Friday, February 14, 2020

FridgeCom Case Study Assignment Example | Topics and Well Written Essays - 4000 words

FridgeCom Case Study - Assignment Example Generally speaking a leader is a one who can lead his or her followers to achieve a common goal (Haslam, 2004, p.53). Scholars on time to time basis made several attempts to define leadership but they realised that â€Å"leadership has been a complex and elusive problem largely because the nature of leadership itself is complex† (Daft, 2007, p.4). Traditionally leadership was viewed as an influence of leader over the followers to achieve the common goal but in contemporary business environment leadership can be considered as â€Å"the process of producing direction, alignment and commitment in collective† (Velsor, 2010). Many a time, people do get confused with the concept of leadership and management. Leadership is just one of the basic characteristic to be possessed by the manager to fulfil their job responsibilities. Apart from the leadership quality, a manger must possess other qualities like motivational skill, time management ability and efficiency to conduct planning, managing and execution of day to day activities (Cherry & Jacob, 2005, p.367). However, it must be understood that a manager may not possess leadership qualities and a leader not necessarily be a leader. The leadership style followed by different leaders varies from individual to individual. These leadership styles are influenced by several internal as well as external factors. The internal factors are specific to a leader and these can be called the leadership traits. Again, the external factors such as the organisational culture, the job responsibility and the internal situations are equally important. In the early days the scholars identified some of the vital traits which must be present in a leader and this theory was called â€Å"trait theory†. This theory was proposed by Sir Francis Galton in 1869. Some of the common teats to be possessed by the leader were need for

Sunday, February 2, 2020

Different models or theories of teaching writing in TESOL (Teaching Essay

Different models or theories of teaching writing in TESOL (Teaching English to Speaker of Other Languages) - Essay Example Learning academic English composition skills can be especially challenging and stressful for ESL students. In addition to mastering the linguistic and grammatical features of written English, second language students must learn to think, create and compose in ways that may be quite unfamiliar and different from those in their native language (Swales, 2004; Crystal, 2003). While there is a plethora of methods or approaches that have been used in the teaching of writing (see, for example, Kroll, 1990; Petrosky & Bartholomae, 1986), this paper focus on the major instructional practices which are widely used in English as secondary language teaching: the controlled composition approach, the current-traditional rhetoric approach, the communicative approach and the process approach. It discusses first the earliest approaches, then the more recent ones, with a particular focus on the process approach. The process approach is discussed in greater detail because it is widely used in TESOL. The structuralist linguistic view dominated theory and practice in the field of ESL literacy and almost exclusively guided pedagogy until about the middle of the 1960s (Kaplan, 1988; Crystal, 2003). L2 writing instruction was no exception in following audio-lingual teaching methods. Although writing was considered one of the "survival" language skills, writing was taught as a subsidiary component to oral language and was usually not dealt with until after students had acquired oral competence in English. It was believed that oral competence would automatically lead to written competence (Grabe & Kaplan, 1996). The primary technique of writing was called controlled composition, or guided composition, which modelled the "audio-lingual method" of second language teaching, focusing on recurring forms of spoken English rather than on written language (Mangelsdorf, 1989; Silva, 1990). Writing was seen as a