Sunday, May 24, 2020

INTERVIEW WITH AN ENTREPRENEUR Mr Sayed Yousuf Ali - Free Essay Example

Sample details Pages: 6 Words: 1840 Downloads: 4 Date added: 2017/06/26 Category Business Essay Type Essay any type Did you like this example? I interviewed a successful entrepreneur from UAE. He has established many ventures in Middle East. He is the owner of Spyro International group in Dubai. He is basically into service sector and their services include Spyro Edu, Spyro Technology, Spyro Medicals, Able Joe Oil and gas etc. I personally admire him as he has achieved a lot in his young age. He possesses the qualities and the capability of a successful business entrepreneur. I believe that this interview will help us to understand the path that the entrepreneur chooses to travel. Describe the business and industry. This is basically a service industry. They provide customers with branding services. As a part of this they conduct brand audit, review corporate marketing communication internally as well as externally. This will include advertisements, yearly reports, trade show booth, brochures, sales sheet, training videos, press releases etc to show uniqueness of the clients organization. Don’t waste time! Our writers will create an original "INTERVIEW WITH AN ENTREPRENEUR Mr Sayed Yousuf Ali" essay for you Create order Describe the background of the entrepreneur, education, family, interests. Mr. Sayed Yousuf Ali the owner of Spyro group decided to start his business in the year 1995. He hails from a business family. His forefathers were also into business and have many ventures in UAE. He has completed his BE honors in Mechanical engineering. He worked in private sector for 3 to 4 years in design engineering, training and project planning. His father is also a business personality his mom a housewife. He has a young brother is studying for medicine in United States. His interests are reading, meeting new people, travelling exploring new places etc. Where did the opportunity for this business come from? His forefathers were into business so trying hands on business was very obvious. Small fabrication unit was always a dream but could not start that and had to redirect activities to different directions. His experience and knowledge prompted him to start business and was confident enough that he will flourish. He was confident that he could come up with unique approaches to help clients. He choose this business as it was a service sector which was close to his internal desire. What did the entrepreneur do to prepare to start the business? When we start a business there would always be some unforeseen challenges that would arise. For this I prepared a business plan. Business plan does not help when starting a business it but allows us to analyze the funding options that we have, making crucial business decision, also helps to understand the industry and market. How did the entrepreneur deal with any perceived risk prior to start-up? Functional risk was one of the perceived risks that the entrepreneur had to deal with. The services that we provide are effective and its outcomes are accepted by the customer was one of the perceived risk that he faced. This is a company that promotes the clients business by providing branding services so initially the clients will not have complete trust of the outcomes. What major problems did the entrepreneur encounter during start-up? To start this business the basic problem that he faced was the investment. Investment was necessary to loop in for starting the factory. So he came with an idea to align with partners by selling his ideas and impressing convincing them to invest in the business. Unfortunately many backed out. Then he planned to start a small subsidiary in UAE i.e. Consultant engineering service. This was a big hit with a good team, trustworthy hardworking team. The profit that came through consultant service was used to invest in Middle East. There were not many major problems. Although starting business in Middle East is easy but to get good trustworthy partners, proper documentation visa formalities, papers to be approved by labour were time consuming process. Choosing of company name is also an issue as it has to be approved by the Chamber of commerce. Catchy names are important to business. In service world what works are catchy name quality products services. In the starting phase of a business appointment highly experienced employee will not work out because of the expense. To cut short the expense we chose employees with less experience which affects the jobs that we undertake. So majority of the task assigned to the employees would not be something that they have specialized in it. How were these problems solved? Profit from the Consulting Company was used in the new venture that sorted out the financial problems that arise when starting the business. As this company was introduced in Dubai they got the name that we wanted. Initial stages we just keep on investing in the company and managing the expenses. We cannot fully thing about profit. It takes 2 to 3 years to get surplus amount from the business. At this stage do maximum jobs, synchronize the processes that will help you in long run. Who did the entrepreneur use for help and guidance during preparing to start-up their business? He took guidance from his father grandfather who were already into business and also learned a lot with his own experience mistakes and as well as from the people around him. Who does the entrepreneur consider to be in his/her entrepreneurial network? He considers himself on top of the line and wants at least be once in the Forbes magazine. What are the entrepreneurs growths plans for the business? Explore maximum of what is possible. Hunt for different service sectors industry like advertising, hospital, consulting etc. Widen his horizon and learning maximum out of it and planning for investment money in a proper arena. His major growth plan is to start a fabrication unit for machinery What special steps did they take or are they taking at the moment possibly due to business slump? If the company has proper number of jobs coming in proper flow of money then even in business slumps the business can stand well. But if the situation is going worse we can have to talk to the employees and make them understand that company will not be able to provide them with the same salary packages. Instead of sending them on long leaves or firing them we could reduce the salary in that case still the employee would have some earnings. At this stage the company should also avoid unwanted investments and the money that comes in should be stocked up for future use. What advice would the entrepreneur give to someone thinking about starting a business? For the youth who are interested in starting a business he advised that they should work for some time. This will allow them to learn explore many departments. Understand the different arenas of job, get good contacts then invest into same field where you have gained experience. If they have a very unique and particular idea which they feel would hit the market then should go for it. If you are from a business family and is planning to start a new business then do take advice from your parents who are already into business. Analyze the industry that you are interested in, plan everything and then invest. But if your decision is wrong then it would show a very negative impact on your family business and would be a negative publicity for the other organizations. The most important advice is dont get depressed due to failures. Failures are the initial stages to successes. Analysis: After the interview think about the following: What did you learn from the entrepreneur? Summarize what you learned from this experience. If we have the determination and the courage to stand out even in pressure believe in ourselves and have the confidence to overcome tackle the situation we can succeed in future. What would you have done differently or what would you do differently if you were to start-up your own business? If want to start up my own business I would like to work in the same industry for 4 to 5 years to understand the industry. Working in an organization the pressures it builds up to finish project that we undertake will make us strong and efficient. I would prefer starting business on a small scale with my savings and a few as loan. I would not be planning to start a business somewhere and then invest in Middle East. I would prefer directly investing the money in Middle East. Now what do you think about being an entrepreneur in the UAE as a female. What are some of the challenges you think you would come across? Provide three challenges you think you would come across and describe how you would overcome each one separately. Women in UAE can make tremendous contribution business world. They can bring great amount of creativity to a business organization. UAE women have more potential and can excel as managers, consultant etc. They have enough wealth to invest as well. The educational background of women in UAE has also changed. This all factors will contribute a UAE female to enter into the world of entrepreneurship. Challenges: Challenges as an entrepreneur is a part of business which never ends. But women may face additional challenges because of the gender. Its a male dominated society that we live and this can be a block to their way towards success, Financial institutions are not confident about the entrepreneurial qualities and capabilities of women, Men may find it risky to invest in ventures run by women, Lack of family support and their obligation can be very challenging, Women have low management skill as they have to depend upon intermediates to complete their task, managing family and business together will bring up lot of issues in to family life, lack of equal opportunities in specific industries etc are some of the challenges that can be faced by women entrepreneurs. 3 challenges: Its a male dominated society that we live and this can be a block to their way towards success and Men may find it risky to invest in ventures run by women. I would tackle this situation wisely and woul d make them understand that I am in no way inferior to men. Women have low management skill as they have to depend upon intermediates to complete their task. I would learn and analyze the different factors in business, learn to chose proper quality materials at cheaper price negotiate with the suppliers so that they cannot cheat me. I would prefer to do things by my own and to get proper things done by my staff rather than depending on intermediates managing family and business together will bring up lot of issues in to family life This is one of the most difficult challenges that a women can face. Family members should treat women as a supplementary income provider and should support them. Women too should be able to manage family, kids and business well. I would give proper time for my family and children. This has to be planned properly. Initially this can be difficult but slowly this would work out.

Wednesday, May 13, 2020

Relationship between emotional intelligence (ei) and occupational performance - Free Essay Example

Sample details Pages: 27 Words: 8000 Downloads: 6 Date added: 2017/06/26 Category Psychology Essay Type Research paper Did you like this example? 1.0 Introduction For many years, people have disputed the relationship between emotion and performance. Emotions can be conveyed by a variety of means including verbalizations, expressions, body language and tone of voice (Bernieri, 2001). A person who has the skills of reading these signs should be able to utilize the signals to make an accurate assessment and decision of the situation. Don’t waste time! Our writers will create an original "Relationship between emotional intelligence (ei) and occupational performance" essay for you Create order This could then lead to better decision making and increased success in social environments (Rosenthal et al, 1979). As such, we are inclined to reason and link with these emotions the information that they provide (Mayer, Caruso Salovey, 1999). Emotion is almost certainly required as it is general knowledge how important it is in peoples lives. Nevertheless, in the context of education, management and workplaces, emotions or EI are also important. EI is a subtle or soft skill and has become radically popular in the fields of management and psychology. It is widely thought to contribute various aspects of occupational performance (Hubbark, 2005; Mayer, 2008; Boyatzis, Goleman Rhee, 2000; Cooper Sawaf, 1997; Goleman, 1998 and Weisinger, 1998) and is applicable to different kinds of industries, organizations, groups and jobs (Schaobroek and Grandey, 2000). Khukkar and Kush (2009) expounded that EI is gradually more relevant to both workplace development and developing people. EI principles provide a new instrument to understand and assess peoples behaviour (Goleman, 2001; Mayor Salovey, 1993, 1997 and 2008), organization behaviours (Smith Sharma, 2002), performance (Barsade, Ward, Turner, Sonnenfeld, 2000) change (Carr, 2001), management styles (Goleman, 1998; Mayer, Caruso Salovey, 1998; Gardner and Stough, 2002 and Zaiton, 2006) attitudes (Sparrow and Knight, 2007), interpersonal skills (Rohr, 2005; Goleman, 1995, 1998 and 2001; Mayor Salovey, 2008) and potential. Furthermore it is an important consideration in human resource planning (Mayer, Roberts and Barsade, 2008; Mayer, Salovey and Caruso 2002; Guy and Newman 2004; Kernbach and Schutte 2005) such as job profiling, recruitment interviewing and selection, management development, customer relations, customer service and many more. In the library service industry, emotions play an imperative role in affecting librarians attitude to users and in turn his/her job performance Chen (2003), compet itive advantage (Leidner 1993; Fuller and Smith 1991; Dulewicz and Higgs 2000; Korczynski 2002 and Hartley, 2008), to assist information exchanges between users and stakeholders, which create value for the user (Cherniss and Adler 2000; Cook and MacCaulay 2002; Korczynski 2002; Bardzil and Slaski 2003 and Cavalzani, 2009). For that reason, it is very important to look after the cognitive skills of the relationship with the user and between others. Otherwise the relation with user and stakeholders can be intimidated with a subsequent receding of the satisfaction rate and a negative publicity. Many previous studies provide evidence that identify EI as positively related to job performance and an enhancement of human performance. However, a great deal of what has been said is unfortunately based on supposition rather than scientific research (Bar-on, Handley and Fund, 2005; Fisher, 2000; Riggio and Lee 2007), while Emmerling Goleman (2003); Stys Brown (2004); Douglas, Frink and Fe rris (2004); Zeidner, Matthews and Roberts (2004) suggest, more research is necessary to determine the exact connection and validate claims that EI and individual performance at the workplace includes library services. 1.1 Research Background The public library and information sector in Malaysia serves the information needs of a democratic, progressive, technologically sophisticated and culturally different society. A key focus of the sector is allowing people to connect with the world of information, interact with information and utilize information in all aspects of their lives (IFLA/UNESCO, 1994 and NLM, 2004). The sector nourishes lifelong learning, personal fulfilment, improved decision making, knowledge development, innovation, creativity, cultural continuity and the support of human capital development. As an information provider to the public, Malaysia Public Librarians (MPLs) are also responsible as the local gateway to knowledge, providers of a basic condition for lifelong learning, independent decision-making and cultural development of the individual and social groups. (IFLA/UNESCO Public Library Manifesto, 1994). For the past 52 years, MPLs have grown rapidly and extended their services to most of the st ates including some remote areas. The public libraries are supported by the National Library of Malaysia (NLM) headquarters situated in the capital, Kuala Lumpur. However, public libraries come under the jurisdiction of their various state governments. In 2003, NLM supported more than 900 public/state libraries in Malaysia, (NLM, 2003). They are responsible for the building and maintenance of the national collection from various library resources, providing facilities for their use as well as providing advice in library matters. The National Library also plays an important role in the planning and development of the library infrastructure throughout the country. This role is in line with the aspirations of the government to encourage a culture of knowledge in the development of the country and to foster a reading culture among Malaysians. However, this is not an easy task for public services and libraries to provide wide ranging services to all communities (IFLA/UNESCO, 2001). Th ese services would include customer focus (public first, performance now) (Raslin, 2009 and Najib, 2009), working towards building a high performance work culture or Key Performance Index (KPI) (Najib, 2005 and Sidek, 2005), public services must equip themselves to satisfy a more demanding clientele (EPU, 2002) along with multitasking. Furthermore, librarians and information professionals work in a rapidly changing environment and the requirement to cope and succeed in this environment has been identified with EI (Leonhardt, 2008). Shamsudin (2005) pointed out that government servants (including public librarians) must possess EI skills in delivering services in order to contribute directly to the creation of a favourable environment and establish a good relationship with stakeholders. Therefore, public libraries have a firm footing in Malaysia and only the government can provide the framework and resources for a uniform service of a high standard. Additionally, its clear that Ma laysian Public Librarians needs to instil and enhance EI skills in providing quality services and improved organization performance. At the same time as Hochschild (1993) and Morris Feldman (1996) indicate that emotion is one feature of a successful organization. 1.2 Problem Statement In summary, an analysis of EI in workplace literature highlights where particular gaps in EI works information exist. Thus, this study is employed to emphasize the following gaps. 1.2.1 Government Advocacy Recently, Malaysian government initiated the 1 Malaysia concepts, which focuses on people first, performance now (Najib, 2009). This becomes a challenge to library staff in making sure that the service offered must fulfil the users needs (Raslin, 2009) even as Malek (2007) lists critical issues in public service facing in the 21st century are; service delivery, values and integrity and relationship management. Thus, in respect of those individuals who scored highest in EI using an appropriate EI assessment, the library can designate, select, develop, recruit andretain quality talented public servants to provide good services to users as required in 1 Malaysia concept. This also affects strategic human capital development (Malek, 2007). Therefore, the forms of knowledge and EI skills that public librarians require are vital in preparing them to be good human resources in the transformation and modernization of public services strength and quality (Mohd Sidek, 2009). The governmen t is responsible in ensuring that public librarians are focusing on quality delivery services and national development. Elements of EI, such as ethics and integrity, are therefore reflected in all activities (Abdullah, 2005). Since independence, the government has introduced various programmes aimed at enhancing EI skills with emphasize on good moral values and integrity in the public service (Aris, 2009). In particular, since the 1980s, greater attention has been given to the concepts of Clean, Efficient and Trustworthy (Bersih, Cekap dan Amanah) (1982), Integration of Islamic Values (Penerapan Nilai-nilai Islam) (1985), Excellent ISO 9000 (1987), Work Culture (Budaya Kerja Cemerlang (1989), Clients Charter (Piagam Pelanggan) (1993), Code of Work Ethics (Kod Etika Kerja) (2004), ‘Islam Hadhari (2004) (and lastly, One Malaysia (Satu Malaysia) (2009). New roles, changing roles, training, and the fulfilment of user demand in public sectors have been debated on for many decade s. Library service delivery continues to be a major challenge of managing constant change in a constantly changing environment (Curzon, 2006; Fourie, 2007 and Pantry, 2007). Saqib Saddiq (2006) contends that librarians are often gloomy within their workplace and find their job tedious. All library staffs are required to deliver and provide good services to the user (Fourie, 2007). All must be involved with emotions such as, integrity, good ethics, morality, communication and empathy skills, understanding, caring and must have a positive psychology (Quinn, 2007 and Shamsudin, 2005). Some degree of evidence to prove that high demands, meeting user and stakeholders expectations can make librarians become stressed, anger, burnout, tense and display other psychological problems as described by Siamian et al., (2006); Saqid, (2006); Pantry, (2007) and Leonhardt, (n.d). The International Labour Office in Geneva reported that stress problem is increasing in the workplace, negatively affe cting a growing number of people across the world (ILO, 2005). Similarly, Blessinger (2002) notable, every type of library inevitably has problem patrons while research in Europe, USA and Australia indicates that emotions may have an increasing problem effect in library services. Therefore, it is important that psychological development in library staff helps them to manage their emotions (Shamsudin, 2005; Abbott and Cribb, 2004). This study is significant in supporting the government objective to reduce the mental and psychological issue in the workplace including MPLs (Abdul R., 2008). Through a proper psychological development, emotional issues such as anger, stress, anxiety and others can be managed with an appropriate emotional management (Feist Feist, 2006). 1.2.2 Limited Empirical Evidence to Show the Relationship between EI and OP in Library Work. Extensive research has been conducted on the relationship between EI and students performance or job performance. However, there are many scholars in the field of EI that do not have practical evidence to justify their claims that employee success correlates with personal and social skills (Schachter, 2009) and also does not predict performance, specifically because EI is difficult to measure and doubt exists whether it can be assessed at all (Cherniss, 2001; Leonhartd, n.d). Exploring the relationship between EI and librarian performance may provide a source of valuable information for library and information management discipline. There is some research, but it has not been applied to enough samples or in enough situations to be considered a reliable source. Thus, the researchers believe that EI can be applied to the Library and Information Management areas with resulting competitive advantages to the organization in addition to the relationship with the users and stakeholders (Q uinn, 2007). Nowadays it is widely recognized that a persons level of EI is a good indicator of how he/she will perform in a working environment (Schachter, 2009). When EI is applied in the library, â€Å" employees and management be able to accomplish success in their careers and relationships with others and therefore provide a great quality of customer service† (Singer, 2005). However, researchers suggest that more research is required to validate this relationship, since the lack of results on the relationship between EI in performance in the workplace has been shown ( Leonhartd, n.d ). Nowadays it is widely recognized that a persons level of EI is a good indicator of how he/she will perform in a working environment (Schachter, 2009). When EI is used as an instrument within the library, both employees and management should be able to achieve success in their careers and relationships with others and therefore provide a higher quality of customer service (Singer, 200 5). However, researchers suggest that more research is required to validate this relationship, since the lack of results on the relationship between EI in performance in the workplace has been shown ( Leonhartd, n.d ). At first glance, it may appear that a lack of study to show this relationship. Library staffs are reluctant to explore EI skills compared to technical skills and perhaps their cognitive skills are largely unexplored. From this scenario, the library as a whole may be affected through uncommitted staff, lack of empathy and the receipt of negative feedback from users. 8,066 of complaints received by Public Bureau Complaint (Biro Pengaduan Awam) regard failures to fulfill user needs and others complaints at government agencies (JPM, 2008). Some of the feedback referred to staff, such as not committed, no integrity and a lack of communication skills etc. By knowing the connecting of EI and performance, librarians can utilize EI skills optimally and contribute to the overall library mission. The Library can enhance their performance through positive psychology or EI skills, Quinn (2007), and provide appropriate training (Mills Lodge, 2006). MPLs are not paying much attention to providing an appropriate training and programme related to EI skills. From the NLM calendar training program in 2009, only 3-4 training programmes related to EI offered by NLM were found, such as; communication (related to the social skill area), managing stress (related to self awareness area), team work (related to the self regulation area) (NLM, 2009). 1.2.3 Deficiency of DynamicModel/Framework for measuring EI level among librarians. Many scholars developed the EI framework and model and most of the model or framework is pertinent to all kinds of disciplines (Salovey Mayer, 1990; Goleman, 1995; Bar-On, 2000; Dulewicz Higgs 2000; Mayer, Salovey Caruso 1999 and Palmer Stough 2001). Every single occupation or different jobs have an uniqueexclusive profile of emotional competenciesskill that, cooperativelyalong with cognitive intelligence, communication, education, training, mentoring, and supervising, which are necessary for excellence in performance (Goleman, 1998 and Matthews, Zeidner and Roberts, 2004). Kreitz (2009) claims that limited study and examination of the EI model and traits among library directors and their teams consider this most important. From the perspective of services, library encounters are rather complex affairs and contains unique tasks (Leonhardt, n.d and Willis, 1999). Public library staff will have a range of skills and qualities, including interpersonal skills and intrapersonal s kills as well as social awareness, teamwork, leadership and competence in the practices and procedures of their organization (IFLA/UNESCO Public Library Manifesto, 1994). The use of EI measures in organizational settings has also been somewhat controversial (Davies, Stankov, Roberts, 1998; Mattews, Zeidner, Roberts, 2003) because the presented areas in the EI framework might only be fitting to measure certain types of competency (Hoppers, 2005). Limited EI measurement dimensions in several set skills of the librarian and information professional requires them to develop comprehensive and dynamic instruments to measure librarian EI. Additionally Boyatzis, Goleman and Rhee (1999) suggest elements of the EI model should be clustered in order to rate all competencies to be effective (Hay Group, 2005). At MPLs for instance, the environment of work may be different because the government really emphasizes integrity, spirituality, trustworthiness and Islamic values amongst governme nt servants which are not clear in the existing framework. Besides that, the result may not be reliable or valid since little evidence or research using these frameworks in library works, such as Promis (2008) used Goleman model and Hopper (2005) using Hernon-Rositter Traits Model. Connotation from the absence of an appropriate framework in measuring the EI for a librarian stimulating the library unfamiliar with the EI concept, also not as popular or famous as an aptitude test (Kreitz, 2008). The core competencies and skills procedures of the following library associations and authority bodies were examined. The gap and the main features in order to understand the core competencies/skills or related aspects of EI: American Library Association (ALA, 2008) has highlighted, several skills for librarians to apply. However, the majority of skills with emphasize on technical skills (such as the organization of information and ICT) while only 11 competencies were related to EI set skill s; they are analytical skills, problem solving, decision making, communication, creativity/innovation, expertise and technical knowledge, flexibility/adaptability, interpersonal or group skills, leadership, organizational understanding and global thinking, planning and organizational skills, resource management and service attitude/user satisfaction. Unlike ALA, model competency and skill in the Australian Library and Information Association (ALIA, 2001), entered 15 generic skills and attributes to EI such as: communication skills; professional ethical standards and social responsibility; project management skills; critical, reflective and creative thinking; problem-solving skills; business acumen; ability to build partnerships and alliances; effective team relationship skills; self management skills; a commitment to life-long learning; relevant information, communications technology, technology application skills and appropriate information literacy skills. Nonetheless, again th e skill related to technical and ICT became vital skills in this model. International Federation of Library Associations and Institutions (IFLA/UNESCO, 2001) developed 14 set skills for public librarians relating to the EI model are; interpersonal skills, social awareness, teamwork, leadership and competence in the practices and procedures of the organization. The fundamentalprimary qualities and skills requiredcompetencies requisite of public library staff can be defined included as: â€Å"communication skills, understand the needs of users, co-operate with individuals and groups in the community, knowledge and understanding of cultural diversity, knowledge of material, understanding, teamwork, organizational skills, flexibility, imagination, vision and openness to new ideas, readiness to change methods and knowledge of ICT†. In this model, clearly cognitive skills become an important and have been included rather than technical and management skills. Despite the EI skill s existence, still there is a lack of a widespread model in measuring the EI level for librarians. NLM (2004) conducted research and identified 11 areas of set skills required for librarians to possess. There is persuasiveness and user education, technology information system, strategic thinking user orientation, Management and Information service, research skills analytical, performance orientation, impact and business, Management and Leadership (Organizational Drive), communication, information searching and knowledge management and Personal Drive (PNM ID). These set skills have still been lacking when skills related to EI have not been evident. In fact, some skills should put in the same area as cognitive skills. For example, communication should integrate into the personal drive. Despite numerous librarian competency models having been developed by several authors/organizations (e.g., IFLA, 2001; ALIA, 2002; ALA, 2008 and NLM, 2004) but the skills described in their mode ls is not directly related to EI. Each set skill had its own description or were not standardized or well structured. Clearly, it is not comprehensive or dynamic to use in measuring librarian EI. Hay Group (2005), Boyatzis, Goleman, and Rhee (1999) outlined the rationale for the clustering and organization of emotional intelligence competencies in order to make the EI model comprehensive, dynamic and measured. Furthermore, the availability of evidence indicates the differences in librarian set skills, competency of different authority bodies and countries. There is a deficiency of comprehensive, dynamic and established EI models for librarian and information professionals. It would be interesting and meaningful to discover the relationship between EI and OP among librarians using these library EI models and for them to be complimentary rather than contradictory (Ciarrochi, Chan Caputi, 2000). 1.2.4 Limited literatures Discussing EI skills in the field of Library and Information works. The EI skill is being discussed widely in newspapers, (Goleman, 1998) magazines (Druskat Wolff, 2001) books (Cherniss Adler, 2000; Goleman 2002), a range of academic journals (Ciarrochi, Chan, Caputi, 2000; Dulewicz Higgs, 200) and websites (EI consortium, 2009). In the library and information science perspective, Khoo (2004) claims that much literature has been written on the topic of competencies needed by librarians and information professionals in the new millennium. A literature search in the Library and Information Science Abstracts (LISA) database, located more than 1000 papers in the past 10 years discussing LIS competencies including EI. A search in two search engines in July, 2009 shows a stark gap in the number of publications on EI generally and EI related to library services. presented 2,740,000 hits in general and 120,000 hits EI interrelated in the context of library works (4%) while contained 9,950,000 strikes in general and 69,400 hits E I related to library works (0.7%). In addition, Orme and Bar-On (2002), noted that the interest in the EI subject is indicated by the almost 500% increase in the number of publications and in the total number of scientific publications alone, of which 3,500 were published between 1970 to the end of the 1990s. The number of papers suggests that it is an important issue related to skills and competencies for the library and information profession and that the profession has arrived at a turning point in its history when the nature of the profession could be revolutionized dramatically (Khoo, 2004). Although a few discussions of EI and library services appear in both library and information science literature (Edidson, 2000; Nazarova, 2002; Rovengers, 2000 and 2002; Singer and Francisco, 2005; Pellack, 2003; and Quinn, 2007), these are non research pieces. One must go outside of library and information management to find other empirical studies. Some librarians are not clear or d o not grasp how EI skills contribute to job performance in the workplace (Leonhartd, n.d). Most literature published is focusing in psychology discipline, education and business sector. Few address the importance of EI in information works. The gap is significant between EI in information works in comparison to others. CILIP (1987) stated that success of service depends on skills. One of the skills required is EI. Similarly Martin (1999) analyzed EI as most applicable in several careers; one of them is the librarian while Leonhardt (2008), stressed the need to address EI skills. However, limited serious publishing and discussion of the EI concept in library works amongst scholars makes this concept quiet and unstable (Landy, 2005). EI is important to all workers because people who possess the ability to control negative approaches and inclinations tend to be reasonable. Stipulation many literatures publish, reveal and can promote EI skills to a librarian and then they can crea te an environment that harvests trust, respect and fairness and can serve as a means of increasing performance and productivity (Harvard Business Review, 2004; Goleman, 1998, 1998b). In many of the writings related to this subject, EI has been touted as an important determinant of many important outcomes in life including career success (Cooper and Sawaf, 1997; Goleman, 1995, 1998). Most of these claims are however, subjective and imitative (Dulewicz and Higgs, 1999). In particular, it is surprising that so little library and information works literature has actually discussed the topic, especially the relationship of EI and work performance. 1.3 Research Questions The purpose of this study is to explore the relationship between EI and occupational performance of librarians in Malaysian Public Libraries. The study addresses the following research questions; 1.3.1 What are the dimensions used for measuring EI for librarians? 1.3.2 What is the status/level of EI librarians in MPLs? 1.3.3 How do librarians of MPLs perform in the workplace? 1.3.4 Is there any relationship between EI and OP of librarians in MPLs Is there any significant relationship between self awareness and OP? Is there any relationship between self regulation and OP? Is there any relationship between Social awareness and OP? Is there any relationship between relationship management and OP 1.4 Research Objectives Research objectives explain the purpose of the research in measurable terms and specify what the research should achieve (Zikmund, 1997). The objectives for this research, derived from the research problems and questions, are listed below:- 1.4.1 To identify the dimensions used for measuring EI for librarians 1.4.2 To develop a profile on the level of emotional intelligence and OP of librarians in MPLS 1.4.3 To measure MPLs performance in the workplace 1.4.4 To develop Psychometric intruments to measure emotional intelligence level among Malaysian Librarians 1.4.5 To identify the relationship between EI and OP of librarians in MPLs To determine any significant relationship between self awareness and OP. To determine any significant relationship between self management and OP To determine any significant relationship between social awareness and OP To determine any significant relationship between relationship management and OP 1.5 Context and Scope of Study At the research level, the study is particularly significant in MPLs because it applies, for the first time, a quantitative and qualitative approach (pragmatism) to public libraries. Dror (1973 and 1987); a systems approach to organization development (Senge, 1990); developing education and training as instruments available to government, community and business organizations to prepare individuals for the rapidly-changing, increasingly-demanding world of work, and to improve their employability (Beckett Hager, 2002). Golemans (1995, 1996, 1998 and 2002; Cherniss Golemans (2001) analysis of EI in the workplace are combined in this research, for the first time, to be applied at national level in Malaysian libraries: in the public sector. Thus, this research has significance at the local and national level for public and private organizations seeking ways of developing policy to improve the quality of service to their customers using EI concepts. It is possible that its impact co uld extend to the international level due to the current worldwide interest in the application of Emotional Intelligence in organizations. The scope of this research study is limited to classified variables: EI and its effect on the occupational performance of employees in MPLs. The OP means in the context of this study, will be focusing towards individual performance; for instances job performance, job satisfaction and job commitment. In an effort to eliminate variables that could occur pursuant to using various grades of librarians, the study population is limited to sample librarians in Malaysian public libraries. Participants are full-time employees and classified as first-line supervisors, assistant supervisors, first-line managers, directors and executive-level managers. 1.6 Definition and Key Concepts 1.6.1 Emotional Intelligence The ability to monitor ones own and others feelings and emotions, to discriminate amongst them and to use the information to guide ones thinking and action† (Mayer Salovey, 1990). â€Å"An array of non-cognitive capabilities, competencies and skills that influences ones ability to succeed in coping with environmental demands and pressures† (Reuven Bar-On, 1998; p). â€Å"Learned capability based on EI that results in outstanding performance at work† (Goleman, 1998) 1.6.2 Occupational Performance The ability to perceive, desire, recall, plan and carry out roles, routines, tasks and sub-tasks for the purpose of self-maintenance, productivity, leisure and rest in response to demands of the internal and/or external environment (Chapparo, Ranka (1996). In the context of this study, OP refers to job commitment, job satisfaction and individual job performance and to impact on work behaviours and success (Noriah, et al.2000). 1.6.3 Job Performance Job performance is any work-related performance that any librarian can appraise. (HR World, 2009). 1.6.4 Job Satisfaction â€Å"Job satisfaction refers to the feelings and emotional aspects of individuals experiences toward their jobs, as different from intellectual or rational aspects. (Smith et al., 1969) 1.6.5 Job Commitment Degree of commitment to ones profession or occupation (Meyer, 1993) 1.6.6 Public Libraries A public library is an organization established, and supported and funded by the community, either through local, regional or national government or through some other form of community organization. It provides access to knowledge, information and works of the imagination through a range of resources and services and is equally available to all members of the community regardless of race, nationality, age, gender, religion, language, disability, economic and employment status and educational attainment. (IFLA/UNESCO, 2001). In the context of this study, Malaysian Public Library is an organization established, supported and funded by the federal government or state government by providing access to knowledge, information to all members of the community regardless of race, nationality, age, gender, religion, language, disability economic and user status. It will comprise of national library and 14 state libraries. 1.6.7 Malaysian Public Librarian A person who is responsible for a collection of specialized or technical information or materials, printed materials, electronic materials, cartographic materials and AV in Malaysian public libraries. 1.7 Significance of Research / Contribution to the Body of Knowledge In this study it is expected that there are numerous impacts and benefits that result from an emotional intelligence study. This study contributes to the literature of empirical research, library administrations and other related areas of knowledge by examining the relationship between emotional intelligence and occupational performance in Malaysian libraries. In fulfilling the studys purpose, significantly, the study allows the researcher to: 1.7.1 Develop Theoretical Model Researcher will develop an empirically based framework of relationship between EI and OP amongst librarians for future research. The theoretical model is developed through empirical literature readings and previous research which enables other researchers to test their research soon. An overview of EI and OP variables outlines the conceptual framework 1.7.2 Provide Empirical Evidence This study may provide additional empirical evidence in support of an ability model of EI, thus supporting it as constructed distinctly from a personality type. Furthermore, establishing a relationship between EI and OP would enable organizations to promote the development of EI as a coping skill against stress; thus maintaining job satisfaction, performance and individual commitment, as well as to promote commitment to ones occupation. Also, providing empirical data to practitioners, researchers and educators for developing professional education and appropriate training programs to improve library administrators. 1.7.3 Practical Contribution Identifying dimensions of EI beyond the contributions of personality and its moderating role in OP will enable MPLs to identify an appropriate selection processes as well as implement training programs for its staff. Librarians who have a high level of job commitment, satisfaction and performance are less likely to leave an organization. Additionally, librarians are more likely to engage in activities that further enhance their knowledge and skills. Researchers can develop knowledge, skill, competencies and abilities of the library staff in the provision of library services to users. Contribute directly to motivate library staff in delivering library services. These findings are useful as a platform to motivate library staff to provide high quality services and accurate information delivery systems as proposed by the Malaysian Prime Minister. 2.0 Literature Review 2.1 Introduction EI can be defined in a different way. However, the role of EI in the workplace is important. A positive relationship between EI and an individuals performances, ethics, and values is implied in much of the EI literature. Goleman (2001) has made some dramatic claims for the importance of EI in the workplace, but to date there has been little empirical evidence to support his claims (Ashforth and Humprey (1995). Leonhart (2008) pointed out the need to address EI in library services. In the context of library services, EI is a vital skill in providing and disseminating information to a patron. This cognitive skill should therefore include in the set skill and competency of the librarian. Empathy, communication and focus to customer orientation are partial to the EI concept that librarian must possess. 2.2 Perceptions of Emotional Intelligence Emotion and intelligence have been examined as adversarial components. Typically, emotions were seen as a senseless and turbulent force in the work setting (Mayer Salovey, 1997). Emotionality and rationality were determined to be complimentary components. McDowell and Bell (1997) viewed them as â€Å"inseparable parts of the life of an organization† (p. 6). Those authors examined the operation of the human brain and discovered that â€Å"proper functioning of the brain is dependent upon the smooth interaction of emotionality and rationality† (McDowell Bell). Goleman (1995) viewed each person as having two minds, â€Å"one that thinks and one that feels† (p. 8). Two minds meant two ways â€Å"of knowing to construct our mental life† (p. 8). The rational mind was the one of which people were most conscious –â€Å"aware, thoughtful, able to ponder and reflect† (Goleman, 1995, p. 8). The emotional mind worked alongside the rational mind, but was be viewed as impulsive, powerful, and at times even illogical (Goleman). These two minds, the emotional and the rational, operate in tight harmony†¦intertwining their very different ways of knowing to guide us through the world. Ordinarily, there is a balance between emotional and rational minds, with emotion feeding into and informing the operations of the rational minds, and the rational mind refining and sometimes vetoing the inputs of the emotions. Still, the emotional and rational minds are semi-independent faculties, each†¦reflecting the operation of distinct, but interconnected, circuitry in the brain. (Goleman, 1995, p. 9) 2.3 Clusters of Emotional Intelligence The first two clusters have been grouped together under the personal competence heading (Goleman, Boyatzis, McKee, 2002). The clusters underneath this heading were similar to what Gardner (1983) defined as intrapersonal intelligence and determined how a person managed him/herself (Goleman, Boyatzis, McKee). Self-awareness. People who were proficient in the self-awareness cluster were able to identify their feelings and assess how their feelings affected them (Goleman, Boyatzis, McKee, 2002 and Hay Group, 2005). Eminent self-awareness skills legitimate a person to monitor self and behaviour to ensure decisions worked to benefit him/her in the future. We see an environment through filters based on our values, beliefs, experiences, knowledge, culture, and many other factors. To understand how and why we see and interpret experiences and situations the way we do, we must embark on a lifelong journey of learning and growth. In addition, people with self-awareness competencies knew their strengths and limitations, and exhibited confidence when their strengths were needed (Goleman, Boyatzis, McKee). Self-management. Competencies under this cluster included the ability to admit mistakes, juggle multiple demands, set high standards for self and others, take initiative, and be optimistic (Goleman, Boyatzis, McKee, 2002). â€Å"Managing your emotions means understanding them and then using that understanding to deal with situations productively (Weisinger, 1998, p. xx). Maulding (2002) defined self-management as â€Å"handling feelings so they are appropriate. An ability that builds on self-awareness† (p. 9). Social competence was the second heading and included the capabilities that determined how relationships were managed (Goleman, Boyatzis, McKee, 2002). These clusters were similar to what Gardner (1983) described as interpersonal intelligence. Social awareness. Empathy, organizational awareness, and service orientation were competencies liste d under this cluster. People who were skilled in this area read the emotions of others, detected power relationships, got along well with others, and created an emotional climate suitable for all involved parties (Goleman, Boyatzis, McKee, 2002). Relationship management. A person adept at creating good relationships was one who inspired others to be appropriate role models and who persuaded others to be supportive of change. In addition, skilled individuals managed conflict, encouraged collaboration among team members, and developed the skills of others (Goleman, Boyatzis, McKee, 2002). â€Å"Relating well to others means connecting with them to exchange information meaningfully and appropriately† (Weisinger, 1998, p. xxi). 2.1 Importance of EI in the Workplace There are enormous roles for EI in the organization. Research in this area embraces the idea that people addressing those with personnel qualities, are the most important aspects of the organizations activity. Individual qualities can be formed by utilizing EI skills (OHara, 2005). Bardzill Slaski (2002) supported this idea when he noted the roles of EI in hiring staff. Several studies reported the implication of the economic value of hiring staff with an EI assessment. The Government Accounting Office (1998) saved the total amount after the United States Air Force used Bar-Ons Emotional Quotient Inventory (EQ-I) to recruit new staff. By recruiting those individuals who scored highest in EI assessment, they increased their ability to recruit successful staff by triple and saved $3 (RM 10.5) million annually. A same finding as study by Boyatzis (1999) found that when their business partners in a multinational consulting firm were assessed using EI competencies, their partners wh o scored higher delivered $1.2 (RM 4.2) million more profit than did other partners. Promsri (2005) conducted research from 400 respondents at a special commercial bank HQ in Thailand found empathy of service provider EI factors were a significantly explanatory variable to customer retention. Quite similar findings were shown by Lopes et al., (2006) while the conducted study involving Fortune 400 insurance companies. The study found a positive relationship between EI assessed with a performance measure and positive workplace outcomes. Cherniss (2000) listed four reasons why the workplace would be needed for evaluating and improving EI competencies: EI competencies are critical for success in most jobs. Many adults enter the workforce without the competencies necessary to succeed or excel at their job. Employers already have the established means and motivation for providing emotional intelligence training. Most adults spend the majority of their waking hours at work. EI is feasible in any type of activities including library services. The development of EI in Malaysia is in line with a national agenda. Noriah, et al., (2000) found that EI is positively linked with problem solving and academic achievement (Wan Ashibah, 2004; Syed Najmudin, 2005; Shammila, 2006; Saemah, 2006; Raslinda, 2007 and Zurina 2005). Throughout the general framework, a large arrangement of competencies had been claimed to be significant for success in occupational settings (e.g., see Boyatzis et al. 2000; Cooper and Sawaf 1997; Weisinger 1998). 2.2 EI in Library and Information Services There are enormous roles for EI in the organization. Goleman (1998) lists 25 different competencies necessary for effective management in the workplace with different competencies believed to be required in different professions. One of them is librarian. It is clear from the list that librarian requires the EI to deal with users and facilitate services (customer service orientation) (Singh, 2006 cited in Yate, 1977) see figure 1. Biochemist Librarian Chef Technologist Billing Clerk Consultant Forecaster Broker System Analyst Radiological Technician Electrical Engineer Dental Hygienist Mechanical Engineer Compensation Analysis Auditor Rental Sales Associate Underwriter Fireman Account Environmental Lawyer Geophysicist Writer MIS Manager Dentist Software Engineer Police Officer Civil Engineer Nurse Aide Figure 1: EI Required for Various Job. Source; Singh (2006). Much research and presentations disclose knowledge and skills of human beings in the library and information process (Jela, 2001). This process involves cognitive, affective, behavioral and social elements. The success of library services needs to instill and enhance EI skills in providing quality services at the same time as Christopher, (2003) claims EI for library staffs is essential for harmony, maximum productivity and quality services. Besides that, performance assessment is a further area for which EI will be valuable in hiring, training, and promoting lucratively library staff. Harmon (2000) identified five factors to be the most predictive for recruitment success in the library. These were assertiveness, empathy, happiness, emotional self-awareness and problem-solving skills. A library manager with intense EI skills will use more than IQ to make a hiring, selecting and promoting decision (Singer, 2005). A manager will therefore, be able to make a better decision and recruit quality staff because they will take into consideration how the applicants take into account how the applicants personalityqualities will be appropriate into and benefit to the library service is also described by Singer (2005). Slaski and Bardzil (2003) and Hartley (2008) conclude that EI is fundamental competencies for enhancing the service provision. Empathy is one of the most important variables from the EI model for librarians. Wilson and Birdi (2008) as well as Quinn (2007) claim empathy is applicable in the field of librarianship while Nikolova (2004) states that â€Å"empathy is one of the psychological skills that a librarian must work to improve† and that it could serve to improve the quality of service provided. Users need all types of assistance and services from librarians (Birdi, Wilson and Cocker, 2008). The role of empathy is essential in the development of customer service skills (Golem an, 2001; Bar-On, 2002; Matthewes, Zeidner and Roberts; 2004; Flanagan et al., 2005 and Birdy, Wilson and Cocker, 2008. The role of empathy must be considered in the development of customer service skills (Goleman, 2001; Bar-On, 2002; Matthewes, Zeidner and Roberts; 2004; Flanagan et al. , 2005 and Birdy, Wilson and Cocker, 2008. Likewise, many study findings show evidence the link between emotions and motivation in a broad range of research (Frijda 1994; Zurbriggen Sturman 2002 and Anne et al., 2007 and Tella, Ayeni and Popoola, 2007). EI in the workplace can play a major role in making staff more committed, motivated, productive, profitable, and in a more enjoyable place (Christopher, 2003 and Zeidner, Matthews, and Roberts, 2004 and Anne et al., 2007). Librarians who regularly receive positive feedback (such as praise, reward etc.) from management and users for their contributions are motivated to think about how they can perform even more in their library performance (Tel la, Ayeni and Popoola, 2007). The ability of librarians emotions and the feelings of others is the pivotal to relationships or interaction that are engaging, exciting, fulfilling, creative, and productive (Mill and Lodge, 2006 and Birdi, Wilson and Cocker, 2008). Moreover, it is compulsory for connections or communication to be established between library staff and patrons (Sanderback, 2009). The achievement of these relationships will depend on the eminence of the relating approaches used by library staff. One likely indicator of staffs ability to relate to their users is their level of EI and be able to build, cultivate, sustain and occasionally patch relationships with library patrons (Mill and Lodge, 2006). According to Downing (2009) the changing and evolution information landscape, require library staff to commit and understand user demands, to retain their users in the competitive environment. Library services, therefore, must be able to recognize and combine potential interpersonal, intrapersonal (EI skills) and technical skills in order to make better or right decisions (Harmon, 2000; Goleman, 2005). Librarian can think and act more rationally in the moment by developing emotional self-regulation skills that enable he/she to quickly metamorphose negative, weakening emotions into more positive, productive ones (Stock, 2009). Library also will get advantageous by applying EI in terms of:- Personality traits (conscientiousness, optimism) Motivation (attributions, need for achievement, internal motivation) Self attitude (self-esteem, self confidence) Character (trust, integrity) Cognitive states (intentional flow) Aptitudes (intuition) Social skills (communication, assertiveness, provision of feedback) Social behaviours (pro-social behaviours) 3.0 Research Methodology 3.1 Introduction Generally, mixed methods research is knowledge derived from the pragmatist. According to Cherryholmes, 1992; Murphy, 1990 and Creswell, pragmatism â€Å"provides a discussion of paradigms then it can be proposed that taking a particular approach to research†. InYet spite of that, , the pragmatic paradigm indicatesm implies athat the comprehensive overall approach to research is that of mixing data collection methods and data analysis procedures within the research process (Creswell, 2003). This chapter presents an overview of the methodological perspective of the research. Section 3.2 describes the research strategy. Section 3.3 presents the research design of mixed methods and is based on the research questions in this study. Section 3.4 discusses the exploratory mixed design procedures. Finally, Section 3.5 discusses data collection methods (Appendix A) 3.2 Research Strategy Reseachers choose to apply a sequentially mixed methods design adapted from Cresswell (2002) and Bulling (2005) in this study. Mixed method approaches to be used and will involve librarians at public libraries in Malaysia. The purpose of this sequentially mixed method study, is to first explore and generate themes about EI dimensions amongst librarians in public libraries using face-to-face interviews (quantitative). Then, based on these themes, the second phase is to develop a new instrument (psychometric) and to survey librarians about the level/status of EI, measure librarian performance and identify a relationship between EI and OP (Quantitative). The rationale for using mixed methods data is that a useful survey to identify the relationship between EI and librarian performance could best have been identified only after a preliminary exploration of dimensions and developed EI instruments for librarians. 3.3 Research Design In the 1st phase (qualitative), the researcher tends to answer RQ 1 (What are the dimensions for measuring EI amongst librarians?†) And help to develop the second method (quantitative) in the 2nd phase (Greene et al., 1989). This design is based on the premise that an exploration is needed for one of several reasons: EI instruments are not available for librarians, the variables or EI dimensions for measuring librarians are unknown, or there is no guiding framework or theory. Because this design begins qualitatively, it is best suited for exploring a phenomenon (Creswell, Plano Clark, et al., 2003). In the 2nd phase to answers RQ 2-4 (What is the status/level of EI librarians in MPLs?), How do librarians of MPLs perform in the workplace? Is there any relationship between EI and OP of librarians in MPLs? This design will particularly be used to develop and identify a relationship of EI and performance because one is not already available (Creswell, 1999; Creswell et al., 20 04) or identify important EI variables to study quantitatively when the variables are unknown. It is also appropriate in generalizing results to different groups (Morse, 1991), to test aspects of an emergent theory or classification (Morgan, 1998), or to explore a phenomenon in depth and then measure its prevalence. 3.4 Exploratory Mixed Design Procedures. The Exploratory Mixed Design is a two-phase approach and is referred to as the Exploratory Sequential Design (Creswell, Plano Clark, et al., 2003) (Appendix B). This design starts with qualitative data, to explore a phenomenon, and then builds to a second quantitative phase. Im using this design build on the results of the qualitative phase by developing an instrument, identifying variables, or stating propositions for testing based on an emergent theory, framework or thematic. These developments connect the initial qualitative phase to the subsequent quantitative component of the study. Because the design begins qualitatively, a greater emphasis is often placed on the qualitative data. 3.5 Data Collection Methods 3.5.1 1st Phase Qualitative Using the purposive sampling technique, semi structured-Interview with 12 senior public librarians will be conducted and will be involving selected public libraries in Malaysia. The questions are developed based on Goleman, 2001; ALA, 2008; ALIA, 2001; IFLA/UNESCO, 2001 and NLM, 2004) and comprises of 4 main areas. There are; self-awareness, self management, social awareness and relationship management. Public librarians job specification analysis will also be highlighted. The Critical Incident Technique (or CIT) procedures will be used for collecting direct interpretation of librarians behaviour that has critical significance and meets methodically defined criteria. CIT is used during the interview with chief librarians, where the informants are encouraged to talk about unusual library staff incidents related to emotions instead of answering direct questions. By use of CIT emphasis is placed on the inclusion of chief librarians general opinions about management and working proc edures, instead the focusing on specific incidents is explored. This technique is then kept track of as incidents, which are then used to solve practical problems and develop broad psychological principles and EI instruments. This technique can be described as one that makes a significant contribution either positively or negatively to library activity or phenomenon. Chief librarians are asked to tell a story about their emotional experiences that they have had. Interviews will be transcribed for content analysis using NVIVO. The basic unit of analysis will be a quote taken from the transcriptions. A quote being a â€Å"statement made by the subject who was self-definable and self-delimiting in the expression of a single, recognizable aspect of the subjects experience† (Cloonan, 1971, p.117, cited in Scanlan, Stein Ravizza, 1989). Both inductive and deductive processes of reasoning will be used to let uniform themes emerge and be grouped together according to a taxonomy approach. An independent researcher will check that the levels of abstraction obtained, accurately represented the raw data units. By employing this triangulation method, the verifying of data will increase its validity (Patton, 1990). The result from an interview is used to develop emotional competence inventory for a librarian (ECI-L). Review from an expert will be used to identify EI taxonomy before developing ECI-L. The method of ECI-L development is as follows: (1) look for EI items with the best chosen by the senior librarians to their intended scale; (2) in the analysis, EI items selected will check credibility, neutrality or conformability, consistency or dependability and applicability or transferability to ensure an item selected is of quality (Lincoln Guba, 1985) (3) drop unnecessary items or non consistent or of less priority. This means that if chief librarians gave no response, suggests it might be difficult to observe the behaviour in others, or the item wording is confusing; (5) look for items conceptually at the centre of the definition of the EI competency; (6) look for items with distributed levels; and (7) identify items that had confusing or multiple phrases. (8) Validate EI taxonomy with expert in library and information management field and psychologist. 3.5.2 2nd Phase – Quantitative The ECI-L Questionnaire is developed after determining the EI dimensions from interview data. Beta version of the survey instrument is ready for testing to the general population (library staffs) after completing the pilot study to verify the questionnaire. Survey respondents are responding on a 5 point Likert type scale ranging from â€Å"Strongly Disagree† to â€Å"Strongly Agree†. Example of questions is, â€Å"I excel in my best work because of my good emotions†. Further, to identify occupational performance. Therefore, a 7-point scale (from unsatisfactory to excellent) on such characteristics as ability, co-operation, job knowledge, and quality of work using Job Performance Rating Scalewill be present. To measure job satisfaction, Employee Satisfaction Inventory is used (Koustelios, 1991; Koustelios and Bagiatis, 1997). It measures satisfaction in six aspects of a job: work itself, pay, promotion, supervision, working conditions and organization as a w hole while job commitment will be measured using The Individual Comprehensive Commitment Questionnaire. Respondents will be selected randomly from both professional and support staff and grades of public libraries in Malaysia. In total, a sample of 350 will be selected from a targeted population of 1800 based of sampling frame (Appendix C). SPSS will be used to analyse quantitative data. Confirmatory factor analysis (CFA) will be performed on the data collected through the questionnaires to check whether a good factor structure exists with respect to the theory that is in question. That is, to check whether the variables in the scales of each questionnaire form coherent subsets but is relatively independent of each other (Tabachnick Fidell, 2001). Once it has been confirmed that the obtained factor solution fits the expected factor solution, and then further analyses will be conducted via structural equation modelling (SEM). The time lapse between two data collection points will last between 6 months to 1 year.

Wednesday, May 6, 2020

Defects of Education in India Free Essays

EDUCATION in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Education as a science cannot be separated from the educational traditions that existed before. Adults trained the young of their society in the knowledge and skills they would need to master and eventually pass on. We will write a custom essay sample on Defects of Education in India or any similar topic only for you Order Now In pre-literate societies this was achieved orally and through imitation and story-telling etc . Oral language developed into written symbols and letters. Schooling in this sense was already in place in Egypt between 3000 and 500BC The gurukula system was the ancient system of education. A gurukula is a type of school in India, residential in nature, with shishyas living in proximity to the guru, often within the same house. In a gurukul, shishyas reside together as equals, irrespective of their social standing, learn from the guru and help the guru in his day-to-day life. They did not accept fees ONLY ASMALL GURUDAKSHINA WHICH MAY NOT BE MONETARY. INDIA S ANCIENT GURUKUL SYSTEM IS WORTH EMULATING BY ALL INTERESTED IN IMPARTING EDUCATION. THE GURUKUL SYSTEMBRINGS A SENSE OF RESPECT AND COMMITMENT FROM THE TEACHERS AND THE STUDENTS Nalanda and Takshishila universities were the oldest university-system of education in the world. Indian education suffered a huge blow as Western education became ingrained into Indian society with the establishment of the British empire. the British so cleverly played their cards that even after fifty years of independence we still continue to exist in a state of stupor, unable unwilling to extricate ourselves from one of the greatest hypnoses woven over a whole nation. Indian curriculum is criticized for being based on rote learning. Our present day education system gives no chance to creativity. It is marks , grades and competition all the way . It should inculcate good values in the minds of students. Emphasis should also be given on physical and vocational training. Teaching of ethics should be incorporated in the curriculum right from kindergarden through high school. Children should be allowed to choose their own subjects acc. to their interests. They must be made to interact with each other in groups and express their views on various topics. Instead of taking notes from voluminous books , teachers etc they must be made to get information by themselves and share it with the class. This will help them to develop good analytical skills and reading habits . Children must have practical experience . They can be taken on trips to museums, labs, etc where they can learn by interacting with experienced people. Education is to gain and share knowledge. Sharing without communication is impossible. English should not be banned at the primary level as it remains the global language. Learning hindi, the national language and the state language helps in internal communication. The system of Education in India should focus on learning and not exams. Unfortunately Education has become a lucrative business destroying the real purpose of itself. The bad quality of education in govt schools have given a thrust to the the rise of commercial coaching classes all over India. Students today hardly think of being a teacher due to less perk†¦ many who are hardly passionate about engineering and medicine are studying just for the sake of getting a fat salary and package along with it. Middle class parents pay what is demanded by the coaching classes, this has alarmingly turned out to b an industry in our nation. Statistically 25% of the Indian population is illiterate, only 7% of the population that goes to school manage to graduate and 15% manage to make it to high school. 80% of schools are managed by the Govt. , private schools are expensive and out of reach for the poor Another reason for poor quality of education is the poor quality of teachers in government schools . Government schools are unable to attract good quality teachers due to inadequate teaching facilities and low salaries. To improve the quality of education , the government needs to spend more money from its coffers on education. The really critical aspect of Indian public education system is its low quality. The actual quantity of schooling that children experience and the quality of teaching they receive are extremely insufficient in government schools. A common feature in all government schools is the poor quality of education, with weak infrastructure and inadequate pedagogic attention. Conclusion School teachers SHOULD BE PAID high SALARIES and, every care is to be taken that these teachers keep on upgrading. The government should realize that these are the people who shape their future generations. All over India the syllabus must be same, because partiality occurs between students. . Frankly it would be foolhardy to believe that a syllabus consisting a bit of maths bit of science, arts and literature is a foolproof way to educate whole of India. Our present day system of education can be revamped and changes incorporated by getting a group of experienced teachers from various parts of our country. The task is best done by them and not by a bunch of politicians who do not have any training in education. Hope to see the Indian system of education reach its zenith like it did in ancient times! How to cite Defects of Education in India, Papers

Tuesday, May 5, 2020

Basic Economic Ideas free essay sample

Meaning of scarcity and the inevitability of choices at all levels (individual, firms, governments) – Opportunity cost – Basic questions of what will be produced, how and for whom Unlimited Wants Human beings, in order to survive need a lot of things. Some of these things are very important for our existence. For example, food, clothing, water, shelter and air. These things can be classified as Needs. Apart from this there are things which are needed by us but they are not important for our survival and we can live without them also. For example, going on an expensive holiday, owning a 57 inches Plasma TV. These are known as Wants. This list is never ending and is continuously increasing. Limited Resources On the other hand, we have limited resources to produce these goods and services we want. There are not enough car factories to provide cars to everybody on earth. Everything on this planet has some limits except for our Wants. When unlimited wants meet limited resources, it is known as Scarcity. The Economic Problem of Scarcity The fundamental problem of economics is that we have unlimited wants, but limited resources to satisfy these wants. When wants exceed the resources available we have scarcity. Scarcity occurs because human wants exceed the limits of available resources. Economics deals with the basic fact that scarcity exists in our everyday lives and in our economy. Resources such as raw materials are in finite supply and must be allocated to their best use. Virtually all resources are scarce, meaning that more of them are desired than is available. Economics is concerned with the way people have to make choices in order to overcome the problems of scarcity. Inevitability of choices Each and every level of economic agent (individuals, firms or government) have to make the choices as all of them are confronted with central economic problem (scarcity). Government have to decide on the best possible way to allocate resources (where and what kinds of factories should be build), the firms have to decide how to maximize profit (what is the most efficient way to produce goods) and individual have to decide how to maximize their welfare (which goods will give them most satisfaction). In the process of this choice they have to give up other alternative so the concept of opportunity cost also implies in each and every level of economic agents. Opportunity Cost The relevant cost of any decision is its opportunity cost the value of the next-best alternative that is given up. This will mean that if we choose more of one thing, we will have to have less of something else. Economists use the term opportunity cost to explain this behaviour. The opportunity cost of any action is the value of the next best alternative forgone. By making choices in how we use our time and spend our money we give something up. Instead of following the economics classs, what else could you be doing? Your best alternatives may involve sports, leisure, work, entertainment, and more. Thus, the concept of opportunity cost is your best alternative to the choice that is made. If you choose to go to a restaurant this evening, the money that you spend on dinner will not be available for other uses, even saving. Businesses and governments also deal with opportunity costs. Businesses must choose what type of goods to produce and the quantity. Given limited funds, the opportunity cost of producing one type of good will arise from not being able to produce another. Opportunity cost in economics refers to the value of second best alternative forgone or given up. Simply put, lets assume that when you get up in the morning you have two options, going to the classes or sleeping late in the warm cozy bed. And if you decide to go to class anyhow, your opportunity cost would be the benefits you would have obtained by sleeping in the warm cozy bed. Opportunity cost is the cost related to the next-best choice available to someone who has picked among several mutually exclusive choices. It is a key concept in economics. It has been described as expressing â€Å"the basic relationship between scarcity and choice. † The notion of opportunity cost plays a crucial part in ensuring that scarce resources are used efficiently. Thus, opportunity costs are not restricted to monetary or financial costs: the real cost of output forgone, lost time, pleasure or any other benefit that provides utility should also be considered opportunity costs. The concept of an opportunity cost was first developed by John Stuart Mill. Because people face trade-offs, making decisions requires comparing the costs and benefits of alternative courses of action. In many cases, however, the cost of an action is not as obvious as it might first appear. Consider the decision to go to college. The main benefits are intellectual enrichment and a lifetime of better job opportunities. But what are the costs? To answer this question, you might be tempted to add up the money you spend on tuition, books, room, and board. Yet this total does not truly represent what you give up to spend a year in college. There are two problems with this calculation. First, it includes some things that are not really costs of going to college. Even if you quit school, you need a place to sleep and food to eat. Room and board are costs of going to college only to the extent that they are more expensive at college than elsewhere. Second, this calculation ignores the largest cost of going to college—your time. When you spend a year listening to lectures, reading textbooks, and writing papers, you cannot spend that time working at a job. For most students, the earnings given up to attend school are the largest single cost of their education. The opportunity cost of an item is what you give up to get that item. When making any decision, decision makers should be aware of the opportunity costs that accompany each possible action. In fact, they usually are. College athletes who can earn millions if they drop out of school and play professional sports are well aware that their opportunity cost of college is very high. It is not surprising that they often decide that the benefit of a college education is not worth the cost. Examples of Opportunity Cost A person who invests $10,000 in a stock denies themselves the interest they could have earned by leaving the $10,000 dollars in a bank account instead. The opportunity cost of the decision to invest in stock is the value of the interest. If a city decides to build a hospital on vacant land it owns, the opportunity cost is the value of the benefits forgone of the next best thing which might have been done with the land and construction funds instead. In building the hospital, the city has forgone the opportunity to build a sports centre on that land, or a parking lot. Economic Goods: The goods that are scare and thus have economic value are called economic goods. They can be bought or exchanged through medium of exchange often called money or trade. Examples of such goods are car, television, laptops. Free Goods: The goods that do not have economic value and are not scarce are called free goods. They are either unlimited in supply or abundant. Or in some cases they might be of no human economic use. The examples of such products are water (exception: the sale of packed bottles of waters) and air (exceptions cylinders of oxygen used by mountaineers while climbing the mountains) What, how and for whom to produce? What to produce primarily depends on consumers in free market. The consumers choose the product they like and thus their choices direct the types of production that should be carried out. The firms will follow this because this is the most profit maximizing combination. How to produce will primarily depend on firm. They will seek to maximize profit thus they will adopt the most cost efficient way of production. They will either choose the labor intensive (using more labor as compared to machines) or capital intensive (more machines as compared to labor) depending upon their cost structure. For whom to produce will depend on the government and firms. The consumers are the primarily target but what kind of consumers the firms want to target is in the question. The government usually produce for all general public where as the firms can seek to maximize profit by producing to high and rich level customers. Different allocative mechanisms – Market economies – Planned economies – Mixed economies Plus the problems of transition when central planning in an economy is reduced The central problem of every economic society is to allocate resources in deciding what, how, and for whom to produce. These three questions are dealt with in different ways in each and every economy. They are dealt with depending on the economic and political frameworks of that country. Broadly speaking, the economic systems are classified into 3 categories namely: 1. The market economy or laissez-faire system or capitalist economy. 2. The command or planned economy 3. The mixed economy. MARKET ECONOMY In a market economy resource allocation is carried out by private individuals only. All factors of production are privately owned and managed. There is no government intervention and everyone is free to operate according to his will and desire. The main characteristics of such a system are: 1. Price/ market mechanism which manipulates the allocation of resources or tries to resolve the three fundamental questions of what, how and for whom to produce. In other words, resources are allocated through changes in relative prices. Adam Smith referred to it as the â€Å"invisible hands† of the market. 2. Consumer’s sovereignty exists, that is, consumer is a king because it directs the allocation of resources to a large extent while satisfying its own needs. His basic aim is to maximize satisfaction. The consumer’s decision can dictate economic actions as what and how to produce. 3. Producers aim at profit maximisation and rely on higher prices as a â€Å"green signal† to higher production. The foundation is the profit motive. Evidently, the production of those commodities will be more profitable which are demanded more by consumers. 4. Fierce competition among firms exists and basically it is this competition which encourages technological change, innovation and higher investment. 5. Easy mobilization of capital due to profit maximisation and regular innovations. Obviously, these do encourage industrialization and economic development. Features All resources are privately owned by people and firms. Profit is the main motive of all businesses. There is no government interference in the business activities. Producers are free to produce what they want, how much they want and for whom they want to produce. Consumers are free to choose. Prices are decided by the Price mechanism i. e. the demand and supply of the good/service. Advantages 1. There is consumer sovereignty. This means that consumers can influence what goods are produced directly by their purchase. In fact, they are free to buy whatever goods and services from which they can derive maximum satisfaction. Similarly, the greater use of price mechanism will provide an automatic and quick way to signal to producers what consumers want. 2. Free market responds quickly to the people’s wants: Thus, firms will produce what people want because it is more profitable whereas anything which is not demanded will be taken out of production. 3. The market provides a wide variety of goods and services to meet consumer’s wants. Indeed, the consumers may have a greater choice of a number of private-sector producers. This increased competition may increase the quality of products since rival producers will seek to attract new customersby improving the standard of their goods. 4. The market system provides incentives to producers in the form of profits and workers in theform of higher wages. This should encourage entrepreneurs to produce high quality products and to innovate, and workers to work hard. 5. There is greater efficiency. The aim of firms in a market economy is to make maximum profit. Hence, the market system encourages technological change, that is, the use of new and better methods and machines to produce goods and services at low cost. Those firms, which do not produce what people want at low cost and low prices, may go out of business. Disadvantages 1. Unemployment: Businesses in the market economy will only employ those factors of production which will be profitable and thus we may find a lot of unemployment as more machines and less labour will be used to cut cost. Certain goods and services may not be provided: There may be certain goods which might not be provided for by the Market economy. Those which people might want to use but don’t want to pay may not be available because the firms may not find it profitable to produce.

Monday, March 30, 2020

Mitsubishi Motors Corporation CSR policies analysis

Company background Mitsubishi Motors Corporation is the sixth largest automobile maker in Japan; it was founded in 1970 and is ranked 17th in the world motor vehicle industry by production (Mitsubishi Corporate website). The company has recognized the need to have good governance and good relations with stakeholder and the public.Advertising We will write a custom essay sample on Mitsubishi Motors Corporation CSR policies analysis specifically for you for only $16.05 $11/page Learn More Mitsubishi is respected for its strong corporate social responsibilities (CSR) policies and have the aim of building a prosperous and sustainable relationship with society. This paper gives an account of the CSR policies the company espouses. Detail s of CSR policies of a Mitsubishi The company established a full office to deal with corporate citizenship in April 2004; the office is called Corporate Citizenship Promotion Office: the office was given the mandate of enactin g policies that the internal business a chance to improve its processes so as it reduces any adverse effect on the people. The office operates under an acronym called STEP, which means S: Support for the next generation: the focus is on developing young people to improve their future T: Traffic safety: the company has traffic rules training programs where it teaches drivers, potential drivers and schoolchildren on how to be safe; in line with safety, the company makes reliable vehicles E: Environmental preservation; the company has embarked on some environmental conservation policies and activities P: Participation in local communities: the company has resources set aside to address some needs in the community like health promotions, schools buildings and stocking, promotion of games among others.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The department internal policies include: Ado pting fuel efficient production methods like use electricity instead of coal when heating, this is estimated to reduce its in factory emission by 20% A project to develop electric motor vehicles is in an advanced stage The company has embarked on improved technology on it vehicles to ensure that they are fuel efficient How are these policies enacted? The company internal department of corporate citizenship is responsible for looking at CSR policies; the section of business reports to a Business Ethics Committee, which among top management of the company also is composed of external experts in different areas like environmental conservations, ethical business and community development experts. The success of the policies are evaluated by third parties who offer the management a review of the success of the programs; third parties undertake research on the environs and advices the company on the position it holds in the community as well as how it can improve and sustain relationship with societies. Japanese environmental conservation department produces business statistics information; Mitsubishi has been honored as one of the most ethical business in the country, it is seen as a leader in sustainable business development. Past successes In October 2000, the European Union came up with recycling policies to be respected by the vehicle manufactures in the company, they were called ELV recycling policies, since then Mitsubishi Motors Europe (MME) and its subsidiaries are leaders in implementing the set strategies. According to the ELV recycling strategy, companies could only be licensed to work in the larger European country if they complied with the set levels. Before a new model is registered for sale in either United Kingdom or France, it required to have at least 95% recyclable level. In 2005, the company had targeted to reduce carbon emission from each car it produces with 20%; to reduce the emission, the company aimed at improving fuel efficiency in their cars. In line with the efficiency improving, the company targeted to have a full production of Electronic vehicles (EVs) and production of engines that can use fossil fuels; the move was thought to have a 50% reduction of emission in the company. The company has launched some EYs; currently the company is producing flexible-fuel vehicle and bio-ethanol cars, which have increased the perception that customers hold on its products.Advertising We will write a custom essay sample on Mitsubishi Motors Corporation CSR policies analysis specifically for you for only $16.05 $11/page Learn More Conservation of water is another move that the company has embarked on. According to the 2009 social corporate report, the company had managed to conserve and recycle 50% of the water it uses in its production (Mitsubishi Corporate website). The company has received a number of praises from governmental and non-governmental organization; according to US Environmental Agen cy report of 2009, the company was setting pace to environmental conservation. According to the company’s environmental report 2009, Mitsubishi has reduced its water wastage by 50%; this is through recycling and proper water use. The recycling is seen as a move to conserve the environment in line with EU environmental rules and Kyoto protocol. To address societal issues from a global angle, the company has developed EMVs (electronic motor vehicles); during a visit to the Okazaki district, corporate citizenship was praised for the efforts; it was seen as a fulfillment of Stockholm environmental conservation agreement fulfillment. Locally the company embarks on various activities they include tree-planting programs, youth education (the education is on various issues like traffic rules, environmental conservations and entrepreneurship), health camps, scholarships and waste management programs. Works Cited Mitsubishi Corporate Website. Mitsubishi Motors Corporation, 2011. Web: 3 0 Apr. 2010 This essay on Mitsubishi Motors Corporation CSR policies analysis was written and submitted by user Matthew Gross to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Saturday, March 7, 2020

Vital Records of Birth, Marriage and Death in France

Vital Records of Birth, Marriage and Death in France Civil registration of births, deaths, and marriages in France began in 1792. Because these records cover the entire population, are easily accessible and indexed, and include people of all denominations, they are a vital resource for French genealogy research. The information presented varies by locality and time period but often includes the individuals date and place of birth and the names of the parents and/or spouse. One additional bonus of French civil records  is that birth records often include what is known as margin entries, handwritten notes made in the side margin, which can lead to additional records. From 1897, these margin entries will often include marriage information (date and location). Divorces are generally noted from 1939, deaths from 1945, and legal separations from 1958. The best part of French civil registration records, however, is that so many of them are now available online. Records of civil registration are typically held in registries in the local mairie (town hall), with copies deposited each year with the local magistrates court. Records over 100 years old are placed in the Archives Dà ©partementales (series E) and are available for public consultation. It is possible to obtain access to the more recent records, but they are not usually not available online due to privacy restrictions, and you will generally be required to prove, through the use of birth certificates, your direct descent from the person in question. Many Departmental Archives have placed portions of their holdings online, often beginning with the actes detat civils (civil records). Unfortunately, online access to the indexes and digital images has been restricted to events older than  120 years by the Commission nationale de linformatique et des libertà ©s (CNIL). How to Locate French Civil Registration Records Locate the Town/CommuneThe important first step is to identify and approximate date of a birth, marriage, or death, and the city or town in France in which it occurred. Generally knowing just the department or region of France is not enough, although there are some cases such as the Tables darrondissement de Versailles which indexes the actes dà ©tat civil across 114 communes (1843-1892) in the Yvelines department. Most civil registration records, however, are accessible only by knowing the town - unless, that is, you have the patience to wade page by page through the records of dozens if not hundreds of different communes. Identify the DepartmentOnce you have identified the town, the next step is to identify the department that now holds those records by locating the town (commune) on a map, or using an Internet search such as lutzelhouse department france.  In large cities, such as Nice or Paris, there may be many civil registration districts, so unless you can identify the approximate location within the city where they lived, you may have no choice but to browse through the records of multiple registration districts. With this information, next locate the online holdings of the Archives Dà ©partementales for your ancestors commune, by either consulting an online directory such as French Genealogy Records Online, or use your favorite search engine, to search for the name of the archives (e.g. bas rhin archives) plus etat civil. Tables Annuelles and Tables Dà ©cennalesIf the civil registers are available online through the departmental archives, there will generally be a function to search or browse to the correct commune. If the year of the event is known, then you can then browse directly to the register for that year, and then turn to the back of the register for the tables annuelles, an alphabetical listing of names and dates, organized by event type - birth (naissance), marriage (mariage), and death (dà ©cà ¨s), along with the entry number (not page number). If you are not sure of the exact year of the event, then look for a link to the Tables Dà ©cennales, often referred to as the TD. These ten-year indexes list all names in each event category alphabetically, or grouped by the first letter of the last name, and then chronologically by the date of the event. With the information from the tables dà ©cennales you can then access the register for that particular year and browse directly to the portion of the register for the event in question, and then chronologically to the date of the event. What to Expect Most French civil registers of birth, marriage, and death are written in French, though this doesnt present a great difficulty to non-French speaking researchers as the format is basically the same for most records. All you need to do is learn a few basic French words (e.g.  naissancebirth) and you can read pretty much any French civil register. This French Genealogical Word List includes most of the common genealogy terms in English, along with their French equivalents. The exception is the localities that at some point in history were under the control of a different government. In Alsace-Lorraine, for example, some civil registers are in German. In Nice and Corse, some are in Italian.