Evolution Of Management Theory X And Y, And Theory Z

Evolution of Management Blake Schwengler Tarleton State University Abstract We will examine the evolution of management beginning with the timeframe of the industrial revolution thru today’s management. Management theories included in this time contains the Human Relations/ Behavioral School of Management, Classical School of Management, Contingency Approach, the Scientific Approach, Theory X and Y, and Theory Z. The present style and classical style of management will be compared and contrasted to each other and how they apply to my job. Evolution of Management During the 1900 and into the later 1920’s, the Industrial Revolution sparked one of the first managerial theories introduced to the United States; the Classical school of thought. This theory arose when issues began with factory systems. At the time of the Industrial Revolution, the United States had taken on many non-English speaking immigrants who felt their working conditions were not satisfactory and who also felt they were inadequately and improperly trained for the positions they held. Upper management noticed these issues with their employees and soon took actions to find a solution. Efficiency was the main focus for traditional or classical management which included bureaucratic, scientific and administrative management. Bureaucratic management has a much more structured approach to things; division of labor, set rules and guidelines and hierarchy are a few characteristics of bureaucraticShow MoreRelatedDiscussion Board : Perspective, Theory, And Practice1468 Words   |  6 PagesPERSPECTIVE, THEORY, AND PRACTICE I will be clarifying how reading Theory X, Y, Z and watched the media piece, Theory, affected my definition of theory. 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A Brief Note On Martin Luther King Jr. - 1803 Words

Martin Luther King Jr. once said to an audience of more than a thousand people, Life s most persistent and urgent question is, What are you doing for others?† My main goal in life is to help those around me, and if I am not helping people, I am trying to think of ways of how I can. It is not like I am always trying to figure out what I can do for someone else, but the idea does pop into my head when I see someone in trouble. The world would be a much better place if people actually helped each other instead of walking away. Since I was a child, I have always planned on becoming a nurse. Later on, as a young adult, I found out that my specialty would be a Diabetic Nurse Educator. I want to make a difference in the world, and I feel that†¦show more content†¦Seeing him in pain, hurt me. During those times, all I did was try to encourage him and help him through conquering his own demons; I almost lost my own sense of self in the process. I tried to make his life as comf ortable as possible. To do this I would try to start up positive conversations when he was down or find ways he could improve his eating patterns to help his blood sugar levels. On the other hand, while I was so preoccupied with his well being, I was neglecting my own. For instance, I would stay up on my laptop in my lap during the night with my ears open, listening to his movements until morning, because I would be worried if he would have another diabetic hypoglycemia seizure while he was sleeping. On average, I would sleep a minimum of four hours for the next year. Seeing him struggle through having mental illness and diabetes, I decided I wanted to make my life’s work helping those who were experiencing the same kind of issues. I want to help relieve some pain like I did for my dad, and try to make their lives a tad bit easier to bear in the process. My father would always say because I loved to draw and help people as a child, â€Å"You are either going to become a world renown artist, or a nurse.† I chose the latter because who would not want to become a superhero who helps save civilian lives? Healthcare is a field that has many specialties like a diabetic nurse educator, midwife, or cardiac specialist. I chose diabetic care as my specialty

Application of Volatility in Portfolio Construction Applied Mathemati

Question: Explain about the Report on Application of Volatility in Portfolio Construction for Applied Mathematics and Physics? Answer: 1) Bond Yield to maturity Annually Semi annually Face value 1000 1000 Years to maturity 7 7 Annual coupon rate 5.25% 5.25% Effective coupon rate 5.25% 2.63% NPER 7 14 Frequency of payment 1 2 Value of bond 1200 1200 Payment 52.5 26.25 Present value -1200 -1200 Future value 1000 1000 Yield to maturity 17% 9% KUEHN and Schmid (2014) saw that yield from the bond at the time of maturity provides the money in hand of the investors. The different payment timing of the bond may yield different percentage at the maturity of the same. The yield provides the insights of return of the investment, which is very important for the investors for making investment decision. The above example showed that for annual and semi-annual payment of interest rate has changed the yield rate. The relationship of yield rate and payment term of interest is inverse (Becker and Ivashina 2014). 2) The graphs below showed that the return from PHLX index is higher than Dow Jones and so the risk of making investment. The risk-return parity is maintained in this case throughout the period of investment. The volatility of the high yield index is high as in line with the theoretical model of risk-return trade-off (Ha, Liu and Zheng 2015). In this context, the investor is risk averse. Thereby, PHLX index must be avoided for making any investment. However, Dow Jones is suitable for making conservative investment decision. DOW Jones Industrial average PHLX Gold/Silver Sector Index Return 0.05 0.10 Standard Deviation 0.186373263 0.299016301 Weight 0.5 0.5 Correlation -0.001170892 Portfolio Return 0.076752089 Portfolio Variance 0.031003809 Portfolio Risk 0.176078986 In case of separate measurement of the investment return and risk assessment of the investment, we could see that Dow Jones has low volatility compare to PHLX index. The return from the Dow is lower than the PHLX index. The portfolio constructed with an equal investment in both of the index has shown that volatility is low due to merged portfolio constructed by two different entities. Further, the return from the investment through portfolio was medium with a lower risk associated with the investment. The trade-off between risk and return is the basic relationship between the two where the investors may find the return from the risky product much higher. Huang, Zhou and Zhu (2012) observed that trade-off maintains the basic principle of the investors taking more risk to gain more return from their investment. From the below figure, we can see that relationship where for the higher return the measured risk was high too. 3) CAPM return of MSFT 12% CAPM return of Mondelez International 8% With the calculation of CAPM modelling, the return from the investment in Microsoft was seen as 12% while return from Mondelez was 8% only. The risk associated with the shares of MSFT was higher than Mondelez International. The regression model has shown that risk in MSFT is higher than that of the Mendelez. However, the value of beta in both the measurement techniques was not same for both the companies. The regression equation for predicting the theoretical return is as follows: Y(return from MSFT) = .0266 + 0.728 * X (price of share) [0.728 is the risk of investment in the share of MSFT] Y(return from Mendelez) = .086 + 0.362 * X (price of share) [0.362 is the risk of investment in the share of Mendelez] 4) The volatility in the call option has been started with 15% for getting the striking price of the call. The measurement provided us the price of $4.63 for 15% volatility. However, the goal seek application let us know the exact rate of volatility of the call price for $5.8. The value of the implied volatility required for this case is 19%. References Becker, B. and Ivashina, V., 2014. Reaching for yield in the bond market.The Journal of Finance. Ha, M., Liu, G.Z. and Zheng, L., 2015. Application of Volatility in Portfolio Construction.Journal of Applied Mathematics and Physics,3(07), p.808. Huang, X., Zhou, H. and Zhu, H., 2012. Assessing the systemic risk of a heterogeneous portfolio of banks during the recent financial crisis.Journal of Financial Stability,8(3), pp.193-205. KUEHN, L.A. and Schmid, L., 2014. Investment Based Corporate Bond Pricing.The Journal of Finance,69(6), pp.2741-2776.

Employees Roads and Maritime Services †MyAssignmenthelp.com

Question: Discuss about the Employees Roads and Maritime Services. Answer: Introduction This paper focuses on a case of RMS Roads and Maritime Services to outline opportunities that HRD provide to current and future employees. The second section conducts an assessment to the extent to which knowledge about informal learning has succeeded in influencing RMS HRD practices. RMS offers opportunities that make employees take their career to new heights. Management creates generous working conditions where everyone can become a forward-thinking person (RMS, 2018). Such projects make employees learn best ways of contributing towards their communities. Nurturing leaders the company provides an environment for newly recruited employees to nurture their talents of becoming future leaders. It offers on job training, supervision, and assigning roles such as team leadership. Performance planning RMS offers an environment for employees to go through the formal process of discussion, identification, and planning of personal goals. Employees identify their personal goals that require their capability to achieve as well as develop skills for decision-making. Networking RMS organize teamwork where members get to network and know one another. Currently, RMS offers an opportunity where employees work as teams as well as assigning supervisors to every team. Such an environment allows diversified groups of employees from different cultural background to interact with one another. Consequently, it strengthens Knowledge about informal learning at the workplace brings about numerous complexities how managers develop employees. Garrick (2001) outlines that definitional complexities relating to informal learning involve learning from experience, learning from context, strengthening informal and incidental learning, reflecting, and tacit dimensions of knowledge. Such definitions show that employees could go through non-intentional learning practices to acquire knowledge. Stewart, McGoldrick, and Watson (2001) link the knowledge about informal learning to autonomous, self-directed, and independency that occurs without participating in externally instructional programs. The knowledge about informal learning has influenced the organization's HRD practices of RMS managers in terms of how they define, design, and execute comprehensive learning strategies among employees. Managers now form different teams, assist them in planning and establishing. They are now able to maintain communities of practice (CoP) (Bowness and Gram, 2010). RMS finds CoP as the best way of assisting team members share common individual goals. Consequently, members are able to create and share knowledge for personal development. Personnel at the company focus on individual achievements as we as teams. RMS adopts action-learning practices to achieve informal learning for personal development. Bowness and Gram (2010)human resource personnel can implement HRD practices by organizing small teams to work together to solve real workplace tasks and problems. Management supports natural learning processes. The process makes employees to learn themselves by doing and reflecting about their and results from their actions. Consequently, employees are able to make their own needed adjustments at a personal level without following planned programs. Yanchar and Hawkley (2015) explain that informal learning has influenced how managers develop learning action plans. Managers integrate action plans of learning and working by scheduling time for all programmed learning activities to occur simultaneously with other regular job responsivities. Managers at RMS now associate learning activities with timeframes and objectives. Even though HRD practices RMS now adopts a number of informal learning assets beyond classroom programs. Management use organization knowledge to develop digital as well as paper-based tools. Management now relies on formal programs to create templates and small content them feed them to the company website as articles. Employees can now rely on such resources as their assets for informal learning. Their availability on demand depends on how employees go through them as refresher jobs to assist those returning on their jobs. Such materials also assist employees that missed to attend some formal events. Garrick (2001) theorizes the best way that managers could make informal learning become effective in an environment where every human resource personnel prefers planned programs as their instructional manuals. Garrick Suggests that managers can now adopt processes of receiving feedback, encouraging the formation of teamwork for individual learning, creating and posting contents on company websites, networking, and mentoring through team leaders. Conclusion RMS design different HRD programs to restructure and downsize employees to work in teams. Consequently, they design programs that allow employees to gain new skills to solve problems and make decisions. Additionally, employees develop their personal skills for leadership, negotiation, resolution conflict, and listening. However, knowledge about informal learning has influenced HRD practices. References Garrick, J 2001. Informal learning in the workplace: Unmasking human resource development. Taylor and Francis Grieves, J 2003. Strategic human resource development. SAGE RMS Roads and Maritime Services, 2018. Working with us. https://www.rms.nsw.gov.au/about/careers/working-with-us/index.html. Accessed on April 10, 2018 Stewart, J, McGoldrick, J, Watson, S 2001. Understanding human resource development: A research-based approach. Psychology Press Yanchar, SC, Hawkley, MN 2015, 'Instructional Design and Professional Informal Learning: Practices, Tensions, and Ironies', Journal of Educational Technology Society, vol. 18, no. 4, pp. 424-434.