Project Managment for Boeing 787 Dreamliner Essay - 1

Project Managment for Boeing 787 Dreamliner - Essay Example The project has however faced several challenges. It all started with weight issues with the plane said to have been overweight to the tune of 2,300kgs over and above the specified weight. This was however not all; there were 7 delays in the project process among them being an in flight fire on the Rolls Royce engine during testing. That not enough, just in the month of January 2012, Boeing reported shimming problems on some 787 fuselages.2 The poor performance towards the achievement of this projects’ objectives brought with it additional costs running in billions of dollars with penalty fees to the airlines forming a major part of these extra costs. A project is considered successful when it meets and exceeds customer expectations with regards to cost, time and performance.3 For ultimate project success, there is always need for trade-offs between the constraints of time, cost and scope/ performance. This may sometimes necessitate compromise of scope to achieve the constraints of time and cost. There are cases when it is of significance to expedite particular project activities which will require additional labor, leading to extra project costs. A priority matrix is therefore a tool that helps in the identification of which criterion to be constrained, those to be enhanced and which to be accepted.4 We will seek to analyze this matrix in the 787 project and find its justification. The above table shows the appropriate matrix for the three decisive factors in the 787 project. Time must be restricted because any additional delays in the production of this plane for whatever reasons come with huge penalties. All component activities must therefore be expedited to ensure the project is delivered within the set time frame. Given the nature of this project, performance can only be enhanced and no compromise can be made whatsoever on the scope of each component activity. The first delivery

Clubhouse Facilities For The Youth Physical Education Essay

Clubhouse Facilities For The Youth Physical Education Essay Young people are trying to make an impact and make a positive transition to adulthood. This research will provide an over view of what facilities the youth need and want. Out of school services for the youth is essential. Youth are concerned about not having enough facilities for them. Most youths even use this as an excuse when they end up in trouble. When most youths are asked what problems they go through they tend to say boredom and nothing to do For the purpose of this research clubhouse will be defined as an enclosed space used for regular gathering for different purposes these being leisure and social purposes. Youths need to progress from childhood to adulthood therefore clubhouses can play a role in the development of such services to them. Lack of youth facilities are the main barriers towards youths involvement in recreational activities. Clubhouses are an ideal place to meet friends and socialize. Sports activities, fitness centers music clubs and the likes can all be incorporated into a clubhouse. Problem Statement Most clubhouses in Malaysia do not have facilities for the youth. The youth are increasing in population and a need for an environment for them to interact and grow in a responsible but monitored way is of importance. This intern would help reduce crime, drug abuse and other mischief the youths engage in. Scope of Research Most clubhouses in Negeri Sembilan do not accommodate for an eco-friendly environment and youth facilities. The aim of this research is to improve the design of clubhouses so as to also cater for the youth in and around Malaysia. This will be done by a comparison of clubhouse facilities in Negeri Sembilan. Negeri Sembilan will be ideal because it is the state which has the highest number of clubhouses in Malaysia. Research Purpose The purpose of this research is to identify and investigate facilities offered by clubhouses. This information can then be used for the design of an environmentally friendly and eco- conscious clubhouse for the youth. The research will take into consideration two issues Whether existing clubhouses accommodate for the youth And what facilities would be appropriate and engaging for the youth This will be done through reviewing existing clubhouses and analyzing leisure trends for the youth. Research Objectives Identify the required comfortable facilities of a clubhouse Investigate and evaluate the suitability of current or existing facilities of a clubhouse To identify the requirements to develop a clubhouse which can meet the current and future demands of the youth. Recommend the required or proper facilities to be applied for the youth and determine strategies that will help these clubhouses meet youths needs Research Questions Why do clubhouses not accommodate for the youth? What do the youth have to say about it? Will the availability of clubhouse youth facilities improve youth behavior and encourage the young adults? What eco-friendly facilities do the youths need? Does the community think youth facilities are necessary and important for the development of the youth How many youths would actually use the clubhouse facilities? How eco-friendly are the facilities in existing clubhouses Hypothesis the hypothesis throughtout this research is h0 Non participation by youth in youth activities can be related to the inadequacy of existing clubhouses dealing with the provision of youth facilities h1 Availability Youth facilities in accordance to youths needs and wants are linked to a range of positive outcomes from the youth. h3 the lack of youth facilities for the youth in Negeri Sembilan leads to the youths neglecting the existing clubhouse facilities. Methodology Audit of existing clubhouse facilities Analysis of clubhouse sites Review reports and studies Analysis of sport, recreational and social trends influencing the youth Survey of clubhouse organizations Community survey (questionaires) Group meetings with young adults(youths) Conclusion This chapter has attempted to expose the main problem underpinning the research. As the reasearcher I am left with several questions that specific answers are being sought. The following chapters will help me derive answers and conclusions or recoomodation for the question raised by the research questions C:UsersThe Beauty clinicDownloadslinton.jpg C:UsersThe Beauty clinicDownloadscoventry Names Ruth Rumbidzai Mataswa Matric card number Cuadt4-09/09-00026 Subject Design And Project Implement (Workshop) Title Research Proposal Lecturer Ms.Lin Yola CHAPTER TWO: LITERATURE REVIEW Defining Youth Clubhouse Facility Clubhouse Guidelines Youth Facilities Youth Facility Planning Framework Planning of Youth Facilities Classification of Youth Facilities Introduction Introduction A clubhouse is a building or an area used for social or recreational purposes and activities. It gives individuals the opportunity to relax and exercise their interests and abilities.They are several clubhouses in Negeri Sembilan a state in Malaysia. The initiative aims is to enhance opportunity for young adults to become physically active through the development of a eco-friendly leisure environment. Identifying the impact and factors that affect participation in leisure centres and focusing on actions that can be taken to improve participation can be done through exploring key concepts.Attending leisure centres is important inorder to maintain health and slowing down the deterioration of an individuals body and mind.. A club house arises from the necessity to create a public facility, the purpose of the club house is to provide opportunity for young adults ages 18-25 to experience an eco friendly environment and encourage interaction amoung each other.As Young adults are dealing with identity and purpose, a club house will serve as a community and entertainment area for them. A clubhouse has the potential to reshape orientation for young adults in several ways. This would motivate young adults to not get involved in crime, and instead join and meet together and encourage each other. The size and arrangement of spaces within the facility and the siting of the building should support and optimize the operation of the clubhouses activities. The primary purpose of a club house is to create and provide opportunity for the community to pursue their recreational interests. It also important to improve the physical environment and its accessibility AIM OF CLUBHOUSE The club house should achieve three goals Control and support activities in an eco friendly environment for the community Amenity for the community Service to the community A clubhouse should be accessible to as many community patrons as feasible. It should be visible from main circulation of the community, to increase accessibility.There are many aspects to a good club house but mainly it should serve the current and future needs of the club, culture, ability and gender. It should also be attractive, high quality, efficient and economical.The success of the clubhouse will depend on the responsiveness of its activity mix to the wishes of the community population, and to the effectiveness of the clubhouses internal organization and its location in the community. 2.0 The first stage for this review is to clarify from the literature the utilization of every of the terms. in this case definition of the youth, facilities, clubhouse and definition of a youth clubhouse DEFINING 2.1 YOUTH The United Nations General Assembly defines Youth as the persons falling between the ages of 15 24 years inclusive9.( UN Convention on the Rights of the Child.) The emerging of a new interim of social status between childhood and adulthood.(Jensen Rojek, 1998). The concept of adolescence has also been referred to in the literature as youth. From this perspective, it is apparent that youth are a uniquely separate group, requiring special attention to their needs as they move through this critical development period called adolescence (Siegel Welsh, 2005). It is felt that this is the right age and stage where the youth should be shaped and molded into responsible adults (Jensen Rojek, 1998, p37). In Malaysia, Putrajaya the youth are defined as the persons of age 18 and 25 under the new national Youth policy. Sports Minister Datuk Seri Ahmad Shabery Cheek just recently confirmed the change of youth definition from 18 40 years to 18-25 years this was done in accordance to international standards. United Nations defines youth as 15 to 24years whilst Common wealth defines it as 15 to 29 years. According to these literatures it is clear that the youth are considered to be those persons aged between 15 and 24 years, and from my perspective, I think the youth need attention as they develop. Youth is generally the time of life between childhood and adulthood (maturity) Among other youth related issues, the World Program of Action for Youth to the year 2000 and beyond identifies several issues that should be of high priority to Government and what the government are expected to offer the youth. Leisure time activities, is in the top ten of their highest priority. This brings us to the literature of leisure activities, which in this case can be achieved through the use of clubhouses. 2.1.1 FACILITY Something that creates the potential of better performance of any action; à ¢Ã¢â€š ¬Ã‚ ¢ freedom from difficulty; à ¢Ã¢â€š ¬Ã‚ ¢ ease; à ¢Ã¢â€š ¬Ã‚ ¢ a building or complex of buildings, designed for a particular purpose, as for the holding of a sporting contest 2.1.2 CLUBHOUSE Is a building or enclosed area used as a regular gathering place by a group of people Community centre where community members gather for group activities, social support, public information and other purposes. Youth clubhouse: it is popularly known as a youth centre,it is an area where youth gather for recreational and leisure activities The youth centers are integrated into the mainstream community centers and have deliberately been not built as stand alone youth facilities. (Paul Leung) The International Clubhouse Coordination and Development helps support and coordinate the development of clubhouses, and helps coordinate training and on-going technical support on the club model through club training. It was established in 1994 and is bases in Asia, Australia, Europe, and North America. The ICCD maintains associate international certification process (ICCD Certification),a fidelity live, and a set of International Standards for club Programs. ICCD certification may be a clear demonstration of a clubhouses quality and commitment to excellence, associated provides an objective analysis of quality associated performance and an enlarged awareness of a clubhouses strengths and needs. The ICCD also provides technical help for stakeholders seeking to implement the model, a shift employment development program and may be a clearinghouse for clubhouse information. The Program for building analysis (PCR) at the University of Massachusetts graduate school conducts research relating to building effectiveness also as quality improvement efforts. One endeavor at the PCR is conducting a comprehensive survey of clubhouses affiliated with the ICCD for functions of quality assurance and program improvement. building administrators complete the survey designed to get info regarding the ways during which clubhouses opportunities for their members as well as individual outcomes for members utilizing clubhouse employment opportunities. The International Survey of Clubhouses seeks to look at and improve services provided in building programs affiliated with the International Center for building Development. One implicit goal underlying the International Survey of Clubhouses involves strengthening program infrastructure each by increasing the capability of clubhouses to gather valid and reliable info on a timely basis. The International Survey of Clubhouses seeks a range of knowledge regarding building characteristics, governance and administration, membership, staffing and staff credentials, unit structure, employment, housing activities, services, and participation in building training. 2.2 CLUBHOUSE GUIDELINES Careful planning of the accommodation is essential to confirm a roaring theme and special consideration ought to be given to the following points: The accommodation may be expanded to include: club/committee room offices restaurants fitness centre exercise studio physic treatment and first aid room bar and lounge dining area other social and indoor sports accommodation Library grounds maintenance store computer room However having these extra sports and social aspects depend on their potential to attract maximized use of the facility. The LGAQ Guidelines (1996:105-6) suggest that community facilities be understood as a means to an end in terms of multiple purposes they serve in the community: à ¢Ã¢â€š ¬Ã‚ ¢ providing focal points for community interaction, à ¢Ã¢â€š ¬Ã‚ ¢ building community identity, à ¢Ã¢â€š ¬Ã‚ ¢ providing places and resources for meetings, community organising and activities, strengthening relationships, à ¢Ã¢â€š ¬Ã‚ ¢ building responsible, self-supportive and safe communities, and à ¢Ã¢â€š ¬Ã‚ ¢ Providing places and resources for delivery of services. 2.3 YOUTH FACILITY PLANNING FRAMEWORK FRAMEWORK à ¢Ã¢â€š ¬Ã‚ ¢ a structure composed of parts fitted and united together, designed to support or enclose something The Social Planning Guidelines for Queensland Local Government (LGAQ 1996:105) pushes the limitations of this definition by asserting that community facilities can also be taken to include areas of open space such as parks, gardens, playgrounds, recreation areas, sports fields and bush lands. [p105] However, having pushed the limits of the definition, the Social Planning Guidelines immediately revert to a discussion of buildings. International literature reveals that integral to developing a youth facility planning framework is a clear understanding of the nexus, linking youth policy, youth participation and youth planning. 2.4 YOUTH FACILITIES Developing clear access or inclusion programs to ensure the youth facility is integrated into existing community facilities. It builds on a vision of more effective, accessible services for youth. It also integrates an array of services including: à ¢Ã¢â€š ¬Ã‚ ¢ health and health education; à ¢Ã¢â€š ¬Ã‚ ¢ career counselling and job placement; à ¢Ã¢â€š ¬Ã‚ ¢ education, à ¢Ã¢â€š ¬Ã‚ ¢ the creative and physical arts; à ¢Ã¢â€š ¬Ã‚ ¢ food services and nutrition counselling; à ¢Ã¢â€š ¬Ã‚ ¢ prenatal care and services for adolescent parents, including nursery care; à ¢Ã¢â€š ¬Ã‚ ¢ mental health counselling; à ¢Ã¢â€š ¬Ã‚ ¢ substance abuse prevention and treatment services; à ¢Ã¢â€š ¬Ã‚ ¢ legal counselling and representation; à ¢Ã¢â€š ¬Ã‚ ¢ youth leadership training; à ¢Ã¢â€š ¬Ã‚ ¢ information and referral services; and à ¢Ã¢â€š ¬Ã‚ ¢ a variety of support services. Daly (2000:89-90) argues that the development of specific facilities requires project planning methodology According to Daly (2000:87) an approach to planning facilities is one that involves: Audit of existing facilities Future needs or opportunities analysis Classification of the facility types required at local, regional, state and international levels. 2.5 PLANNING OF YOUTH FACILITIES For the planning of youth facilities in particular, equity and social justice, rational distribution, integration, access, community development, location and collocation are identified as important. Several similar planning processes are considered. The significant insight offered by Daly (2000) is that a planning process at a regional or citywide level will involve a strategic planning process; but the planning of a specific facility requires a project planning methodology. 2.6 OBJECTIVES AND PRINCIPLES FOR FACILITY PLANNING Daly (2000:77-80) identifies six objectives for regional level facility planning these being 1. Equity and social justice 2. Rational distribution 3. Integration 4. Access 5. Future provision 6. Conservation and environmental sustainability For each, Daly (2000) articulates planning principles: 1. Equity and social justice Consideration for the needs of all sections of the community regardless of age, gender, ethnicity or ability. Principles: à ¢Ã¢â€š ¬Ã‚ ¢ Identify and set aside land to meet the needs of existing and future population à ¢Ã¢â€š ¬Ã‚ ¢ Provide facilities and open spaces capable of being adapted to meet the changing needs of the community over time à ¢Ã¢â€š ¬Ã‚ ¢ Maintain a balance of active and passive uses à ¢Ã¢â€š ¬Ã‚ ¢ Provide open space of high amenity 2. Rational distribution (A hierarchical structure ensures state and metropolitan, regional and local facilities complement each other) Principles: à ¢Ã¢â€š ¬Ã‚ ¢ Local facilities provide a range of recreation and sports services à ¢Ã¢â€š ¬Ã‚ ¢ Regional facilities provide a wide range of recreation and specialist sport facilities à ¢Ã¢â€š ¬Ã‚ ¢ State facilities have state significance and provide specialist facilities 3. Integration (Linkages with other community facilities, proximity to centres, and multiple use) Principles: à ¢Ã¢â€š ¬Ã‚ ¢ Encourage co-location in centres à ¢Ã¢â€š ¬Ã‚ ¢ Encourage multiple use à ¢Ã¢â€š ¬Ã‚ ¢ Proximity to education, shopping, office and community facilities à ¢Ã¢â€š ¬Ã‚ ¢ Design to accommodate as many different uses as possible à ¢Ã¢â€š ¬Ã‚ ¢ Provide for a range and combination of uses 4. Access (Access by public and private transport is maximized) Principles: à ¢Ã¢â€š ¬Ã‚ ¢ Ensure access by public, private and community transport à ¢Ã¢â€š ¬Ã‚ ¢ Provide pedestrian and cycle linkages to residential areas à ¢Ã¢â€š ¬Ã‚ ¢ Ensure facilities are designed to be accessible 5. Future provision (Adequate land is provided in appropriate locations) Principles: à ¢Ã¢â€š ¬Ã‚ ¢ Identify and set aside land to meet the needs of existing and future population à ¢Ã¢â€š ¬Ã‚ ¢ Provide facilities and open spaces capable of being adapted to meet the changing needs of the community over time à ¢Ã¢â€š ¬Ã‚ ¢ Maintain a balance of active and passive uses à ¢Ã¢â€š ¬Ã‚ ¢ Provide open space of high amenity 6. Conservation and environmental sustainability (Designing and locating facilities should take into account conservation of the environment) Principles: à ¢Ã¢â€š ¬Ã‚ ¢ Environmentally suitable design à ¢Ã¢â€š ¬Ã‚ ¢ Locate to minimise obtrusive effects on the living environment à ¢Ã¢â€š ¬Ã‚ ¢ Orient facilities and spaces with appropriate landscaping à ¢Ã¢â€š ¬Ã‚ ¢ Provide adequate lighting à ¢Ã¢â€š ¬Ã‚ ¢ Use design features to design the edges of public spaces and give direction . 2.6 CLASSIFICATION OF YOUTH FACILITIES The Social Planning Guidelines for Queensland Local Government (1996:106-7) identify three types of community facilities according to their principal function: à ¢Ã¢â€š ¬Ã‚ ¢ community activity centres where groups of people can meet and community activities can be conducted; à ¢Ã¢â€š ¬Ã‚ ¢ community service centres from which a range of community services are provided; and à ¢Ã¢â€š ¬Ã‚ ¢ special purpose centres where design and usage restricts use for other purposes. Uses the following typology: Community infrastructure is defined as community, cultural, sport and recreation facilities, as outlined below: à ¢Ã¢â€š ¬Ã‚ ¢ Sports: indoor and outdoor sports facilities, including courts, fields and centres à ¢Ã¢â€š ¬Ã‚ ¢ Recreation: pedestrian and cycle pathways, public spaces, and facilities used for formal and informal recreation purposes à ¢Ã¢â€š ¬Ã‚ ¢ Cultural: facility used for cultural purposes, including art gallery, library, theatre, cinema, museum, art/craft centres à ¢Ã¢â€š ¬Ã‚ ¢ Community: facilities and services used for broad community purposes, including primary and high schools, University/TAFE, child care, church/religious centre, community and neighbourhood centre, community hall, hospital, medical/health centre, nursing home/aged care, caravan park, public housing, police station, and emergency services, key shopping centre/nodes. CHAPTER THREE METHODOLOGY Introduction As from the previous chapter the literature review has given me an overview and foundation by which to base my research. It is quite clear that there is limited research to facilities of a clubhouse compared to a comparison of existing clubhouses. Background of site The study area is in Negeri Sembilan one of the states in Malaysia. It covers an area of 6643 square km and its state capital is Seremban. The royal capital is Seri Menanti in the district of Kuala Pilah. Other important towns are Port Dickson, Nilai and Mantin. I will be focusing on Nilai, Seremban and Mantin in particular because these are the only towns that have clubhouses. Nilai is a rapidly growing town and is mostly occupied by students because of the surrounding universities. Mantin is another town in Negeri Sembilan and is under administration of Nilai District. It is along the main road connecting Seremban to Kajang. Seremban Was declared as a city and is the capital of Negeri Sembilan.it is situated about 30 km inland from the coast For the purpose of this research both qualitative research methods are to be used in order to answer the research questions and achieve the research objectives as stated in chapter one. The research is to be conducted in the area of negeri Sembilan in Malaysia. The methods used to gain qualitative ideas of clubhouse facilities will be Literature review Case studies Questionnaires Interviews I will place the methods in hierarchal order Literature review and case study will be gathered for guidelines and brainstorming. Interviews and questionnaires will be used for information gathering purposes. The purpose of my methodology would be to Detail the research collection method Explore community considerations on clubhouses Identify what facilities the youth need from a clubhouse Residents within Negeri Sembilan would be surveyed using questionnaires. Structed interviews will also be conducted with the relevant clubhouse owners, managers, residents and clubhouse users. The use of clubhouse questionnaires and interviews is made in a way that my research is easier and would help me relate with what the community also think of existing clubhouses. Methodology process I will take Finalize literature review Select case study Make questionnaire and interview questions Review and revise questionnaire Schedule survey and interview dates Conduct interviews and survey Compile and analyze results Report findings Develop recommendations CASE STUDY I will be concentrating on clubhouses in Negeri Sembilan Malaysia. The first case study will be Staffield clubhouse because it is one of the best clubhouses in Malaysia and number one in Negeri Sembilan The second will be Nilai Spring clubhouse then Seremban international clubhouse. nsemb60 FIG 3.1 MAP OF NEGERI SEMBILAN ANd9GcQ5703XNqJMGaUq6472hmQIDBHqTdpsnEL8JEtokV_ORYu2_o31Dg FIG3.2 NILAI SPRING CLUBHOUSE ANd9GcTAUVney1WF0O-QKq7b7osw0QTJKwShxQgL2m3A2AhxvyzE-8EU FIG3.3 SEREMBAN INTERNATIONAL CLUBHOUSE club FIG3.4 STAFFIELD CLUBHOUSE MANTIN These three clubhouse case studies will be for comparison purposes in terms of clubhouse facilities offered. Comparison Will compare several clubhouses with the intention to differentiate the facilities they offer. Comparative research is a flexible way of comparing things especially when I need to derive a sufficient distinguishing of facilities which are offered by clubhouses. QUESTIONNAIRE The content of the questionnaire was developed in accordance to the research questions and much attention paid to the research objectives. The questionnaire was designed to determine the level of satisfaction with the range and type of clubhouse facilities existing. INTERVIEWS This is a form of qualitative research, it will come in the form of structured interview questions that will result in a meaningful and helpful collection of data. This type of research is very essential, in order to gain an understanding of clubhouses and their facilities and as well as community interests when it comes to clubhouses around their area or that they attend to. Chapter four Bar Chart 1: Respondents Age Most of the respondents are of the age 22 and the rest are at a constant of either 18, 20 and 21-24years Bar Chart2: Respondents Gender 47.5% of the respondents where males 34.4% of the respondents where female Bar Chart3: Respondents who have visited a clubhouse or been a member 72% have visited or been a member of a clubhouse 28% have not visited or been a member of a clubhouse before Bar Chart3: Respondents who have clubhouses around their area Majority of the respondents have clubhouses around their area Bar Chart4: respondents on if the existing clubhouses accommodate for them Most of the respondents believe that clubhouses around their area do not accommodate for them. Whilst the rest think they are adequate. PieChart1: Respondents male or female Slightly more males participated in the survey than females PieChart1: Respondents male or female on them being interested in attending More females are interested in attending or being a member of a clubhouse Bar Chart5: respondents on the rating of existing clubhouse facilities The facilities in existing clubhouses are of low standards whereas the others are of average standards offered Facilities Responses Percent of Cases N Percent offered facilities in existing clubhousea resturant 33 19.5% 68.8% ballroom(events) 11 6.5% 22.9% library 14 8.3% 29.2% clinic 10 5.9% 20.8% exercise studio 19 11.2% 39.6% bar 17 10.1% 35.4% indoor sport 20 11.8% 41.7% music studio 14 8.3% 29.2% lounge 17 10.1% 35.4% outdoor sport 10 5.9% 20.8% dance studio 4 2.4% 8.3% Total 169 100.0% 352.1% Table 1: respondents on facilities offered Restaurants seem to be a popular facility offered in the existing clubhouses Swimming pool comes closely after restaurant followed by indoor Sport important Facilities Responses Percent of Cases N Percent important clubhouse facilities fitness centre 6 27.3% 46.2% indoor Sports area 2 9.1% 15.4% music and Dance 1 4.5% 7.7% computer and internet cafe 1 4.5% 7.7% library 1 4.5% 7.7% ballroom 2 9.1% 15.4% resturant 3 13.6% 23.1% bar 6 27.3% 46.2% Total 22 100.0% 169.2% Table2: respondents on important facilities The youth picked fitness centre and bar as an important facility for them in comparison with other facilities. Restaurants and indoor sport where also considered as important . Appropriate Facilities Responses Percent of Cases N Percent appropriate for the youtha artAndDesign 24 9.7% 48.0% outdoorSport 22 8.9% 44.0% music studio 29 11.7% 58.0% cooking room 21 8.5% 42.0% fitness beauty Centre 19 7.7% 38.0% lounge 21 8.5% 42.0% computer room 18 7.3% 36.0% drama,film,drama 16 6.5% 32.0% indoor sport 13 5.2% 26.0% library 13 5.2% 26.0% BBq n Grill 15 6.0% 30.0% resturant 12 4.8% 24.0% swimming pool 25 10.1% 50.0% Total 248 100.0% 496.0% . Table3 : respondents on appropriate facilities The appropriate and engaging facilities the youth area most interested in are Music studio with 58.% Swimming pool with 50% Art and design with 48% Outdoor sport with 44% Cooking room and lounge seem to be of the same percentage of interest with in most cases 42% These are the five youth facilities the youth find interesting to them. INTERVIEW WITH CLUB MANAGERS ON EXISTING CLUBHOUSES Nilai Clubhouse Seremaban Clubhouse Mantin Clubhouse Existing clubhouses that offer facilities Responses Percent of Cases N Percent existing clubhouses existing clubhouses 1 33.3% 50.0%

Essay --

American Literary Realism has been bringing the social issues that had previously been dressed up and hidden by Romanticism into the spotlight since the late nineteenth and early twentieth centuries. During this time of upheaval and change, realist writers were able to use their own experiences with suffering and misfortune to try and change society's perception of the problems the country was facing. The goal of realist writing was to express the way the world worked in a brutally honest way in an attempt to spark change. More specifically, two authors named Kate Chopin and Paul Laurence Dunbar both faced many trials and tribulations that they were able to incorporate into their passages in order to open the minds of their readers to new ideas and ways of living. With social issues like slavery, The Civil War, industrialization, reconstruction, and American "equality", realist writers led the realist movement by revealing the struggles and hardships of ordinary people. By implementi ng American regionalism, realistic points of view, and smiling/grim naturalism into their stories or poems the writers were able to enlighten the public on important topics of that time period, no matter how graphic or unpleasant. The main characters in â€Å"The Story of an Hour† and â€Å"Douglass† by Kate Chopin and Paul Laurence Dunbar both share courageous and unconventional qualities that make them heroic and admirable. Kate Chopin’s passage features Mrs. Mallard, a young wife who after receiving the news that her husband had passed away in a railroad disaster feels a strange sense of independence and freedom. â€Å"There would be no one to live for her in those coming years; she would live for herself†¦ A kind intention or a cruel intention made the act seem n... ... who were the least fortunate, literary realism was sure to have an impact on the reader. People were used to stories that were romanticized and that always had happy endings, so when groundbreaking authors began to write about the world as it really was and all the suffering that was happening at the time, it was extremely influential. Especially for events like the Civil and Women’s Rights movements, whose starting points were likely sparked by realist writers such as Kate Chopin and Paul Laurence Dunbar. If writers had continued sugarcoating the truth and keeping the public’s eyes closed when it comes to injustice, who knows if things would have ever gotten better? By enlightening the country about topics that were not necessarily pleasant but desperately needed attention, realist writers were able to spark changes that influenced not only the U.S., but the world.

Education and the Brain Essay

Given the emerging challenges surrounding the practice of education, many scholars and researchers are trying to establish a particular framework that is dedicated towards the enhancement of information and intensifying facilitation. With these processes, there is one important and vital determinant of this situation – the man’s brain. In the advent of new capabilities, focus is now related on discovering and creating opportunities that seeks to enhance the relationship between the brain and education. The article of Bruer offers a comprehensive insight about the strength and weaknesses of such field. Tracing from the past, he emphasized how the discipline has evolved from a mere scientific study to reaching out in the realm of child development and education. As individuals and groups try to unearth the processes involved, it branched out to several unique disciplines that correlate with the concept of education; namely cognitive psychology and neuroscience (Bruer, p. 3). Operating on this scheme, there are two ways in which this can be recognized namely (1) the period of synaptic elimination and (2) critical periods (Bruer, p. 3). In the first part, Bruer points out the relevance and relative link between neuroscience and education. In this process, he mentions that there are various brain activities that are stimulated by synapses that affect the way a child can cope with numerous functions that are expected for him/her to perform in a classroom setup (Bruer, p. 4). At the same time, the document made mention the importance of the experiment concerning critical periods. With numerous ways for this case to be applied, researchers have focused on the idea that these actions are vital in the early advancement of an individual. Bruer argues that â€Å"cultural variations in child rearing suggest that there are many equally successful way to provide the normal environment needed for brain development† (p. 5). The next section caters in looking into environments that are vital for a child’s advancement during the early stages of his/her life. It fosters the claim that stimulating and active surrounding does contribute to the overall capability of an individual to function accordingly with the desired objectives and goals of an institution. However, there is a lapse in neuroscience as it fails to include and elaborate on how such process can be vital in the overall goal of education and growth (Bruer, p. 7). This remains to be the missing link in trying to determine that guidance of the brain functions in classroom instruction and learning. On the other hand, Bruer cites the capability of creating a bridge that will enable the brain to relate its functions towards cognitive functions. In this process, there are two ways that such idea can be recognized. Bruer mentions that â€Å"the first connects educational practice with cognitive psychology, and the second connects cognitive psychology with brain science† (p. 7). In here he cites numerous advancements in technology and equipments available nowadays to help study and examine the progression of mental activity happening in an individual. Similarly, using the mind-brain interface, many researchers and scientists are able to conduct tests that can determine which part/areas are vital in particular function that are used and applied in the educational sector (Bruer, p. 8). In the last part, it seeks to elaborate these bridges by pointing out two viable approaches in dealing with it; namely (1) instruction to cognition and (2) cognition to neural activity. The first part looks into the way cognition has been used by educators and scientists to determine appropriate ways to enhance neural activities. At the same time, it focused on several studies and findings that try to relate these instances. In the second part, Bruer points out the use of â€Å"cognitive models and brain recording techniques to trace the neural circuitry involved in a skill like numerical comparison† (Bruer, p. 10). It is in here that they were able to find the connection between the two. In the end, the article argues that the brain can greatly affect the way individuals respond to the education. Therefore, future studies must guide researchers in addressing the loopholes in the current literatures. As the demands for educational policy continues to increase significantly in the practice, a good basis for such study can be made by relating to one important factor that shapes learning and development – the brain. It is in here that we can find appropriate strategies to increase competency and skill acquisition needed to make students dynamic and vibrant in practice. Work Cited Bruer, John T. Education and the Brain: A Bridge too Far in ‘Educational Researcher’ 26 no. 8 1997. accessed 12 November 2008. 4-16.

Personal Development Plan as A Leader Essay

1.0 IntroductionThis report concerns the general framework of my professional and personal leadership development. The details I will be presenting are what I consider to be in my current or future role for my clients, my team, my organization and my self. It is followed by the narratives of what I look like at my best with the understanding of my previous experiences. Then employ literature to review why those two tasks are important for leadership development. This report will reflect how I perform in current role with others and also the skills and strengths I have developed and discovered. 2.0 An effective organizational leaderThe success of an organization depends on people working together and sharing a common purpose. The leaders need to focus on the workforce to identify their individual human needs. Leaders are affected by the constantly changing environment in which globalization plays a key role. Accordingly, the workforce is in the trend of diversification. Hence, an effective leader is an individual who displays transactional and transformational leadership. To be an effective organizational leader, we must know the dimensions of two leadership styles. In a study by Zhu, Chew and Spangler (2005) and Daft (1999), a transactional leader is an individual who clarifies subordinates role and task requirements, initiates structure, provides rewards, and displays consideration for subordinates. To meet these requirements within the business, the leader must be able to adjust the style of leadership to satisfy the subordinates. When subordinates demonstrate a low readiness level to achieve tasks, leaders need to adopt a directive style of leading that gives employees explicit directions on how tasks should be accomplished. However, when the readiness level increases, leaders should be able to adjust to a more delegating style of leadership that gives subordinates the responsibility for making and implementing decisions. A transformational leadership goes beyond transactional leadership techniques. Tickle, Brownlee and Nailon (2005) state that a transformational leader has the ability to inspire and motivate people to do more than the  call of duty, in addition, innovative by bringing changes within the business such as upsizing the business entity. Daft (1999) claims a transformational leader has the ability to get people to embrace a common purpose and to implement a visionary idea that will excite, stimulate, and drive other people to work hard. This involves the leader being able to listen, in order to learn what moves people. Leaders who motivate are able to communicate in a way that inspires people. There is often an aesthetic element to their visions. They not only communicate information, but also a sense of meaning that inspires people to follow, even if it may lead to sacrifice in terms of hard work, long hours and deferred rewards. Anyone can be a leader, but a successful leader is an individual whose behavior more reflects the transformational leadership style with the use of personal power to influence people to achieve the goals of the business. According to Mastrangelo, Eddy and Lorenzet (2004) the combination of professional and personal leadership will create willing to cooperate environment within the organization which make the leaders succeed. 3.0 How I need to be in my current (or future) role?I need to beI am currently ?/10For my clients:ResponsiveCordialRespectfulTactful8896For my teamAble to adapt my leadership styleAble to effectively manage performance issuesClear about the team’s mission and visionContributing to positive emotionsAble to convey the key lessons of organizational effectiveness through stories of my own workplace experiencesTeam work collaboration356546For my organizationReliableInnovativeContributiveActing in ways that are clearly aligned with the vision, values, and strategyAble to get a lot done65546For my self Cultivating the virtues of:EnergyOptimismCalmnessBuoyancyAssertivenessCouragePassionateTrustworthy75554467Table 1: how I need to beDepending on the profile mentioned above, to be a developing transformational business leader, I need to identify â€Å"how I need to be† in my current and future role. The left column of the table above is the four areas that I will focus on to develop my leadership skills. For each area, there are several criteria to assess my current personal skills. The items listed in the â€Å"I need to be† column are my goals and criteria for monitoring process of my leadership development. In the box of â€Å"for my clients†, I have put higher scores for my current role because from my previous education consultant experiences, clients are very important for business sustain. Therefore, in order to maintain an on-going maturing relationship with clients, I need to treat them with courtesy, respect and responsive, for difficult clients I need to be tactful. In the area of â€Å"for my team†, I assessed myself at a lower medium level for my current role. I don’t have much group work experience from previous job. Therefore, this will be the most important area where I need to develop, because in current business organizations, team works and synergy are vital for completing multiple tasks. It is very important to learn how to convey the key lessons of organizational effectiveness through the stories of my own workplace experiences. And I currently lack of this skill. In a study by Tichy (2002), this is known as the narrative teachable point of view, which is the best communicated through engaging stories about who the company is and about what it can be. In the area of â€Å"for my organization†, I regard â€Å"reliable† as the primary element, because to be an effective leader of organization, I need to be reliable to obtain trusts from the company and team members in order to perform tasks effectively and work with others by sharing the same objectives. Also, creative strategies and innovation skills are very important for company growth and expansion. The area of â€Å"for my self† is designed to develop my personal leadership skills. The listed items are essentials to enhance my effectiveness. According to the evaluation, my assertiveness and courage are poor because of the lack of communication skills. I need to enhance my communication competency to be a confident professional leader. Other aspects such as optimism, calmness and buoyancy are the secondary area where I need to improve because those attributes are important to demonstrate a good personal leadership. All the elements listed in the table are essential for developing a transformational leader and keeping the process on the right track. From the table above I will be clear about my weaknesses and resolve them. 4.0 Gaps between my worst self and the idealI think that lifelong learning is very important and we all have personal worst self and ideal self. Knowing my own strengths and weaknesses can be helpful for me to become an effective transformational leader. Discovering my worst self along with having the yearning to improve is a talent that I maintain. Everybody has exceptional traits which distinguish the individual. Hence, I need to identify my ideal self in order to overcome my worst self. I believe that my ideal self has always made me be successful in projects I have attempted in my life. Therefore, recognizing ideal and worst self is a key point to bring success. For instance, when I come across a limitation in an area of necessity, I am able to improve that weak point. I deem that this characteristic is a strength that I have. I implement my personal strengths in my job. They are problem solving, goal oriented and so on. I feel that these strengths have helped me go ahead in my career. For instance, it is easy for me to analyze a problem and come up with an effective resolution in a short period of time. Focusing on the whole outlook but not the problem itself enabled me to resolve many problems in the past. It seems that if one narrows the situation into smaller workable areas, the problem is solved more quickly. I believe that the work that I produce is an indication of what kind of person I am. I like to make high values for my occupation and myself. I have found that my employer has always been satisfied with my work. For instance, I am able to work with colleagues to obtain the best outcomes in projects and problems solving in the workplace. I consider myself as a goal-oriented person. I enjoy setting goals for myself and I like to work with my colleagues in setting these goals. I feel that  once a goal has been achieved, we can rejoice our accomplishment as a team. For example, we have twenty students’ visas approved from immigration and we had a cocktail party to celebrate. One area of worst self is that it is difficult for me to be an effective leader. Because I feel that it’s very hard to lead a team efficiently and I had some difficulties to work with unfamiliar people. My overall goal is that I can be an effective transformational leader. I know how to learn, along with the understanding of how to learn the best, which is an important part in learning the goals that I have set for myself. As a student of RMIT University, from this course I learned how to improve my effective leadership skills so that I can improve that weakness. This is my second semester at RMIT University and I will overcome the new challenges that I will face. I hope that the experience I will gain while obtaining my degree will continue to strengthen all my personal and professional skills as well as challenging me in the areas of weaknesses. 5.0 My best self narrativeMy best self narrative was when I overcome the nervous and dilemma and encourage myself to finish the tasks. I had a lot of presentations in this MBA course and still remembered the scene of my first presentation. I was standing in front of all colleagues and lecture. My hands started dithering and I could not remember what I prepared for the topic. Luckily, I had my keynotes. I started the PowerPoint slides, reading the topic and facing to all audiences. Suddenly, all the information was back to my mind and I talked to myself that I can do this. Finally the presentation was really good and I gained an upper distinction grade from this assignment. Another best-self narrative is when I gained recognitions from my family and relatives. I have been studying overseas for 6 years and still remembered the first time when I returned to my home country. All my relatives went to my parents’ house and praised my abilities and talent for completing my IT bachelor degree and easily gaining the permanent resident visa. Because they  thought that it was very hard to finish all the tasks by myself while I am very far away from family and without any support. From that moment, I felt that I had done something valuable, gaining recognitions from my family and relatives. I believe that the successes of my best-self experiences were from the supports and encouragements of my family and friends, which constitute me a â€Å"can do† attitude. The recognition obtained from relatives gives me more confidence and ambitious dreams about what I want to do in my future. Also, my personal experiences of failing make me learn how to face frustration. Based on these experiences, I gained courage and fortitude for further problem resolution and kept my self at the best. 6.0 Best reflected self exerciseI have asked about 10 people from my friends and colleagues to conduct a best reflected self exercise and discover my strengths from their point of view. I have formed those views into a feedbacks table described below:Common themeExamplesMy interpretationInitiative to do my best.Made video for group presentation and spent hours on it despite having a lot of other work to do and took the initiative to do more than what was required to make it best.I like to contribute my best work to group by using my personal skillsWillingness to provide a helping hand whenever I can. Made PowerPoint slides for one group and took the time to provide ideas and taught the group how to create new PowerPoint slides.I like to help others especially when they are getting into a hobble and don’t know how to do it. Take care of othersOne of my friends was drunk from a pub, he phoned me and asked me to pick him up and send him home. Another friend had a final exam; I went to his house the day before exam and cooked for him which gives him more time to study. I like to take care of my friends because I believe friendship is very important in my life. Also, good friendship will help me to make a better performance and synergy with others. Creative,Aspiration,Sense of humor, Analytical abilityFind different ways to approach the tasks and provide ideas to give people a different image. Bringing fun and joy to class, my jokes are always funny, bring a closer relationshipI like to find new ways to deal with different tasks and I have a personal belief to make everyone happy around me. Doing that will create a harmonious environment to work together. Table 2: commonality of feedbacks tableThis feedbacks table will give me an idea of how the people around me think about me, which will help me pay more attention to the content mentioned above and keep developing more strength. When I am at my best I tend to be creative. I am enthusiastic about new ideas and new ways of thinking. At the meantime, I ensure that I follow those ideas with appropriate executions. With the aspiration and analytical abilities, I perform tasks much easier. Friends think that I am willing to do the best with empathy, which brings my reliabilities and performing attitude to friends. One of my best strengths is willingness to provide a helping hand whenever I can; I believe that everyone does need help from others including my self. Therefore, helping others will gain help from others. Colleagues think that I am able to take care of others and act as an older brother, which can show that I am a potential leader with a set of leadership skills when I am at my best. And they believe that I am able to identify the goals of tasks and allocate those tasks to group members rationally. So they feel more confident to work with me. Also, they mentioned that my leadership style is towards to transformational leadership that leaders encourage and motivate members by sharing the same goal and achieve the success. I believe that those strengths mentioned above will enhance my understanding of the work situations that can bring out the best from me. Also, by acknowledging those strengths, I will be more confident to do my tasks and  work with other people. 7.0 Leadership narrative This section will discuss what event makes me realized that I want to be a leader and shows the shift to leadership. I remembered when I worked as an education agent for a consultant company. The company has 7 employees including myself. Ken, the manager of the company, normally have a 7-week business trip to China every 8 months. Since I was the oldest employee in this firm and had been working in the company for over 3 years, he talked to me privately and asked me to manage the company and make sure everyone started working on time. The first day after Ken left, some of the employees were very happy, starting coming to work a little bit late and taking a longer morning tea break. Gradually, they were getting even worse, the deadline of tasks delayed and they disappeared one hour early before company closed. I talked to them, and asked them to complete the tasks and come to work on time, but they told me that you were actually not in charge here and we were on the same level. Then I explained what Ken told me to manage the company and monitor the attendance. Also, I displayed my self as an example to work hard on tasks and keep coming to work on time. Eventually, they started turning back to the normal attitude as before, and we had a good time to collaborate with each other. When Ken came back, the performance was increased and he appreciated my excellent job while he was away. The work mission and my manager’s trust are the key elements to drive me to get the opportunity to be a substitute leader and solve problems occurred in the company. According to this experience, I found that I had the potential skills and abilities to lead a group. From that moment, I started thinking about my future role in the company. I wish to be a good business leader. 8.0 Literature Review The two tasks, completing how I need to be in my current (or future) role and re-authoring my understanding of my own key experiences at my best, help me to evaluate myself. And also I could see my self from others’ view. Most importantly, those two tasks inform me where I am right  now, who I want to be and the approaches that I can take to step forward. The literature review has been conducted in this section to explain why undertaking those two tasks increase the likelihood of experiencing the buoyant, positive emotions that support the effective leadership. Tickle, Brownlee and Nailon (2005) believe that underlying and enabling transformational behaviors, is a set of core beliefs about knowing and learning which can be called â€Å"epistemological beliefs† means what knowledge is and how learning and development occurs. Tichy (2002) supports their point of view based on his experience with many outstanding business leaders at GE and states every successful business leader must have a teachable point of view, the ideas they have to improve the business, the values that will make those ideas work and the ability to energize employees. In addition, Tichy (2002) mentioned the leader’s teachable point of view is best communicated through engaging stories of who the company is and of what it can be. Jack Welch is a good example to illustrate this point, he created a story for the future of the GE based on the elements of his own ‘who I am’ story, and employees shared the view from him and execute base on this view. In a study by Morgan et al (2005), they define four steps to take in order to go through RBS exercise. Those steps are identifying respondents and ask for feedback, recognize patterns, compose your self-portrait and redesign your job. To have a better understanding of RBS exercise, Morgan et al (2005) suggest the first step is to collect feedback from a variety of people inside and outside work. The second step is to search for common themes among the feedbacks. The third step is to write a description of individual that summarizes and distills the accumulated information. The final step is to redesign personal job description to build on what is good at. Also, Morgan et al. (2005) state â€Å"the RBS exercise can help you tap into unrecognized and unexplored areas of potential. It armed with a constructive, systematic process for gathering and analyzing data about your best self, you can burnish your performance at work†. Wright (1996) indicates transformational leadership involves a highly positive emotional and optimistic thinking response towards the leader. The values of those two attributes are very important for effective transformational leader. The optimistic thinking requires turning negative thoughts into positive, which will influence other employees, feel more comfortable and confident to work for the organization. Also it helps individuals to have a great level of energy with reduced stress and tension in organization when approach to any tasks. The positive emotions provide the confidence to leaders and reflect on the best self evaluation which is what you are like when you are at your best, similar to an â€Å"ideal self†. It focuses on increasing the advantage instead of concerning to improve the disadvantages. An article written by Botaris (2003) discusses emerging key trends, such as leadership development of effective judgment. Effective judgment in the future will continue to change because people will change. Leadership effective judgment will have to become more strategic, more proactive, and more involved in the overall business (Bates, 2002). Transformational leadership style will be the best suited to those trends. Leadership development of effective judgment is a crucial function of management in order to facilitate the vision required for an organization to be successful. Effective judgment is the process of reducing employees’ resistance to change. Management directs employees’ efforts towards the accomplishment of the organizational goals and objectives. Ibrarra and lineback (2005, p 66) states that â€Å"To know someone well is to know their story†. A successful leader needs ability to go on to point out that at times of change in the professional direction. The leader needs tell the story that makes sense of personal motives, character and the capacity to reach new goals. In other words, this is called narrative abilities, the narrative will make an enormous difference in how well the company will cope with change, how high is the level of motivation of employees, how devoted employees to organization. Having effective narrative style helps leaders become more assertive and influence in convincing other people to do the tasks. It is important to understand that â€Å"creating a story that resonates  also helps up to believe in ourselves† (Ibrarra & Lineback, 2005, p.66). To make a smooth construction of narrative, Gibson (2004) discusses some examples and analysis for understanding who you have been and for identify ing where you might need to go next. He argues that taking a narrative approach to career counseling is both theoretically and practically justified. In a study by Cervone, Shadel, Smith, and Fiori (2006), they propose a model of intra-individual personality architecture called as KAPA: A Knowledge and Appraisal Personality Architecture. This model helps individuals to appraise themselves and situations based upon beliefs that they have come to experience as knowledge. The KAPA model will guide individuals to set goals and improve them. The KAPA model has three conceptual principles, notion of intentionality, distinguishes between two aspects of cognition and differentiates among alternative forms of knowledge and appraisal. I have used the KAPA model to appraise myself to test my personalities, skills and beliefs, please refer to Appendix 1 for my KAPA analysis. In conclusion, I have identified my current (or future) role and evaluated myself at this stage. And my own experiences in the narrative stories show the constitution of my identity and the turning point to be a business leader. Then, the literature review explains the benefit to do those two tasks and importance to support effective leadership. From this paper, I have found out my strengths from others’ point of view and I have identified the gap between my best and worst self. The KAPA model has designed to help me improve my personal and professional leadership. 9.0 Appendix 1 What might be standing in my way Steps I can take to move forward Ways that I can measure and monitor my progress Goals for the next 6 monthsLack of clarity about my organizational story in terms of what constitutes success and what that will look like and what that will look like and why it matterImprove communication skills and attending relevant seminars or courses and business leader forums to gain the knowledge and abilities. Feedbacks from friends, family members and colleagues to see how effectively I influenced them through my ability of story telling Understand the concepts to make my organizational story, and tell the story to my friends and family members. Lack ofAssertivenessOptimismCalmnessBuoyancycourageBy taking relevant exercises or courses to practice and adjust myself. Feedbacks from friends and family members, monitoring diary.Complete at least one course on each of those elements and practice those learnings with people all the time. Lack of collaboration with unfamiliar people.Talk to people I do not know, and try to get them close and familiar with their behavior and personality. After those approaches, I will fell more confident and comfortable to work with them as a team.Self evaluation with feedbacks from friends and colleagues, Team work performance.Understand unfamiliar people in the organization and try to work with them. My personal KAPA analysis10.0 ReferencesBates, S 2002, Facing the future, HR Magazine, Viewed 9 February, 2007, . Botaris, E 2003, Looking back at 2003: key trends in management development, Viewed 9 February, 2007, . Cervone, D, Shadel, W, Smith, R & Fiori, M 2006, â€Å"Self-Regulation: Reminders and Suggestions from Personality Science† Applied Psychology† an International Review, 55 (3), pp.333-385. Daft, RL 1999, Leadership Theory and Practice, Harcourt, Inc., USA. Gibson, P 2004, â€Å"Where to from here? A narrative approach to career counseling†, Career Development International, Vol. 9, No. 2, pp. 176-189. Ibarra, H and Lineback, K 2005, â€Å"What’s Your Story?†, Harvard Business Review, January, Vol. 83, Issue 1, pp. 65-71. Mastrangelo, A, Eddy, E & Lorenzet S 2004, â€Å"The importance of personal and professional leadership† The Leadership and Organization Development Journal, Vol. 25 No.5, pp.435. Morgan, L, Spreitzer, G, Dutton, J, Quinn, R, Heapy, E & Barker, B 2005, â€Å"How to Play to Your Strengths† Harvard Business Review, January, pp 75-80. Tichy, N 2002, The leadership Engine, Harper Business Essentials, New York. Tickle, E, Brownlee, J & Nailon, D 2005, â€Å"Personal epistemological beliefs and transformational leadership behaviours†, Journal of Management Development, Vol.24 No.8, pp. 706-719. Wright, P 1996, â€Å"What Leaders Read1: Managerial Leadership†, National College for School Leadership, 2003 edition, Prentice Hall, UK. Zhu, W, Chew, I & Spangler, W 2005, â€Å"CEO transformational leadership and organizational outcomes: the mediating role of human-capital-enhancing human resource management†, The Leadership Quarterly, 16, pp. 39-52.