Bullying: Effects On Social Anxiety And Self Esteem

Bullying: Effects On Social Anxiety And Self Esteem The present study documented measures of social anxiety and self esteem in adolescents and sought to determine its association with dimensions of bullying in victims. Social anxiety entails feelings of apprehension in social situations, while bullying involves recurrent and intentional acts like teasing to injure another and has been suggested in the occurrence of social anxiety. Self esteem refers to the general view of oneself and proposed as a link with bullying. An independent variable of this study is bullying while dependent variables are social anxiety and self esteem. Two hypotheses were yielded: (a) higher rates of bullying in victims were linked with social anxiety and (b) there is a relationship between bullying and self esteem. Eriksons developmental theory of Identity versus Role Confusion supported hypotheses of why bullying increased social anxiety and lowered self esteem in adolescent victims. Adolescents between ages of 12 and 20 completed self-report questionnaires on bullying, social anxiety and self esteem. Results proposed individuals who identified themselves as bullied victims had higher degrees of social anxiety and lower self esteem. Keywords: social anxiety, self esteem, adolescents, bullying, victims, erikson, developmental, identity, role confusion Chapter One: Introduction Before measuring the association between bullying, social anxiety and self esteem, it is crucial to be equipped with an understanding of the variables. Bullying With the intention of conducting investigations on bullying, researchers have to first determine what exactly is bullying As denoted by Marini, Spear and Bombay (1999), bullying is the manipulation of physical and emotional influence of deliberate harm towards a person, thereby producing a destructive environment instilling anxiety, threat and apprehension in an individual. Adding onto Marini et al.s (1999) definition, researchers who further assessed bullying indicated two different types namely direct and indirect. Direct bullying is portrayed as perpetual, existing as bodily assaults like kicking and hitting, while indirect bullying consists of behaviours such as teasing and intentional exclusion of an adolescent (Fitzpatrick et al., 2007; Haddow, 2006; Hampel, Manhold, Hayer, 2009; Nansel et al., 2001; Omizo et al., 2006; Raskauskas Stoltz, 2007). Social Anxiety An underlying characteristic of social anxiety is a phobia of social settings and interpersonal communication yielding self awareness and negative beliefs of oneself. Individuals suffering from social anxiety typically dread negative assessment by people (DSM-IV-TR; American Psychiatric Association, 2000). Based on Slee (1994), social anxiety has been unveiled to impact negatively on peer involvement, thereafter contributing to peer refusal. Self-Esteem Schaffer (1996) postulates self esteem as an assessment of an individual and the extent to which one perceives himself or herself as either optimistic or undesirable. Cooley (1902) proposed an understanding of oneself is shaped in accordance with peoples behaviour towards the self. Those who obtained positive views from others like a compliment would have increased self esteem. Onset of Bullying Bullying has evolved into a universal issue in adolescence. Several public findings by Cho, Hendrickson, Mock (2009) recognized bullying as multifaceted, producing a series of adverse societal, psychological and educational effects on adolescents. A justification for the rise of bullying occurrences in adolescence could be because of numerous progressive changes happening in this stage. Such changes include emotional ones like escalation in anxiety (Green, 2007; Nansel et al., 2001; Pergolizzi et al., 2007). Bulach, Fulbright and Williams (2003) theorized the manner in which bullying contributed significantly to the development of school violence. This was evidenced by an incident in 1998; Georgia, where an adolescent succumbed to death due to school bullying. The misfortune evoked awareness in the country where regulations on bullying were authorized. Hence, it is no wonder bullying is acknowledged as a prominent kind of violence in schools (Bulach et al., 2003; Olweus, 2003; Siris Osterman, 2004; Vossekuil, Fein, Reddy, Borum, Modzeleski, 2002). The following describes the influence of bullying on victims by highlighting the prevalence rates, thereafter introducing traits of victims and how these are linked with social anxiety and self esteem. Prevalence of Bullying Bullying is highly prevalent among adolescents and differs among cultures. It results in detrimental consequences and persists as a stumbling block in schools, where adolescents struggle to handle distress from bullying. National studies directed by Nansel et al (2001) demonstrated an approximate of 2,027,254 adolescents identified themselves as victims of temperate bullying while 1,681,030 youths engaged in repeated bullying. Reviews have generated an increasing interest on bullying in the 21st century (Rigby 2003; Arseneault et al. 2009), with adolescents of United States of America (USA) generating the highest distress from either forms of bullying. This is evident in a study, where an estimated 10% claimed to be bullies or victims at least once a month (Omizo, Omizi, Baxa, Miyse, 2006). A study by Olweus and Limber (1999) stated approximately 1.6 million of college adolescents in (USA) constituted bullied victims. Additionally, Nansel et al. (2001) uncovered 30% of them were linked with bullying, existing as a bully, victim or both. A separate statement by the U.S. Department of Education revealed 77% of adolescents whom were assessed were victims throughout their entire education (Garbarino et al., 2003). With bullying occurrences on the rise, researchers have thus commenced detailed examinations to further evaluate such occurrences in adolescence (Espelage Asidao, 2003). Since such elevated incidences of bullying are a cause for concern, it is vital to be mindful of different types of aggression and that bullying is just a specific kind. Despite majority of studies on issues of adolescent bullying for bullies and victims, only those pertaining to victims and the relation to social anxiety would be investigated. Attributes of Victims This group of adolescents are known as receivers of violence inflicted by their aggressors. Victims are more likely to appear timid, withdrawn and lack motor synchronization. Besides being known to have minute body sizes and regarded as undesirable by their peers (Bernstein and Watson, 1997), they have nervous disposition characterized by an intense worry of negative appraisal from people, (Bernstein Watson, 1997; Haynie et al., 2001), a trait of social anxiety. In addition, these victims display avoidance in social settings as a result of being bullied (Fitzpatrick, Dulin Piko, 2010; Ivarsson, Broberg, Arvidsson, Gillberg, 2005; Hampel et al., 2009). Olweus (1973, 1978) recognized victims exist in two groups; submissive and highly aggressive or provocative victims. The submissive ones are portrayed as vulnerable and do not incite bullies to further violence. Instead, they behave in ways that intensify the act. As submissive victims do not protect themselves, they are deemed weak, therefore undergoing peer refusal, an aspect of social anxiety. On the contrary, provocative victims exhibit restlessness and seem more irritable. They are likely to retaliate during assaults. Though all victims are highly susceptible of appraisal especially negative ones, submissive victims are more affected by such criticism and reproach themselves repeatedly. Highly aggressive victims portray nervous tendencies and difficulties focusing on tasks at hand, experiencing greater disregard compared to submissive victims. Victims and Social Anxiety Though anxiety is manifested in several forms, social anxiety is most palpable in bullied victims and acknowledged as a persistent disorder (Watson and Friend, 1969; as mentioned in Slee, 1994). Adolescents who suffered from childhood bullying may be at greater exposure to being bullied in school (Chapell et., 2004). Despite beliefs on bullying as uncommon in schools, a study has disputed such claims, indicating bullying rates as frequent across some colleges (Chapell et al.). A study was held on 1,025 university students where 60% claimed to have witnessed bullying and around 44% noticed a lecturer victimizing a student (Chappel et al.). This finding led Chapell and his team (2006) to further investigations, where a clear link regarding bullying occurrences in infancy, adolescence or both stages and chances of becoming victims in school was established. Their results are of considerable importance as it can assist some medical practitioners in treatment effects as they manage patients who might be bullied victims before. Social anxiety results in public aversion and restraint in affected individuals, reducing peer involvement due to a self belief of being undesirable by people (Ginsburg et al., 1998), therefore affecting peer communication which prolongs bullying and decreases their self esteem. This understanding was further developed as Crick and Bigbee (1998) noted adverse peer communication can affect ones self assessment, thus accounting for insufficient self esteem and exacerbates social anxiety. Investigators uncovered not all victims of bullying manifest social anxiety in adulthood (Hawker Boulton, 2000; Jantzer, Hoover, Narloch, 2006; Newman, Holden, Delville, 2005; Olweus, 1993; Schafer et al., 2004). However, regardless of their studies that bullying might suggest psychosocial issues during adolescence, there is still inadequate interest in the understanding of why only certain adolescents may experience such issues. Reviews (Chapell et al., 2004; Chapell et al., 2006) indicated adolescents who recalled being victims of bullying were at heightened possibilities of social anxiety in contrast with those who had no recollection. Such experiences pose worry particularly since bullying throughout adolescence has displayed a significant connection with higher emotional and interpersonal difficulties (Dempsey Storch, 2008; Hawker Boulton, 2000; Jantzer, Hoover, Narloch, 2006; Newman, Holden, Delville, 2005; Olweus, 1993; Schafer et al., 2004; Tritt Duncan, 1997). Further analyses on previous bullying occurrences in males who were weekly sufferers discovered that they regarded anxious tendencies as a result of being bullied (Gladstone, Parker, Malhi, 2006). Similarly, the ability to recall past episodes of attacks was known to influence its start, with adolescents who recollected their situation recording a hastened experience of anxiety conditions and greater unease in social settings as compared to those who failed to remember their traumatic experience (McCabe, Miller, Laugesen, Antony, Young, 2010). An analogous study revealed adolescents who were victims before displayed more negative perception of the public than non-bullied adolescents. This perception is an example noted in anxiety disorders (Hawker Boulton, 2003). Furthermore, bullying accounts have specified adolescents who were once victims had more inclination to display characteristics of social anxiety like phobia of negative appraisal from others and social avoidance (Dempsey Storch, 2008). In comparison with non-bullied adolescents, victims are known to experience elevated psychological and emotional suffering due to bullying episodes they faced in school. Research has suggested this intense distress would persist even in adulthood (Fekkes, Pijpers, Verloove-Vanhorick, 2003; Hampel et al., 2009; Solberg Olweus, 2003). Està ©vez, Murgui, and Musitu (2009) piloted a finding on psychological changes with regards to social anxiety and self esteem in 1,319 adolescents. It was revealed bullied victims manifested higher social anxiety and greater discontentment with life compared to bullies and those non-bullied. This was reinforced in bullied. This was reinforced in Fitpatrick et al.s (2010) review where low self esteem and high degrees of social anxiety were evident due to bullying occurrences. Graham and Bellmore (2007) formed a profile sheet for bullying by grouping it based on bullies, victims, bully-victims and those non-bullied. They discovered significant disparities of psychological changes in victims, bullies and non-bullied adolescents, where victims garnered the most scores for anxiety and least in self esteem. In contrast, bullies yielded the lowest degree of social anxiety and were extremely high on self esteem scores. Based on cross sectional information, a study on 226 adolescents with past occurrences of being bullies and victims was operated (Gladstone et al., 2006). Gladstone and his team focused on victims and their likelihood of displaying anxious tendencies in adulthood. Self reported measures were used to determine anxiety. Results depicted bullied victims had greater levels of social anxiety and suffer from insufficient self esteem. Furthermore, social anxiety was still constant in a notable percentage of victims, expanding current findings on the relationship between bullied victims and adverse effects they experience. Additional research on bullying was conducted by Menensi et al. (2009) which concentrated specifically on psychological influences of bullying on victims. This assessment indicated bullies engaged in threatening behaviours like violence while victims suffered from worrying symptoms including social anxiety. In Esbensen and Carsons (2009) four year analysis, based on the belief that bullying happens continuously which causes major psychological issues like social anxiety, a set of questions were devised to establish the outcome of bullied victims and bullies. An apparent disparity in bullying frequency was uncovered. A meagre 28% indicated themselves as victims in yes and no questions; whereas 82% admitted they were victims on questions inquiring personal development and behaviour. Victims faced with bullying on a constant basis also experienced increased social anxiety, higher possibilities of being harmed at school and a severe fear of being bullied, which was supportive of Menensi et al.s (2009) study. Bullying and Self-Esteem The effects of bullying are well documented in countless reviews, from lingering health issues to emotional distress and diminished self esteem. Self esteem is constituted by a series of beliefs an individual has (Berk, 2009). The relationship of bullied victims and low levels of self esteem is clear. This is apparent in Houbre et al.s (2006) report which implied a lack of self worth in victims who were seemingly displeased with their physical appearance. This negative self evaluation may cause victims to isolate themselves from the public, and this could result in mental health issues. Hence, it is significant to identify the connection between bullying and how it leads to low self esteem in victims. According to Hodges and Perry (1999), bullying serves as factors of self esteem and social anxiety. A co-relational study on 8,249 Irish adolescents indicated links between rates of bullying and esteem, where bullies garnered least self esteem and anxiety (OMoore Kirkham, 2001). A separate study directed by Rigby and Slee (1999) on bullying in adolescence revealed 48.8% of males and 62.5% of females who lacked self esteem suffered more negativity following an assault. As a result, they have lesser peer involvement and suffer from refusal, triggering weakened self esteem and isolation from social settings, a core aspect of social anxiety. Thus, as predicted, it appears that self esteem contributes notably to the domains of bullying as well as social anxiety. In a subsequent finding, Houbre, Tarquinio and Lanfranchi (2010) questioned if low self esteem was a determinant and outcome of bullying. Their study supported the idea of self esteem as a predictor of bullying based on results portraying pessimistic beliefs as the strongest indication of the act. In addition, further examination by them on repetitive bullying and self esteem described the extent to which both were connected; the lower the self esteem, the higher the occurrence of the attack. Apparently, bullying can reduce a victims self esteem. Despite victims possessing a likelihood of being bullied, such attacks decrease their self esteem and also exacerbate feelings of anxiety as they accept their aggressors beliefs. Thus, these findings imply that self esteem can exist as a cause of bullying and can also be influenced by it. Ample evidence regarding self esteem in bullying occurrences has been displayed before (Andreou, 2000; Callaghan Joseph, 1995; Ross, 1996). Boulton and Underwoods (1992) study unveiled a whopping 80% of adolescents claimed to experience more happiness and confidence in life before episodes of bullying commenced. This is further evidenced in Bosworth et als (1999) analysis on 558 students of a certain academic level, where low degrees of self esteem and higher bullying rates were linked. Moreover, victims of bullying were recognized to have lower self esteem in comparison with bullies and those not implicated (Andreou, 2000; Bolton Underwood, 1992). Hence, self esteem served as an originator and a result of bullying (Graham and Juvonen, 1998). In a precise finding by Graham and Juvonen (1998), it was noted that adolescents who perceived themselves as victims came across several social issues like low self esteem. This is in contrast with adolescents, who were identified as bullied v ictims by their peers, suffering from peer issues like refusal. Nansel et al.s (2001) research relating to self esteem and the capability to befriend others produced an unfavourable relationship with school bullying, but was surprisingly positively correlated with victimizing people. This is reasoned by Borgs (1998) study which stated male victims were extremely resentful and female victims were mainly unhappy. As feelings of resentment and unhappiness result in distress which affects victims self esteem, they may also be placed at heightened risks of being bullied (Hazler, 2000). In different reviews, the extent of bullying is considered an influence of an adolescents mental well being. This seems to imply anxious tendencies of an adolescent are likely to stem from bullying. This notion was supported by an examination on bullying as a correlation of decreased self esteem and elevated intensities of anxiety (Mynard, Joseph and Alexander, 2000). An exact finding by Mynard et al. (2000) purported oral bullying as a negative link with self esteem and that adverse outcomes of bullying may vary based on the extent of aggression applied. As a majority of adolescents are predisposed to intimidation by bullies, one possible reason for those who are more confident and less anxious would be their low acceptance of assaults by bullies as they attempt to protect themselves against harm, instead of the victims who fail to retaliate (Egan Perry, 1998). This explanation hence clarifies why only some adolescents who lack self regard and display social anxiety depict a phase of bullying. Several findings specified self esteem as a significant link to bullying and social anxiety, proposing that bullying incidents cause unfavourable effects on an individuals self esteem, thus justifying the high degrees of social anxiety according to them (Bernstein Watson, 1997; Fosse Holen, 2002; Kumpulainen, Rasanen and Henttonen, 1999; Kumpulainen Rasanen, 2000; Mahady-Wilton, Craig, Pepler, 2000; Marini, Spear Bombay, 1999; Nansel, Overpeck, Pilla, Ruan, Simons Morton, Scheidt, 2001; Perry, Kusal Perry, 1988; Rigby, 2000; Roecker Phelps, 2001).

she never speaks :: essays research papers

Have you seen her? You may have walked or even drove by her more than one time. You may have noticed her glistening red skin, the voluptuous curves on her body, or used her for exercise. I cannot say it was love at first sight when I first saw her, she appeared to be like all the others I had been with; however, she possessed something that I could not describe. When the wind blew it was as if she was calling my name so I could not stay away from her. I have spent many hours in the blistering hot sun preparing myself for those special times that I would have with her. I have shed both blood and tears for her. My woman is not an average female, she is extraordinary. She never asks where have I been or why I have not called. She is content with where she is and does not complain. She does things that other women would not do. My woman is like a dirty rest area, open to the public twenty-four hours a day, seven days a week. There is no admission fee.   Ã‚  Ã‚  Ã‚  Ã‚  People call her the â€Å"neighborhood girl†. She knows the corner where she belongs to and knows how to please. For her age, she is in pretty good shape. Not just men, but people from all over the country come to be with her. She does not discriminate against anyone. People of all ages, races, classes and genders have access to her. Many people are with her at more than one time. Sometimes there can be ten to forty people with her. When I see more than one person with her, I do not get jealous with her because I know that she can make them better, and I know that they need her more than I do. The first time I was with her I only lasted for ten seconds, but I have made dramatic improvements. She has a lot of miles on her since she has been broken in from the years of pounding. Her legs stretch for miles. They are straight like runways for planes awaiting take off. She takes me places I have never seen or been before. On many occasions when I’m with her, we become one. When I am with her, I am able to distance myself from all the other odors exhausted by others who are also on her.

Porsche strategy through the recent years Essay

Porsche had been successful and profitable for many years, but hit a bump in the early 1990s. Its production became inefficient and wasteful this was fuelled by the fact the U.S. economy was in a recession. The company was actually about to become bankrupt and there were talks of a possible takeover (Stredwick, 2005, pp.67-78). The auto manufacturer was saved by the then newly appointed CEO Wendelin Wiedeking. He made sure that Porsche focused on creating new strengths in lean manufacturing and synchronized engineering. This was after Porsche had been operating for many years as a craftwork company that mainly allowed the engineers to operate on their own and not with the whole production line. This made the engineers relax on making good Porsche car designs and selling better designs to outsiders that later hurt the company. Part of the decision that led to the company making major profits again was to extend Porsche product line which was mainly the sports car production it had foc used on for such a long time (Henderson & Reavis, 2012, pp.56-65). Some of these other products included the Cayenne which is an SUV, it entered the market that was competing with other brands in the SUV market this include Audi, BMW, Mercedes, Land Rover and Volkswagen. This was a risk to be closely associated with Volkswagen which is a brand that produced cars for mass production. Some considered it a sell out and a total dilution of the high standards of the Porsche cars. This car as predicted was not a first time hit but Porsche worked on its designs for three years to produce a better reliable version that was finally a hit. In 2005 it also announced that it would create another car out of its sports car area. This was a luxury sedan named Panamera after a Mexican-long distance car race (Viknesh, 2012, pp.2-6). Porsche strategy through the recent years             One of the best strategies that Porsche has stuck through the thick and thin is the company’s outside engineering business PEG, which has always focused on selling designs based on the strength of Porsche engineering. Porsche acquired more shares in Volkswagen raising its shares from 31% to 50% in beginning of 2009. This was an official acquisition of the company since they were the majority shareholders. Porsche has been known to carry out hedging as part of its business. In 2008 in it made six times as much in the stock market as it did through selling cars. Its acquisition of Volkswagen was based on its hedging activities. For a period of time market speculators were wondering why Volkswagen shares remained high despite the fact that the company was not performing very well financially. This led to the reveal of the decision of Porsche owning more than 74% of Volkswagen shares. This led to a stock market squeeze that made Volkswagen the most valuable com pany in the world for a brief period of time with stock increasing to values over 1,000 Euros (Henderson & Reavis, 2012, pp.5-8). The CEO Wiedeking had a lot to do with the decisions that Porsche has been taking. He has made the company profitable by taking risks and making the hard decisions that led to the creation of new methods and ideas at Porsche. Engineering and design are also part of the major competitive strategies of Porsche. This is one strategy that has seen the company earn billions from it. It includes a team 2,300 engineers in its engineering Research and development. It shares it with outside companies by designing models with the intrinsic core of all its designs being Porsche’s strength. This customer engineering development company is known as the Porsche Engineering Group. It is known as Porsche’s secret ace that enabled it to employ more engineers than if it worked alone. Companies trust it to create models for them since its small size would not allow it to use the technology availed from the models created (Viknesh, 2012, pp.2-8). These strategies of Porsche seemed to pay off but however secret takeover of Volkswagen led to the split of the Porsche family some opposing while some supporting. Porsche’s hedging and manipulation of the stock market while trying to take over Volkswagen has brought Wendelin Wiedeking and Holger Harter the two former chief and chief financial officer of Porsche under investigation for information based market manipulation. The hedge funds and other business that made major losses during that time are seeking compensation. The failed takeover of Volkswagen was an error on Porsche part. It did so despite the fact that it had SE debts. This failed attempt led to the former Mr Wiedeking leaving the company. This news has negatively impacted the company with its share price dropping by 2percent to 56.93 Euros. Due to the debt and the litigations charges that may be brought against Porsche it has been forced to sell the 50.1 shares acquired in 2008 at an underestimated amount of 4. 46 billion Euros. This has ended the seven year takeover with many people thinking Porsche would win out in the end. Volkswagen although held out as it did not cut corners like Porsche was trying to do when it was trying to takeover Volkswagen (BBC News, 2012, N.P). Despite this Porsche is still making high returns on investment. Even under the Volkswagen umbrella Porsche is still able to make a lot of money. It will continue doing well provided it does not give up its brand in manufacturing its products. Under Volkswagen it will be able to specialize in making many more cars rather than the sports car it is well known for, this will make sure it continues returning high returns on investments. The litigation costs though are going to be a huge burden to the group it hence has learnt its lesson the hard way by being acquired by another company. It therefore is a lesson to all other companies not to manipulate the market for selfish goals that are driven by the directors only (BBC News, 2012, N.P). Porsche’s steps in forming and implementing Company strategy             The theoretical frame work behind the strategy of Porsche consulting lies in three steps. One is the corporate strategy whereby the company lays a common goal and vision. This are made specific to the customer, finance, employee and market segments of the business. From the corporate strategy the product strategy, core strategy as well as cross-departmental strategy are based on the general corporate strategy. Corporate strategy can include brand strategy and product strategy (Murlis, 2004, pp.4-12). Examples of brand strategy include brand values and an example product strategy includes modular strategy. Core strategies form step two of creating the company’s strategic position. This entails every department doing its part in to ensure that the company’s strategic objectives in customer, finance, employee and market dimensions are met (Roehm & Brady, 2007, pp.6-8). The suitable objectives in core strategies are thus divided into the following sectio ns, sales strategies, production, procurement, development as well as key figures (Fleisher & Bensoussam, 2003, pp.2-8). The third step in forming the company’s strategy includes setting up measures. This are defined for each segments of the corporate strategy, they lead to accomplishment of strategic objectives. These measures set the basis of accomplishing the strategic objectives of Porsche (Porsche Consulting Magazine, 2013, pp.2-4). For the company to have a good strategy the three steps must be followed to the letter. According to Eberhard Weiblen, President and CEO of Porsche consulting the strategy has to be developed first over a short period of time by a small project team. Further the strategy has to be clear and simple and create an emotional experience in the staff for it to be successful. Porsche has used this strategy and has yielded great results of continued profitability as well as enhancement of an exclusive brand (Cavusgil, et al., 2009, pp.44-56). Due to the steps mentioned above the company has been able to develop a strategy to work on till the year 2018 that defines concrete goals and fields of activity. This dimensions defined include market, employees, finance and customer dimensions. The main strategy is achieving the title of being the most successful manufacturer of sports cars in the world (David, 2007, pp.50-54). The consultants of Porsche consulting are being retained to accompany the development and achievement of Porsche strategy 2018. The main reasons why their company strategy procedures work so well is because they put it to test for a short period of time of six months and see the outcomes (Doole & Lowe, 2004). They also involve their employees as part of the testing face hence leading to the success of the set up procedures later on. Communication of the strategy in place also plays a huge role. This is achieved by companywide-management conferences which are attended by managers at department level (Porsche Consulting Magazine, 2013, pp.2-4). Reward Management at Porsche             Rewarding management deals with strategies and processes as well as policies being set in place to ensure the employees’ efforts are recognized. Rewarding managers depending on financial performance of the company is based on how well the company is performing financially (McDonald, 2006, pp.78-82). These include figures such as return on investments, profits achieved in the year and other financial estimates used to measure financial performance (Cavusgil, et al., 2009, pp.34-38). However this system of rewarding is not balanced hence Porsche need to change it into a more balanced form of reward system. For the reward system to be viable and to motivate employees it has to factor in other performances that have boosted the company (Calsson, 2004, pp.5-12). These include sales performance and engineering rates of the company as well. Financial performance although important is but one aspect of the whole company’s general health. The other factors th at are recognized also lead to high financial performance. High sales will generate more revenue hence boosting the financial performance of the company. Others like engineering levels and prowess of the company will reward engineers who make exceptional advancement in their engineering designs and models. If these models are exceptional they will increase revenue of the company as well as it will be able to sell these designs for a high amount (Murlis, 2004, pp.56-67). These rewards will motivate the employees, to want to excel in the many purposes in the organization, If the rewards are spread overall other measures and not financial performance only. It will lead to employees being driven to excel in all areas and not financial only. These rewards can be extrinsic as well as intrinsic rewards. Extrinsic rewards refer to promotions, gifts, bonuses and salary raise (Calsson, 2004, pp.3-8). While intrinsic rewards refer to those aimed at ensuring employee satisfaction this include, monogrammed names or plaque, trust, recognition, relationship, feedback and empowerment. Intrinsic rewards are aimed at making employees feel better within the department while extrinsic rewards are based on the performance and activities of the employee to a certain outcome. Porsche recognizes all these and carries out both extrinsic and intrinsic rewarding. The company also tries to find a balance between rewarding an employee extrinsic and intrinsic (Henderson & Reavis , 2012, pp.5-13). The rewards should be given according to an employee’s personality. Tickets to watch a basketball game has to be given to a person who is a fun and not a stay at home mum who doesn’t like basketball. Porsche also rewards not only individuals but also teams and departments (Alkhafaji, 2003, pp.22-26). The evidence shows that the type of financial rewarding mechanism of Porsche based on financial performance seems to work for the engineering activities since they are still leading in the providing of vehicle designs. However it will have better results if the other reasons for reward other than financial performance are set in place. The engineering department will work extra hard to achieve the reward. The company should consider incorporating motivational theories in rewarding its management (Brooks, 2009, pp.2-6). The two directors were Wiediking and Holger were purely driven by financial performance that led them to neglect other aspects that make a company successful such honesty and full disclosure. This requires Porsche to change its policy of only rewarding managers on financial performance basis alone. The motivation theories include process and content theories. Content theories therefore require the company to name and research on aspects that make employees to perform efficiently. The company needs to do this so as to know what motivates the employees other than financial performance. The reward system under content theories is more extrinsic they include bonuses. While process theories mainly focus on intrinsic rewards which include self-actualization, respect and recognition. Which boost employee’s confidence and improve job satisfaction of the employees (Stredwick, 2005, pp.4-9). References Alkhafaji, A. F. 2003. Strategic Management, Formulation, Implementation, and Control in a Dynamic Environment (21, Illustrated Ed.). London: Routledge BBC News. 2012. Volkswagen agrees to buy rets of Porsche for $5.6bn, Brooks, I. 2009. Organisational Behaviour (4th ed.). Essex England: Pearson Education Limited. pp. 81–89. Calsson S. A. 2004. Strategic Knowledge Managing in the Context of Networks, Chapter 32. In: Handbook on Knowledge Management Volume I, (Ed) Holsapple Clycle W Cavusgil, S. T., Ghauri, P. N., and Agarwal, M. R. 2009. Doing Business in Emerging markets: Entry and Negotiation Strategies. New York: Cengage. David F. R. 2007. Strategic management: Concepts and cases, New Jersey: Prentice-Hall, Inc. pp. 102-134 Doole, I., and Lowe, R. 2004. International marketing strategy – analysis, development and Implementation, 4th ed. London: Thomson Learning. Fleisher CS. and Bensoussam B. E. 2003. Strategic and Competitive Analysis: Methods and Techniques for Analysing Business Competition, New Jersey: Pearson Education Inc. Henderson. R and Reavis. C. 2009. What’s driving Porsche? MIT Sloan Management, McDonald, M. 2006. Strategic Marketing Planning: Theory and Practice. Cranfield University School of Management, The Marketing Review Murlis, M. & Armstrong H. 2004. Reward management: a handbook of remuneration strategy and practice (5th ed. ed.). London [u.a.]: Kogan Page Porsche Consulting. 2013. The Magazine Roehm, M., & Brady, M. 2007. Consumer responses to performance failures by high-equity brands. Journal of Consumer Research, 34(4), 537-545. Stredwick, J. 2005. Introduction to Human Resource Management (1st ed.). Oxford, United Kingdom: Elsevier Butterworth-Heinemann Viknesh. 2012. Volkswagen completes Porshe takeover, Retrieved 12/12/2013, from: http://www.csmonitor.com/ Source document

Analysis Of The Movie The Night - 925 Words

Adaira The young women walked back from the shore to start getting ready to hit the nightclub later this evening. Adaira’s and her friends enjoyed the use of the house owned by her best friend’s parents. They had the run of Megan’s family beach home in Playa Del Rey for the holiday week. Megan’s parents were on location in Canada for two months. Her dad and mom were on a movie shoot filming a creature feature. As a result, the friends felt they were on one long slumber party, similar to the ones they enjoyed as teenagers. Only at this juncture of their life, wine and men liven up the week-long gathering. The young women knew each other from the high school they attended in Woodland Hills, California; before scattering to the wind for College. The girls’ holiday plans included New Year’s Eve in Las Vegas. But only Adaira, Megan, and Christina were able to get time off from their employer or were between jobs as in Adaira’s case. Doreen and Wendy had family obligations to go to instead. The first to arrive downstairs in the living room which ran from the front of the house to the back of the home was Adaira and Megan. The two women were standing near the huge wall of sliding glass doors looking out towards the moonlit ocean. â€Å"Megan, thanks for making it possible we were all able to get together before I leave. I can’t think of a nicer place to spend time with my friends than here at the beach. It’s so beautiful here, I love watching the surf and being closeShow MoreRelatedAnalysis Of The Movie The Night 996 Words   |  4 Pagesneedles of death! she exclaims. I don t understand you, Bridges. Josh laughs,You saved my life, but then almost gave me a heart attack. Brianna smiles up at him as he laughs. Adoration shines in her eyes, sparkling like stars on the darkest of nights. Blood curdling needles of death? Josh chuckles, So dramatic! Have you ever considered writing? Shut up Ramsay. Brianna smirks, I would be a wonderful author. Josh walks closer to the bed, his heart racing. He sits down in the same spotRead MoreAnalysis Of The Movie The Night 957 Words   |  4 Pagesthem. The figures were grim in appearance, green, ribs protruding from the side, hollow eyes, and open mouths that were letting out a hollow scream. Our class, 30 in number, shuffled in and took our seats. Once in our seats we were shown a movie. The movie was about the Holocaust, and some of the people who were fortunate enough to survive it. The film covered significant points that were the crescendos of this time in History. The survivors spoke on their experiences, how they survived, and theRead MoreAnalysis Of The Movie The Night 867 Words   |  4 PagesRichards briefcase it showed the audience that Paul was showing his anger due to the fact he had feeling for Anne. 9. There were a couple unique sound effects in the play. The sound effects was the pounding on the door, the noise of the door across the hall closing, the door knob when it was being unscrewed from the door, a baby crying, and the jiggle of a dogs collar. The sound cues were executed at the right moments in the play. For example, when the lady from 4a came into 4b’s apartment to talkRead MoreAnalysis Of The Movie The Night 858 Words   |  4 Pagesreally missed the great adventure, which not only added gas to her fire but it made her go on a rage. This rage lasted for weeks and weeks and she ended up destroying her room just to show her parents how bad she wanted to go to the carnival. The night that she destroyed her room a little leprechaun about the same size of her foot with a face that looked cute, according to Lucy which made it easier for the leprechaun to convince her into going with him to the carnival. The leprechaun ran into herRead MoreAnalysis Of The Movie The Night 1065 Words   |  5 PagesAt Once Again Antiques, Zach hesitated under the store’s overhang and stomped the snow from his boots. In the display window, a vintage jukebox played Deck the Halls, and next to it, a color wheel revolved in front of an aluminum Christmas tree. He removed his Stetson and tapped it against his pant leg, releasing a dusting of snow from the dark felt brim. Whatever was supposed to happen would be today, December 24th. For Gran’s sake, he’d ask an eye-catching, yet complete stranger to accompany himRead MoreAnalysis Of The Movie The Night 1047 Words   |  5 Pagestrying my best (and failing miserably) to keep the tears out of my eyes. Fairly recently, I assumed that role for another friend. The symbolism, it kills me. And yet here I am, sitting in a Starbucks at 7:04 in the morning because I didn’t sleep last night and instead watched the last season of FRIENDS and cried, wondering when I’d find someone who loved me as much as Ross loves Rachel, as much as Chandler loves Monica, and wondering when I would ever love someone in the same way. Wondering if it’d happenRead MoreAnalysis Of The Movie The Night 898 Words   |  4 Pagesâ€Å"Here he is,† Mindy said happily when Zack arrived for his detention. Zack looked around. The only people there were Miss Devasquez and Mindy. He knew about the â€Å"special detention† that Miss Hartick had put together, and he had expected that he would have to go through the same thing. It didn’t look that way though. He was glad about that at least. He even let himself expect that this might be a regular detention. He asked, â€Å"It’s just us?† â€Å"It’s just us,† Miss Devasquez said. Playfully, she saidRead MoreAnalysis Of The Movie The Night 978 Words   |  4 PagesBy the following Tuesday night she was ready to resume taking after having several nights of poor sleep. The doorbell rang about 1A.M., I got up in time to see Kevin handing an almost nude Susan a Sunday. All she had on was her pink panties, hmm..she had pajamas on when she went to bed. At first I thought she might be awake, but her blank expression led me to believe she was in ambient trance. How did Kevin know to bring a Sunday or did he just chance it? Why was Susan naked? Did she call KevinRead MoreAnalysis Of The Movie The Night 1181 Words   |  5 Pagespassenger side of her father’s transport looking at her as if he were about to laugh, but she had at once said to him, â€Å"Did you set the wheels in motion?† sounding much like one of those mid-twentieth century spies in one of New America’s old archived movie records Phillip had recently viewed. â€Å"Everything’s going according to plan so far,† he simply stated back with a grin. A few miles away, once they neared Inez’s place, Cassidy parked on Bethwin Road not far from where she had previously vandalizedRead MoreAnalysis Of The Movie The Night 1673 Words   |  7 Pagesvisiting her friend Melinda who was staying with her father at his place in Elmira, NY. But, after having arrived a day early and not wanting to be a burden. Pamela decided to make a stop at the Ramapo Valley resort just outside of Monticello for the night. Melinda, who had also been a former working girl, had left Miami six years earlier when she had chosen to turn her life around by getting clean. At the time, a local pimp who only went by the name of â€Å"Rangel† had tried to kill her for stealing