the city lies in the heart of the downtown area surrounding the Zà ¯Ã‚ ¿Ã‚ ½calo click, which is the second largest plaza in the world, surpassed only by Red Square in Moscow. A rather overwhelming public space, the Zà ¯Ã‚ ¿Ã‚ ½calo is the scene of major public ceremonies and military displays. Talk while reffering to pic Overlooking the Zà ¯Ã‚ ¿Ã‚ ½calo to the north is the Cathedral Metropolitana. It is the largest cathedral in North America. The Palacio Nacional which once housed the president is located on the east side of the Zà ¯Ã‚ ¿Ã‚ ½calo. The zocolo was built at the beginning of the city Click point out historic map and zocolo. There's the Zocolo in the middle where people would have accumulated to trade goods. Whilst the number of parks in the city is quite sparse it does contain the countries largest park, Chapultepec click which is 2000 acres of woods, lakes, hiking trails, playgrounds, amusement parks, a zoo and excellent museums. Museums are a trademark of Mexico City and some famous ones include Mexico's Museum of Modern Art, the Museum of Natural History, and the National Museum of Anthropology. In total, the city actually has around 160 museums, over 100 art galleries, and some 30 concert halls. Sport is a significant part of Mexican culture and most of Mexico's major sporting events are staged in Mexico City. Click Mexico City is the place to go to see Mexico's most popular sport soccer, bullfighting, baseball, boxing and horse racing. The city has one of the largest stadiums in the world which seat 130,000 people and was the host of the 1968 Olympics. Mexico is the only city in Mexico where you are likely to see big name bands touring, theatre productions and opera. The city is home to many festivals including the principal religious festival which is the holy day of guadelpe the patron saint, the festival basically brings the hustle and bustle of this city to a short halt with many shops closing click. City Of Inequality Every day, hundreds of people flock to Mexico City in search of a better life – many getting no further than the growing shanty-towns that ring the outskirts click. These stand in harsh contrast to the stylish, modern offices click and apartment blocks located in prestigious parts of the city. The major condition dividing the city's population is wealth. Mexico City is a city of sharp social contrasts. It plays host to the poverty of many of its inhabitants, but also to the luxury and refinement of others. Wealthy residential sections are characterized by housing and suburban retail centres that rival the most luxurious in the world. These neighbourhoods are often in sharp disparity to the poorer sections click, where housing is substandard, access to basic services such as water, electricity, drainage, and paved streets is limited, and the standard of living is well below the poverty level. Almost half of housing in Mexico City consists of self help structures, which are communities built illegally on government owned land, much like favelas but the occupants improve he look of the house. These structures are open to wind rain and have no access to water, garbage disposal, electricity and minimal healthcare facilities. Healthcare rates are just too expensive for the poor to pay for. People moved to the city faster than new jobs were created. Many of these new residents were unskilled workers. They were unable to find employment in the city, contributing to problems of unemployment. With no legitimate way of earning money, the poor have had to take drastic measures. Unfortunately, this growing level of poverty and rapid growth has resulted in major urban problems, including crime, poor housing, some of the worst pollution in the world, poor sanitation and terrible traffic. The crime in Mexico city click is among the worst in the world. Over 3,000 kidnappings were reported in 2003, ranking as the second highest in the world. The rich have resorted to hiring bodyguards. The black market for example is a very large illegal operation contributing to the crime crisis giving many people options for obtaining illegal items, you buy anything on the black market from drugs to bombs and there's been instances where people like tourists have gone to a bar in Mexico city, got absolutely wasted, passed out and have woken up the next morning to find that they are missing one of their kidneys. Criminals have surgically removed the kidney and it's more than likely for sale on the black market. Traffic The traffic in Mexico city is the worst in the world click, each day 5 million vehicles can be seen clogging the small road networks of Mexico city, Therefore vehicles are the main contributor the cities largest environmental problem air pollution Click. From the graph we can see that transportation makes up about 3 quarters of total emissions. The air pollution in Mexico City is the worst in the word. The fact that the city is situated in a basin makes the air pollution even worst, because the air that has accumulated is kept in the area because it's like a bowl click this photo shows that pollution is held in by the surrounding mountains which stops winds from coming in and blowing the pollution away. The effects that pollution would have on the citizens of Mexico City is quite devastating click, here I've made a diagram showing the various effects that are brought about by such terrible pollution. Talk about diagram Air pollution may be the worst of Mexico cities pollution but other forms of pollution also affect Mexico city Water pollution in Mexico city is quite terrible Click in the rivers of Mexico city you a likely to find waste, drugs and even the odd dead body. The amount Click of light released by the millions of citizens of Mexico City creates terrible light pollution which leaves the city in a yellow haze. In conclusion Mexico may not be one of the most glamorous cities since it contains some of the worst urban problems in the world, but this secondary city is the most important in Mexico, its nearly Six times larger than any other Mexican City, Mexico city dominates the economic, cultural and political life of Mexico. This combined with Mexico cities vast history has thus given it a unique identity.

Tuition Increase

It is widely accepted that the future prosperity of Canada rests on having a well-educated workforce. Yet, the cost to students of post-secondary education has risen rapidly over the last few years as government funding has dropped dramatically. Since the early 1980s, public funding of post-secondary education in Canada has gone down by 30 percent. In addition, across Canada, about 1. 1 million full-time students were enrolled in post-secondary institutions in 2001, but thousands have been turned away because of lack of space or they have not applied for admission because the cost of tuition is too high for them. Ontario has the second-highest tuition fees in the country. On average, tuition fees can cost an undergraduate student close to $5,000 per year. Over 80 per cent of Ontarians believe tuition fees are too high, even with the current freeze. More than 90 per cent of students voted to reduce tuition fees. Yet Ontario Premier Dalton McGuinty has announced that tuition fees will be increasing by up to 36 per cent over the next four years. Ontario's post-secondary system, which has 18 universities and 24 community colleges, receives the lowest per-student funding in the country. For the most part, reductions in university funding by both the federal and provincial governments explain higher university tuition. The federal cash transfer payments for education and training have been cut by $7 billion since 1993. In the 2000-2001 federal budget, only a $600 million increase was allocated for both health and education, with no real requirement that any of the money be spent on education. But the Minister of Finance was able to find $55 billion in tax cuts for corporations, the banks and wealthy Canadians. The money is available, but the wrong choices are being made. Students are now paying higher fees for a lower quality education – less access to libraries, less lab equipment, reductions in tenured teaching staff and support staff. Tuition fees are a regressive form of taxation. In 1997, Canadians spent 19 percent more on their household budget than in 1996 on education, but their total household spending did not increase. This does not mean that families are paying more for education, but it does mean that hey are sacrificing other expenses in order to meet the cost of an education. The government is attempting to deflect anger over tuition increases by pointing to changes in student aid. But the fact is the tuition fee increase over the next four years will effectively wipe out more than the student financial assistance investment to be phased in over the same period. In fact, for every dollar invested in student aid more than a dollar will be clawed back through tuition fee increases. In effect, students are borrowing to finance their own student aid program. A post-secondary education is now out of reach for poorer Canadians. Those who can get to college and university often end up with debts on graduation, which can range anywhere from $30,000 for a four-year undergraduate program to $60,000 for those doing graduate studies. Professional faculties can lead to much higher debts: annual tuition at the University of Toronto's medical school, for example, was more than $16,000 by 2003, and half of Canada's 16 medical schools were charging more than $10,000 a year. It can all add up to a six-figure bill after graduation – one observer suggested it's one reason why doctors are opting for specialties rather than family medicine because the pay for the former is much higher. It's been estimated that by 2020, a four-year university education will cost about $90,000. In addition to average annual increases, students are faced with deregulated fees. Deregulation of fees happens when a provincial government abandons all guidelines and legislation and lets individual institutions have complete control of tuition fee levels. Deregulation represents one of the most serious threats to accessibility of post-secondary education, since it always leads to massive tuition fee increases. Dentistry now costs up to $30,000 a year. Even with the maximum federal and provincial student loans and the maximum private student line of credit, this fee can't be met. Deregulation is not a new tuition fee structure, but the downloading of the cost of education onto the backs of students. Deregulation is not limited to university fees. Community college programs in Ontario vary from $1,700 to over $8,000 a year. It is wrong for the public to believe, and even worse for governments to promote the myth that fees can be raised without affecting accessibility. In a study released by the Maritimes Provinces Higher Education Commission in 1997, it was reported that â€Å"there are clear indications of a systemic social inequality affecting accessibility, with students from lower income backgrounds being disadvantaged in their ability to meet the financial demands of attending post-secondary institutions. â€Å"

Homelessness Essay Example | Topics and Well Written Essays - 1750 words

Homelessness - Essay Example The sociological perspective applied to the research paper is social constructionism. This approach allows a researcher to examine and analyze development of homelessness in particular social contexts. This sociological perspective is chosen for analysis because the constructionist position emphasizes that the activities through which social problems like homelessness are constructed are both implicitly and intentionally. Social constructionism accounts for maintenance of social activities which lead to such problems as homelessness. Sociologists use the assumptions as a warrant for defining problems as real and observable social conditions, portraying their studies as objective analyses, and describing themselves as experts on social problems. The notion of homeless is difficult to define because it involves diverse social groups and diverse populations. Researchers propose different definitions which take into account different age groups and different social causes of homelessness, location and neighborhoods environment. For instance, Chamberlain and Johnson (2001) state that: "the literal definition equates homelessness with rooflessness', implying that homeless people are literally under the stars', or illegally occupying deserted premises" (p. 35). Traditional definitions of homelessness (Arden et al 2006) involve such groups as children, women, veterans, racial minorities, young mothers and drug users. Homeless are considered children who have been separated from their homeless parents and are in foster care or are living with relatives; a young mother and her children who have lived for two or three months at a time with different relatives during the past year or so, and who expect that, within the next few months , they will have to leave where they now live; a family or single person who migrated to a new town looking for work, lives with relatives, does not pay rent, cannot find work, and does not know how long the present arrangement will last or where to go if it terminates. A person can be defined as homeless if: there s no accommodation available for him/her, together with any other person who normally resides with him/her or who might reasonably expect to reside with him/her, which he/she can reasonably occupy or remain in occupation of" (Homeless n.d.). Homeless are considered people living in stable but physically inadequate housing (having no plumbing, no heating, or major structural damage, for example). The remainder is considered "at imminent risk" of literal homelessness, that is, if their current precarious housing arrangements fail, or if an institutional stay comes to a predictable end, they have neither prospects nor resources to keep themselves from literal homelessness (Luba and Davies 2006). A more expansive definition of homelessness includes the institutionalized who have no usual home elsewhere, the most unstable group among the precariously housed, or both. In terms of social constructionism, homelessness is caused by social conditions and circumstances which influence a person. Pervasive and rising homelessness is caused by social factors; that is, that it is a function of the way society's resources are organized and distributed. Luba and Davies (2006) emphasize a dramatically

Effect of Organizations Culture and Diversity Essay - 1

Effect of Organizations Culture and Diversity - Essay Example Morgan said that this perspective gives importance to the â€Å"human nature of organizations and building the organization around people rather than techniques† (Buchanan, 1997, p. 517). Baron and Greenberg (1989) said that initial culture of an organization comes from the founders who inculcate their values and vision to the staff first employed and transmitted to succeeding employees. Schein (1983) also elaborated on the strong formative influence of the founder and early senior managers in creating its culture (Buchanan, 1997). Robbins supported the view that the company’s current top managers are the ‘culture carriers’ and set the standards for acceptable behavior (Buchanan, 1997). Organizational norms are the expected modes of behavior for individuals and groups, based on an organization’s values and beliefs (Buchanan, 1997). Norms, in turn, reinforce shared values and beliefs (Buchanan, 1997). However, the perpetuation of a culture to serve th e purposes of the dominant culture is insensitivity to the diversity issue. Flowers and Richardson (1996) observed that â€Å"existing rules and standards were labeled as manifestly biased by Eurocentrism and white male favoritism† (Stark, 2003, para. 1). This is further bolstered by Harrison (Ben Harrison Associates Inc.) in his observation that the â€Å"white male club control the resources, and probably the most misinformed group† (Challenge, n.d., p. 2). A corporate culture overshadowed by discrimination and inequality would affect communication, teamwork, and decision-making in an organization. Baron and Greenberg (1989) defined communication as the process of transmitting information by one person, group, or organization to another through recognized channels. Reitz (1981, p. 311) argued that communication can be discouraged â€Å"by manipulating the physical and psychological distance.†Ã‚  

Fahrenheit 451 is a comment on modern technology Essay

Fahrenheit 451 is a comment on modern technology - Essay Example The firemen in the novel are government employees who burn and destroy books (Beley 146). The story revolves around Montag’s struggle to appease his frustration for the conformist society he is part of and to resist the book-burning totalitarian regime (Monahan 54). One of the messages the author gives across is that the people are responsible themselves for the sorry state for affairs that they are in. Bradbury supports the idea that men should be self-thinkers and be able to understand what constitutes right and wrong rather than letting the government do the decision-making. He argues that this can be achieved by perusing of erudite texts that reflect upon the mistakes of the past and provide critical analysis of the different aspects of life like religion, politics etc. The author believes that the great value of books in our lives is to promote independent thinking and free thought (Piddock 66). The novel is a comment on modern technology. This notion is exemplified frequently at several places in the novel. One of the main ideologies of the book is that technology deprives individuals from indulging in activities like literary discourse, the thought process of reflection and promotion of individual consciousness. Bradbury has acutely portrayed a society that does not appreciate the worth of books. Firemen are actually book-burners, illustrating how technology has replaced literature from the lives of the common man. The novel paints a grave picture of the society where people drive fast, watch television day in and day out and listen to Seashell Radio sets. The symbolism associated with the use of these radio sets is the alienation of people. The author reveals in the book, â€Å"And in her ears the little Seashells, the thimble radios tamped tight, and an electronic ocean of sound, of music and talk and music and talking coming in (12).† The Seashell radios are an allusion to headphones now being used commonly in the modern world. In the novel,

Settling a Lawsuit Coursework Example | Topics and Well Written Essays - 250 words

Settling a Lawsuit - Coursework Example The perception will give me significant power to influence the negotiation process (Carrell & Heavrin, 2008). However, it will be unethical for me to give false information and withhold technical information from the 30 people who have no legal background (Olekalns & Adair, 2013). Nevertheless, withholding such information from their representative would be ethical since the representative can anticipate this move. I would determine whether the negotiation depicts substantive fairness by analyzing the equitable distribution of value during the negotiations (Carrell & Heavrin, 2008). The negotiation should result in a fair arrangement to distribute the amount of money to be distributed to all parties. Moreover, the negotiation process should derive mutual settlement that includes the concessions and interests of all parties. All negotiation parties should cooperate in reaching a middle settlement that depicts concessions of the negotiating parties (Olekalns & Adair, 2013). I would determine whether the negotiation depicts substantive fairness by analyzing whether the negotiation outcome is a win-win situation for all negotiation parties. Ideally, the negotiation would achieve substantive fairness if it results to impartial, proportional, and reciprocating negotiation

Symmetry Methods for Differential Equations Dissertation

Symmetry Methods for Differential Equations - Dissertation Example Lie’s methodology is based on this philosophy. The main challenge was to find the group, which leaves the solutions of a differential equation invariant, meaning which group maps solutions into solutions. This factor was considered the trivial constant, which can be added to any indefinite integral. The additive constant represents an element in a translation group. In the simplest first order ODE, one independent variable x and one dependent variable y can be represented by: dy/dx = g(x).General formulations of constraint equation ( dy/dx=p) and a surface equation( F(x,y,p)=0) are used to write down the solutions by quadratures. Lie’s methodology provides an algorithm, for determining, whether an ODE possesses symmetry and if so, the kind of symmetry. Transformations to a set of canonical variables like R,S,T is algorithmic. A canonical variable R(x,y) signifies the new variable like x, while S(x,y) is the new variable like y and T (x,y,p) forms the new constraint betw een S and R( similar to dy/dx). Under these new coordinate system the surface and constraint equations are designated by F(R,-T)= 0 and dS/dR =f (R, -T) respectively. The system is reduced to quadratures and integration follows. Chapter 1: Concept of Symmetry and Transformations Concept of Symmetry Symmetry of geometrical objects or a physical system refers to the property of being â€Å"unchanged† under certain transformations. Hence, symmetry of a physical system or geometric object is an intrinsic or observed feature of the system that remains preserved under a specified change. The transformations can be continuous (for example, rotations of a circle) or may be discontinuous (for example, rotations of a regular polygon). An object is said to bear a rotational symmetry if the object is turned around at its centre point by certain number of degrees and the object still looks the same. Thus it matches itself a number of times while it is being rotated. For example a flower w ith 5 petals will have symmetry of order 5, as it will match itself 5 times. Invariance is example of one such symmetry under arbitrary differentiable co-ordinate transformations. Invariance is specified algebraically that leaves some quantity unchanged. For example, humidity may be constant throughout a room, since humidity is independent of position within the room; it is invariant under a shift in the measurer’s position. Thus when a sphere is rotated about its center, it will appear exactly the same as it was before rotation. So the sphere exhibits a spherical symmetry. This means a rotation about any axis of the sphere preserves the shape of the sphere. The concept can be illustrated with the example of an electrical wire. The electric field of a wire exhibits cylindrical symmetry. The strength of an electric field at a specified distance (?) from the charged wire with infinite length will bear the same magnitude at each point on the surface of the cylinder (electrical f ield) with its axis being the wire having a radius (?). If the wire is rotated on its own axis, it will not change its position or the charge density and hence the electric field will be preserved. Hence the field strength at a rotated position is the same. When some configuration of charges (non-stationary) produces an

Econimics course work Coursework Example | Topics and Well Written Essays - 1000 words

Econimics course work - Coursework Example This puts high power incentives as a risky means of having things done in an organization. If the management system is not strong and if means of monitoring and evaluation is not keen, then employees could use dubious means to have their goals realized. This could put an organization in the edge of losing its face and reputation. Applying high power incentives also has a tendency of narrowing the capacity of employees (Campbell, 76). They would largely concentrate on one endeavor wherein there is a promise; while at the same time neglecting other areas that may not be of great urgency but of equal priority. This may also lead to an extensive malfunction of other departmental organizations and functionalities. These make high power incentives not appropriate for motivating employees. Various tasks are best performed by contract. These include such tasks that need external audit that internal employees should not do. Also tasks that require expertise attention that may not be found wit hin the organization warrants a contract. Tasks, which may expose the secrets of the organization, are good if they are contracted unless under examined ethical conditions. Internal employees best do such tasks. 2. Issues related to the organization of the firm (Contract between Asphalt Acres and Auto Engineering Company) The main purpose of a contract is formalizing an agreement between parties. The agreement has to be mutually agreed upon and legally consented to. Contract often encompasses a wider range of things; in this case, the use of a property, pricing of items and facility, open knowledge of any due charges. The contract relationship, terms of dispute settlement, and terms and conditions underlying work for hire have to be made clear. Since the pricing of the property and any other charges underlying the contract has to be made by Asphalt Acres, it would be proper for the Auto Engineering Company ensure that they evaluate these terms if they are commensurate to the profita bility of the whole project. It is also important to determine the cost of other options available lest they run the risk of being exploited. All issues in a contract have to be made clear, all the hidden chares may interfere with the relationship of the contract, and therefore the Auto Engineering Company should not accept any vagueness related to the issues of the contract. All charges have to be made clear to avoid any conflict. Additionally, to avoid any conflict of interest, the relationship, and the management of the field has to be made clear. The offer has to be of value and of great benefit to both parties. They also have to determine their terms of management and clearly determine the roles of each company in the field to avoid any confusion that may arise. 4. Transfer Prices Transfer of pricing refers to the analysis, charge adjustment, and price setting made between Parties of related interest trading on goods and services. Price transfer is an important determinant of h ow the prices and interests are accrued between the parties. The transfer of pricing also determines the rate of taxes. Allocation of resources is also determined by the determined by the existing prices among the components. Price transfer is important for the tax administrators and taxpayers due to their importance in determining the income, expenses,

Transformational Leader Essay Example for Free

Transformational Leader Essay The entire world has been caught up in the events leading up to the 2008 United States Presidential election. The selection of Barack Obama as America’s first African American President, and his highly effective campaign, provides us with a prime example of the power of transformational leadership, and the means by which change occurs. The notion of transformational leadership is not just pertinent, however, to the worlds of politics and the community. It is highly relevant to the corporate world and organizations as well. While Obama’s ethnicity is obviously noteworthy and is a large part of what makes this election so significant, there is another critically important component of this moment which people have a tendency to ignore. It has to do with the transformation that has taken place in the minds of voters in the US and the hearts of people around the world. The change that has occurred is a direct result of the President-elect’s ability to inspire change. He didn’t change the people themselves, which would be impossible. What he did change was the way they see the world and their place in it. Business leaders operate under similar circumstances because they also must engage employees and inspire them to feel a part of an organization. Transformational leadership involves more than charisma and emotion. It involves more than giving good speeches and making people feel good. In his hallmark definition of the term James MacGregor Burns coined the term transformational leadership as â€Å"leaders inducing followers to act for certain goals that represent the values and the motivations the wants and needs, the aspirations and expectations of both leaders and followers.† [Italics original] The leader is not merely wielding power, but appealing to the values of the follower. In this sense, values mean, â€Å"A principle, standard, or quality regarded as worthwhile or desirable,† (Webster’s New Riverside University Dictionary). Burns insists that for leaders to have the greatest impact on the â€Å"led,† they must motivate followers to action by appealing to shared values and by satisfying the higher order needs of the led, such as their aspirations and expectations. He said, â€Å". . . transforming leadership ultimately becomes moral in that it raises the level of human conduct and ethical aspiration of both leader and the led, and thus it has a transforming effect on both.† Change doesn’t just happen. It needs an impetus. Einstein in his Theory of Relativity applied the laws of physics to matter and we can apply this theory to universal behavior. As force is applied to an object in the direction of motion, the object gains momentum and gains energy. President-elect Obama was the force for change; he introduced a new direction that would address the needs as he saw it. In order for the notion of transformational leadership to be relevant, three elements must be present: 1) A Clearly Articulated Vision 2) Statements that Inspire People to Connect; and 3) A Detailed Plan to Execute. 1) A Clearly Articulated Vision The history of the world is replete with examples of charismatic leaders who have led their nations and a cause. The names of Mohandas (Mahatma) Gandhi, Napoleon Bonaparte Julius Caesar, Mao Tse-tung, Nelson Mandela, Martin Luther King Jr., Winston Churchill and Franklin Delano Roosevelt evoke tremendous feeling. The Industrial Revolution also evokes thoughts regarding the titans of industry like Thomas Edison, Henry Ford, Alexander Graham Bell and JP Morgan who had an incontrovertible and formative impact on that era. The vision that was articulated by the individuals in these two categories, the ability to inspire people to connect and the plans that were executed to make the vision a reality is indisputable. In the present, we may not know the names of all of the transformational leaders who are making change in their sector, but it certainly is happening. Apple, Google, Tata Motors, Carrefour, and Toyota, for example, are having an undeniable global impact on our everyday behavior and interaction. Apple’s iPod, for example, has revolutionized the way we think about listening to music, the way we purchase music, the way we share music, and even the way we define our personal space. The question for business leaders within organizations such as Apple is how to achieve the multiplier effect of this leadership pattern in order to bring about continuous innovation and improvement? How do we replicate this leadership pattern at the department and team level in order to generate change in every sector of an organization? How do we grow transformational leaders so they can rise to the positions of influence to positively impact organizational change? Transformational leadership must occur throughout the organization, not just at the top, in order to bring about the full synergistic effect. For example, when a CEO articulates the vision of a company, it is up to the global presidents and department vice presidents to execute the vision. But they must also be able to communicate that vision in a way which translates into local or regional needs. People must buy into the vision and relate it to â€Å"what’s in it for me.† To the extent that they do this, the overall vision becomes more compelling. This starts the process of aligning the vision and connecting it to local needs and desires. A clearly articulated vision must have in it the elements which point to a better way for dealing with the present and the future. It must provide a context to address the most pressing issues in a manner which is innovative and compelling. Innovative because any change strategy needs to outline what will be different from the status quo. It must be compelling because it must be believable. People must feel that this vision will definitely lead to a better way of doing things. 2) Statements that Inspire People to Connect The most powerful visions also are those which have a few words that are easily understood and restated. This eases the communication process and enables everyone to embrace the vision as their own. In the 21st century a brief statement is marketing sin qua non. In others words, it is essential to excellent communications. As transformational leaders seek to communicate their vision using various venues, they begin to appreciate the marketing challenge of disseminating their message out and ensuring comprehension of their message. In 1964 Marshall McLuhan coined the phrase The medium is the message meaning that the form of a medium embeds itself in the message, creating a symbiotic relationship by which the medium influences how the message is perceived, creating subtle change over time. 21st century transformational leaders ignore the medium at their peril. In order to give a vision the wings it needs to travel, it must Inspire People to Connect. This is when a vision really begins to come alive. It comes alive because people believe that the vision will take them from where they are to where they want to be. In organizations it means that employees can begin to align to a better way of doing their work; reaching their customers or constituencies; and providing the goods and services which will make them more effective, productive and profitable. When people connect on a cognitive and emotional level it begins to move them to action. This action contains the seeds for producing change. Einstein stated that â€Å"no problem can be solved with the same type of thinking that created it†. Inspiring people with a different message gives them an alternative way to approach their challenges. It is this connective element that provides the momentum to a vision and gives it longevity. It is this connective element that enables people to align with each other in a different way to meet their challenges. By connecting with the vision they are also reenergized to act. When we talk about motivation this is where it begins. People are motivated to act and engage differently because they can connect to something new, innovative and inspiring. Obama’s incredibly effective â€Å"Yes We Can† slogan is a great example of how a simple statement can encompass a lofty inspirational theme, yet still pertain to day to day action. The slogan was simple, inspirational, easy to remember, and resonated on a number of levels regardless of one’s unique personal circumstances. Furthermore, Barack Obama and his team revolutionized the way they used the internet to connect their vision to people. They provided a continuous stream of messages via mobile phone, internet, the web and countless other technological mediums in a personalized manner practically every day for two years! You always felt that the vision was on top of mind and that they were speaking directly to you. Every message had your name on it. You didn’t feel you were part of a mass communication campaign. The messages were simple, informative and compelled you to action. Corporate transformational leaders need to embrace these same innovative techniques if they are to connect with the workforce of today. This type of connection or engagement is crucial to attracting and retaining high potential workers. When workers are fully engaged, a noted Gallup study of Oct 2006 indicates, they are more motivated and more productive. Specifically engaged employees work with passion and have a profound connection to their organization. They drive innovation and move their organization forward. Unfortunately, not enough attention is paid to how people connect to a vision. They must go through a process of enrolling with the vision so that they feel it is their own. In essence, a vision connects when people internalize it and say that it is not just someone else’s vision, it is their own. This feeling of ownership is crucial to success. By implementing goal alignment processes, organizations can involve every department in the effort. Individual departments need to know tactically what their role is in contributing to the greater good. They must feel that this vision will definitely enhance their way of performing and interacting. When they have this ownership, then they are motivated to act in different ways. This engagement is directly correlated to employee retention as staff will leave an organization when they can’t get their needs met, and they feel that they don’t identify with the way things are done and with the values or vision of the organization. In short, just having a vision statement will not achieve results. 3) A Detailed Plan to Execute In order to increase the ownership process, one has to move from â€Å"what â€Å"and â€Å"why† to â€Å"how†. Transformation falls short when this is not in place. Invariably many great plans fall apart at the connect points. A critical connecting point is a detailed plan to execute the vision. This begins to complete the circle. It is no surprise that when you have a wonderfully articulated vision, people will then want to see how it works. For many, this is the litmus test of whether the vision is a good one or bad one! Consequently, transformational leaders must help people understand that their vision is just the starting point. They must articulate the complete process that individuals must go through to make true change a reality. During the transition period, it is easy for people to get discouraged because the path to a new future can be difficult to see and follow at times. There must be constant communication and education along the way to keep people focused on the goal. The vision becomes a compass leading people through the turbulent times. Conclusion Indeed change can happen in any organization when there are transformational leaders who clearly articulate the vision; inspire people to connect to the vision and detail the plans in order to achieve the vision. It is this type of leadership that will bring about true innovation, productivity and employee satisfaction as organizations strive to be relevant on a global basis. The success of the Obama campaign was not magic. It relied on a disciplined approach articulating the vision, inspiring people to connect to it, along with a plan of execution. This same pattern can be duplicated in the business world on an organization-wide level. And if done correctly, it can yield awesome results from the entry level to the corporate suites. The challenges in front of us demand no less. Turning middle managers into transformational leadersIn these turbulent times, nearly every organization is facing the need to transform to survive or thrive.The concept of Transformational Leadership (TL), which plays a direct role in creating change, establishing a vision, and giving confidence to employees to explore new directions, therefore becomes popular once again in management development.By Uwe Napiersky, Business Psychologist Learning Architect, PhD.The transformational leaders Undergoing such development empowers an organization to greatly exceed previous levels of accomplishment. The transformational leaders are able to challenge and motivate an entire organisation – top to bottom. They care about people and want people to succeed. Th e result is individual, group, and organizational achievement and morale. Many organisations consider the transformational approach of leadership as a revitalisation to increase competitiveness, sustain growth and to develop their talents further (remember the war for talent hasn’t stopped!).Instead of exercising formal authority and power over others resulting from a manager’s formal position in the hierarchy, empowering and enabling people is a key behaviour. The approach represents positive values like quality, performance, respect and fairness.To create a culture of high performance, where everyone in the  organisation is consistently working together to improve performance, not only top management needs to exercise transformational behaviour, but the middle management does as well. Leadership needs to be demonstrated at times by everyone in the organisation. How can middle Managers develop Transformational Leadership? 1. A change of mindset 2. Development of new (transformational) behaviours 3. Three fundamentals for the design of a transformation process in the organization. 1. A change of mindsetFrom organizing work and â€Å"doing things right† to motivating, inspiring and coaching Typically technical professionals, with e. g. engineering, IT, finance or scientific background are promoted to positions in middle management. Entry and middle management roles mainly consist of task oriented behaviours like planning budgets, setting priorities, controlling and solving problems etc. which are often summarized as â€Å"doing things right†; This is known as a â€Å"transactional† management mindset.This kind of management is necessary for the every day functioning of the business but does not bring about change or major innovation. To use a popular expression, it is good in â€Å"rearranging the deck chairs of the Titanic, but can’t keep the ship from sinking†.To increase personal impact, a person has to shift his/her mindset (and subsequently behaviour) towards influence oriented behaviour, relationship trust building skil ls, combined with caring to sustain a motivational environment, which inspires and empowers.The manager needs to shift his/her mindset radically, by perceiving his/her role as focusing on people, their dreams, development needs and emotions; rather than primarily managing tasks and planning. 2. Development of new (transformational) behaviour: A – Openness to feedback, via 360 degree feedback data A 360 degree feedback tool provides a structured approach to self discovery and a process of understanding yourself which creates awareness about your strengths and areas for development. B – Coaching subordinates Coaching and facilitating subordinates to develop their strengths and work on their development needs enables both the acceptance and understanding of feedback as well as the commitment and relevant action plan steps and practicing of new behaviours.Coaching can be done in one to one sessions, in teams or with peers. It is essential to work on real life/business situations and how to translate theory into manageable relevant action steps.Developing openness to feedback and coaching skills  and behaviours can build confidence, openness and ability for the participant to deal positively with the challenges to exercise new behaviours like motivating and coaching others. C – The understanding, commitment and endorsement of the top management to the objective of a transformational leadership process The implementation of TL via training programmes will not be effective unless part of its objectives and design principles are coherent with what TL is really about. The commitment of all stakeholders is necessary for the success of the training programs (trainers, participants (managers), their bosses, senior management, CEO of the firm) and is a critical success factor to make TL work!Senior management will need to facilitate and nurture a culture of transformational leadership, and to be ready to become mentors who will assist the new managers to develop their own self-confidence to lead change, their own skills set as well as develop the self-concept that allows the transformation from a manager to a leader. 3. Three fundamentals for the design of a transformation process: A – Start by stopping to work with purely cognitive models of change It’s a process and not a 2-day course! And a successful process will not be mastered only on a cognitive level; it has to be exercised on a behavioural level too. Therefore it needs a safe space for learning, reflecting and experimenting. To develop TL means that intentional effort must be made to adopt a transformational style.The process of the self transformation and a learning journey for middle managers mostly starts with understanding ones own personal visions, values and how to manage the developmental process. B – Behaviour change takes more than a good theory and good explanations It needs self awareness and behaviour change interventions. In particular, it needs self directed learning and motivation to challenge oneself in a field which is mostly new for most middle managers with a technical background.The transition for a transactional manager into a transformational leader requires time to learn a new skill set, demonstrate new behaviours and embrace a new mindset. The appropriate understanding of how to apply TL is not about some things you do with your employees, it is the positive stimulating relationship with your employee. C – Include a systematic approach of Monitoring Either include existing instruments for measuring the impact of TL or they can be developed – tailor made – to the specific needs of the organisation. The evaluation methods and  tools provide information about individual and organisational processes as well as the impact on business results. Conclusions * Create an integrated and flexible process design * Build positive dynamic for middle management