Essay on Childhood Apraxia of Speech - 1600 Words

There are many different language delays and disorders found in the pediatric population. Childhood apraxia of speech (CAS) is one of the most common of these disorders. Dr. Libby Kumin defines CAS as â€Å"a motor speech disorder where children have difficulty planning, coordinating, producing and sequencing speech sounds† (Kumin, n.d.). Apraxia does not occur because of weakness or paralysis of facial and oral muscles. It occurs when a child’s brain cannot properly plan the movement of body parts necessary for normal speech production (â€Å"Childhood Apraxia,† 2011). Though CAS is the most common name for this specific disorder, it is also referred to as a variety of other names. Some of these names include: dyspraxia, developmental†¦show more content†¦With a very young child, they may not coo or babble during infancy, produce first words late and lack some sounds, only produce a few different consonant and vowel sounds, have difficulty combini ng sounds, avoid using difficult sounds by replacing or deleting them, and experience eating problems. In older children, common signs are that they can comprehend language much easier than they can produce it, struggle more with language production when anxious, are hard to understand, sound choppy and monotonous, seem to grope to produce certain sounds, and have difficulty imitating speech, though they are more fluid and clear with imitation than with spontaneous production. At any age, a child may portray delayed language development, issues with expressive language, fine motor impairments, hypersensitivity, hyposensitivity, and difficulty learning to write (â€Å"Childhood Apraxia,† 2011). Other reported possible symptoms of CAS include extended reliance on nonverbal communication and omission of consonant sounds in the initial and final positions of words (â€Å"Apraxia: Symptoms, Causes,† n.d.). CAS is one of the most difficult disorders to diagnose. Many spee ch pathologists are worried that it is commonly over diagnosed and misdiagnosed (â€Å"Apraxia: Speech Therapy,† 2011). It is not known how many children actually have CAS, but it appears to be on the rise. Certain factors, such as increased awareness of CAS by professionals and families, evaluation and identificationShow MoreRelatedChildhood Speech Of Apraxia Of Speech2025 Words   |  9 Pages Abstract Childhood speech of apraxia is a condition that affects the muscles that are used in speech production. It, therefore, means that a person with this condition has speech problems and communicating with others is big challenge for such a person. The research looks at a kindergarten child who has this condition and the challenges that he goes through. It also looks at some of the signs of this condition and how it can be remediated both at home and at school. The research has gone furtherRead MoreChildren With Suspected Childhood Apraxia Of Speech1224 Words   |  5 PagesIntroduction Child hood Apraxia of Speech is a motor speech disorder that affects children’s ability to say sounds, syllables, and words. The brain has trouble coordinating muscle movements that are needed for speech. The child knows exactly what to speak, but the brain has trouble coordinating the muscle movements. It is different for every person that has this type of disorder. In some other cases, it can be an unknown cause, meaning it can happen out of the blue, or by mutations. One of the articlesRead MoreChildhood Apraxia Of Speech : A Motor Speech Disorder1715 Words   |  7 PagesChildhood Apraxia Of Speech (CAS) Childhood apraxia of speech is a motor speech disorder. In CAS a child might have problems performing the correct movements for speech due to signaling problems between the brain and the muscles used for speech production. This signaling problem causes the child to have difficulty learning accurate speech movements. Speech movements that a normal developing child learns with ease are difficult for a child with apraxia of speech. The cause of childhood apraxia ofRead MoreThe Principles And Practices Of Differential Diagnosis Of Speech Sound Disorders And The Possible Models Used1421 Words   |  6 Pagesexacerbates a speech sound disorder. I intended to prove that this is not the case. In order to do this I will firstly clarify the principles and practices of differential diagnosis of Speech Sound Disorders and the possible models used. I then intend to compare and contrast monolingualism and bilingualism with reference to Speech Sound disorders. Throughout, I will relate the information back to Jane and the data provided before finally discussing possible assessments for Jane. What is a Speech Sound DisorderRead MoreApraxia Of Speech : An Unknown Motor Issue That Affects Their Speech Communication1874 Words   |  8 PagesApraxia of speech is a disorder in which an individual has an unknown motor issue that affects their speech communication (Beathard Robert, 2008). The extent and severity of the apraxia can vary from person to person. Apraxia of speech can occur in both children and adults. Childhood apraxia of speech (CAS) is a newer diagnosis and controversial because it does not have specific markers that differ from other speech acquisition disorders (Beathard Robert, 2008). For an individual to be diagnosedRead MoreThe School Age Population Is Classified As Having A Speech Language Disability1583 Words   |  7 Pagespopulation is classified as having a speech-language disability? ___19%____ Individuals with Disabilities Education Act (IDEA) defines a speech or language impairment as a â€Å"communication disorder such as stuttering, impaired articulation, oral motor disorders, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.† A speech impairment involves a person s physical ability to correctly produce the sounds needed in speech. A language impairment involvesRead MoreSpeech Disorders : Speech And Language Disorders1760 Words   |  8 PagesSpeech Disorders A speech disorder occurs when a person has problems with his or her voice or is unable to produce speech sounds correctly. Difficulties pronouncing sounds, articulation disorders, and stuttering are examples of speech disorders (â€Å"Speech and Language Disorders and Diseases†, 2016). Some of the common speech and voice disorders in adulthood include Dysarthria, Apraxia, and voice disturbances. Dysarthria is when a person has an ongoing difficulty expressing certain sounds or wordsRead MoreSpeech : A Speech Disorder Essay1615 Words   |  7 Pagesworld, speech impediments affect many different people. Most of the time, individuals do not even realize the person they are speaking with has a speech disorder. This disorder even impacts icons including Greek philosopher Aristotle, physicist Isaac Newton, singer Elvis Presley, golfer Tiger Woods and actor Bruce Willis. However, one story that stands out involves Kind George VI of England. In his early childhood the prince acquir ed a stammer; now known mostly as a stutter. He went to a speech therapistRead MoreDesigning A Home Program Activities2078 Words   |  9 Pagesfamiliar to him/her. Modeling the target sounds and providing auditory stimulation while going through the routines of home life (e.g., getting dressed, reading a book, and going to bed) gives the child functional opportunities in learning and acquiring speech. Furthermore, these simple routine are repeated daily, meaning the child has that much more exposure to the target sounds. b) Why would you not want the client to be practicing productions at home until they can produce single words correctly inRead MoreThe Effect Of Telehealth On The Language And Communication Delays That Accompany Autism Spectrum Disorder ( Autism ) Essay1703 Words   |  7 Pagestelecommunications technology to the delivery of speech language pathology and audiology professional services at a distance by linking clinician to client/patient or clinician to clinician for assessment, intervention, and/or consultation† (American Speech-Language-Hearing Association [ASHA], 1997). Healthcare personnel use telehealth practices to treat or assess disorders via technology, such as video or webcams, rather than treating patients face-to-face. Speech-language pathologists (SLPs) may use this

Essay Muslims and the Religion of Islam - 1078 Words

For my paper I decided to choose the religion of Islam. I decided to pick this religion because of its fast growing rate. It is also different from what I am used to growing up with, so I was interested in learning more. I had learned some basic facts after the 9/11 event, but the Muslim religion and culture was still a mystery to me. Picking this topic has helped me learn more about Muslims and will help me better relate to them in my future work. Background and History Islam is the religion for about a fifth of the world’s population and is continually growing in numbers. The people who believe in Islam, are called Muslims. It is a religion full of peace, mercy, and forgiveness (Basic facts about). Islam was founded in the 7th†¦show more content†¦The righteous who did good deeds will be sent to Jannah (Paradise). Allah can choose to punish who he wishes by sending them to Jahannam (Hell). Islam is divided into two branches called the Shi’ite and the Sunni. The Sunni make up the majority of muslims today. The Shi’ite Muslims believe that Ali (Muhammad’s cousin and son-in-law) was the rightful successor to Muhammad, and that leadership of the community should remain in the family line of the prophet. Sufism is a form of Islamic mysticism. Sufis place emphasis on the inward experience of God, and on individual acts of spiritual discipline. (Basic facts about) Cultural Practices and Customs The five pillars of Islam are the basics of the Muslim life. The first pillar is called the Shahada or Witness. It is a profession of faith that states simply that â€Å"there is no god but God (Allah), and Muhammad is the messenger of God.† Someone becomes a Muslim by stating this declaration of faith. It is also used daily in prayers. The second pillar of Islam is called Salat or Prayer. It describes the ritual prayers muslims are called to pray five times throughout the day. The prayers are made in position facing Mecca. The third pillar is called Zakat or Giving. It is the act of charity Muslims do by setting aside about 2.5 percent of their total income and give to the poor. The fourth pillar of Islam is called Swam or Fasting. Every year in the month of Ramadan, (the ninth month ofShow MoreRelatedIslam Is The Religion Of The Muslims2018 Words   |  9 PagesIslam is the religion of the Muslims, a monotheistic faith regarded as revealed through Muhammad as the Prophet of Allah. The origin of Islam is dated back to 622 A.D. in Saudi Arabia. Muhammad experienced an angelic visitation. This is how the secular world views the start of Islam, but according to Islam there are much deeper roots. According the the Quran, it did not originate with Muhammad, but it was given by Gabriel to Muhammad. Surah 26:192-195 says, â€Å"This is a revelation from the Lord ofRead MoreMuslims A Follower Of The Religion Of Islam Essay1707 Words   |  7 Pages Muslims a follower of the religion of Islam. Islam is easily the second-largest religion in the world. Muslims consider the Quran to be the verbatim word of God as revealed to the Islamic prophet and messenger Muhammad. Muslim is an Arabic word meaning one who submits (to God). Muslims religious practices are particularized in The Five Pillars of Islam, and are the Declaration of Faith, five daily Prayers, Fasting (for the entire month of Ramadan from dawn to dusk), Charity and PilgrimageRead MoreIslam Is A Viol ent Religion And All Muslims Are Radicals2196 Words   |  9 PagesFollowing the twin tower attack the media focused more on how Islam is a violent religion and all Muslims are radicals. A number of the holy Quran verses were pointed out, emphasized, and repeated over and over. To understand Islam one cannot use the holy Quran by itself. Although the holy Quran is the most important book in Islam it is not the only one. There are other important books recording the teachings, stories, and the prophets’ life style. Books that explain the meanings of the holy QuranRead MoreThe Way Western Media Reports Events1073 Words   |  5 Pagesinterpretation of the Quran than other Muslims who follow pure Islamic faith. Western media contributes to the incorrect perception that the extreme beliefs of ISIS are the same as pure Islamic beliefs, creating Westerners to have prejudiced views against Muslims and Islam. ISIS claims their actions are based off pure Islamic beliefs and justified by verses in the Quran, which causes Westerners to incorrectly perceive Islamic religion and ISIS’s beliefs to be the same. To Muslims, the Quran is not written fromRead MoreUnderstanding Islam1309 Words   |  6 Pages â€Å"Understanding Islam† by Kenneth Jost, pg. 172 – 176 Islam is an ill-perceived religion throughout most of the Western world. Once known as a quiet and peaceful religion, the general perception of people from other religions and most of the world upon Islam is quite distorted. Ever since the 9/11 attacks on the World Trade Center, an influx of discrimination and prejudice towards Islam and Muslims has spread throughout the world. In â€Å"Understanding Islam,† by Kenneth Jost, an article aboutRead MoreThe Religion of Islam Essay1446 Words   |  6 PagesArabia has only one religion which caused Islam it is the largest religion in the Middle East. The follower?s of Islam are Muslims. Muslims believe in only one God just like the Jews and Christians, the major difference is the belief in the nature of God. The word for God in Arabic is Allah and that is what Muslims call God. By looking at the history, the beliefs, and the Islamic terrorists, Islam has been view as a bad religion. The Islamic religion is generally a very peacefu l religion, and that a veryRead MoreEssay on The Terrorists Attack on the World Trade Centre in New York1205 Words   |  5 Pagesabout Islam and Muslims. Moreover, Islamic concept â€Å"Jihad† is criticized and it is questioned among Non-Muslims. 9/11 attack not only effects non-Muslims but also the Muslims who have no connections with the terrorist groups. As well as they do not support these terrorism. These Muslims face the hatred of the non-western people. They feel guilty about the Sin, they neither commit nor support. After 9/11, The Muslims all over the world called as terrorist and Islam is considered as religion whichRead MoreIslam Religion Of Peace Or War Essay1445 Words   |  6 PagesIslam a Religion of Peace or War Introduction: After the crisis of 9/11, the religion of Islam has raised a number of controversies. More specifically, the issue of Islam as a harmonious religion or not. In the last fifteen years, after 9/11, there has been multiple disputes among those believing Islam as a religion of peace, and those who believe otherwise. With any debate, numerous questions spring up to force the majority to believe their beliefs are the truth. Some of the questions orRead MoreIslamic Culture Essay1273 Words   |  6 PagesMUSLIM CULTURE Muslim culture generally reflects the traditions and customs of Muslims that they adopt for a perfect and respectable life in the society according to the lessons of Quran. Muslim culture is a giant combination of diverse cultures, That’s because Muslims live in various countries all over the world. Most of the practices are common faiths and guidance for all Muslims no matter what country or even content they reside in.. These basic faiths and belives are based on theRead More The Media and Mass Misinterpretation of Islam Essays893 Words   |  4 PagesMisinterpretation of Islam As the cross is the symbol of Christianity, the Star of David the symbol of Judaism, the Crescent Moon and Star are supposedly the symbols of Islam. Islam at its core is a peaceful religion, which like many other religions over the ages has at times been misunderstood not only as to the values it preaches, but also in relation to its core beliefs. Although in today’s post September 11th world Islam and its followers, who are also known as Muslims, tend to be associated

The Impact of Classroom Technology on Student Behavior free essay sample

The impact of classroom technology on student behavior Angeline M. Lavin University of South Dakota Leon Korte University of South Dakota Thomas L. Davies University of South Dakota ABSTRACT The trend toward technology enhanced classrooms has escalated quickly during the past five years as students have become increasingly tech-savvy. Classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements. In fact, some may argue that technology is now expected in the college classroom. The objective of this research is to examine whether the use of technology in university classes impacts student behavior and student perceptions of instructional quality. This paper summarizes the results of a survey administered to students enrolled in business courses at a mid-sized Midwestern university. The results suggest that adding technology in courses where it is not currently used is likely to have a positive impact on student perceptions of the instructor and on student behavior. We will write a custom essay sample on The Impact of Classroom Technology on Student Behavior or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior. Overall there are certain aspects of student behavior (the amount of time that students study, the quantity of notes they take, their attendance, and their interaction with the instructor) which appear to be technology neutral. In contrast, technology tends to have a meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. Keywords: class technology, instructional quality, student behavior, student perceptions The impact of classroom technology, Page 1 Journal of Technology Research INTRODUCTION Technology, it seems, is everywhere these days. As computers have become more commonplace, the use of information technology has become pervasive in most everyone’s lives. For most of us, it is hard to image daily life without the influence of technological devices, be it handheld video games, personal digital assistants, cell phones or any number of computers. This is especially true for younger generations. In academia, we have likely reached the point where the use of technology is expected, by both students and their parents (Christensen, 1999). The trend toward technology enhanced classes has escalated quickly during the past five years as students have become increasingly tech-savvy, classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements. Lowerison, Sclater, Schmid, and Abrami (2006) suggest that technology has the potential to transform the learning environment from passive to active and more subject to the control of the learner. According to Roblyer (2003), technology may enable the learner to be more actively involved in his or her own learning. While technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). That said, a 2001 national study showed that 87% of faculty believe computer technology enhances student learning (Epper and Bates, 2001). Despite this widespread belief that the use of technology in the classroom is generally good, such may not always be the case. Burbules and Callister (2000) suggest technology can be used well or poorly, and thus its effectiveness is dependent on how it used, by whom and for what purpose. Instructors use varying amounts of technology in their classes. For example, some professors utilize PowerPoint slides or similar technology extensively or moderately throughout a course, while others seldom or never use technology. There may be several reasons why instructors ultimately adopt technology for classroom use. For some, it may help them to create better organized, more focused lectures. For others, they believe that the use of technology benefits students by engaging them more in the classroom and allowing them to listen more closely without transcribing every word that is spoken. Some professors may choose technology because writing on whiteboards or blackboards hinders their ability to interact with students. Still other instructors may adopt technology as a time saving device because it is readily available today, provided by the publishers who are eager to convince faculty to adopt their textbooks. Although the motivation may differ, theoretically the overall expectation is that technology will improve the course, engage the students and enable them to learn more. There may also be at least the implicit hope by the faculty member that teaching evaluations will improve. The study of what makes a college teacher effective is ongoing. Witcher, Onquegbuzie, Collins, Filer, Wiedmaier, and Moore (2003) suggest that students believe that effective teachers possess many if not all of the following nine characteristics, listed in order of importance: (1) student-centered; (2) knowledgeable about the subject matter; (3) professional; (4) enthusiastic about teaching; (5) effective at communication; (6) accessible; (7) competent at instruction; (8) fair and respectful; and (9) provider of adequate performance feedback. Clearly, utilization of technology can impact several of these identified characteristics or traits. Thus, in recent years, the proliferation of technology in an educational setting has sparked considerable interest on the The impact of classroom technology, Page 2 Journal of Technology Research part of researchers, and a number of studies have focused on the positives and negatives of technology use from the perspectives of the institution, student and professor. A recent study by Apperson, Laws and Scepansky (2006) examined the impact of PowerPoint on the students’ classroom experience. While they found no differences in grades as a result of the use of PowerPoint in the classroom, they did find that students in PowerPointenhanced classrooms responded differently to the classroom experience. Specifically, students believed that the PowerPoint classes were better organized and more interesting. Students also rated the professor high overall and indicated that they would be more likely to take another class from that professor. Interestingly, students in PowerPoint enhanced courses also found that the instructors exhibited more positive behaviors seemingly unrelated to the use of technology, such as providing helpful feedback in a timely fashion and creating assignments that involve higherorder more critical or creative thought. Furthermore, Atkins-Sayre, Hopkins, Mohundro, and Sayre (1998) concluded that the use of technology adds to the instructor’s credibility. Lecturers can manage class time more fficiently as less time is spent writing on whiteboards or changing transparencies (Daniels, 1999, Mantei, 2000), and thus lectures may flow better. Overall, Apperson et al (2006) believe that the use of technology in classrooms causes students to have a more favorable attitude toward their education, and benefits accrue to instructors who utilize it in their classes. However, technology usage does not necessarily result in better teaching evaluations for faculty. Lowerison et al found no significant rel ationship between actual computer use and perceived effective computer usage on course evaluations (2006). Several explanations were offered for this unexpected outcome, including the fact that students may now expect technology to be used in the classroom and no longer see it as a unique class feature that enhances their learning. These findings are consistent with the Christensen (1999) study mentioned earlier. It may also be the case that technology is not being used in an appropriate manner, that is, as a transformative, student-centered tool for learning, a concern expressed by Burbules and Callister (2000). Computer technology may also better support diverse needs and capacities of students, providing the potential for deeper processing and understanding of information (McCombs, 2000). While the technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). As McFarlane states, â€Å"computer use alone, without clear objectives and well designed tasks, is of little intrinsic value (1997). This paper continues the inquiry into the impact of technology on student perceptions of their own learning as well as their academic behavior. PRESENT STUDY Students taking various business classes in a medium-sized Midwestern university were invited to participate in research study seeking to assess the impact of the presence or absence of technology in the classroom on self-perceived student effort and behavior. Prior to the survey being administered in individual classrooms, instructors who participated were asked whether or not they made moderate or extensive use of technology in their courses. If the instructor used technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the absence of technology would impact various components of The impact of classroom technology, Page 3 Journal of Technology Research student learning. For example, students were asked whether the lack of technology would have a positive or negative impact on their attentiveness in class as compared to what it had been. Alternatively, if the instructor indicated that he/she did not utilize technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the addition of technology would impact them. Thus, for example, students in these sections were asked whether more technology usage by the instructor would affect their own level of class preparation. Survey questions were based in part on three different student evaluation forms previously or currently being used by the researchers’ university, including an early version developed and used by all public institutions within the state, the Student Instructional Report II and the IDEA Diagnostic Form Report. Both versions of the survey used the following five point scale to collect student opinions: â€Å"1† was significantly positive, â€Å"2† was somewhat positive, â€Å"3† was no difference, â€Å"4† was somewhat negative, and â€Å"5† was significantly negative. The survey also included numerous demographic questions to facilitate analysis of the responses. Among other things, students were asked whether they were graduate or undergraduate students, their program of study or major, and their year in school (e. g. , freshman, sophomore, etc. ), as well as their grade point average and gender. In total nine business faculty members, including two of the paper’s authors, administered the survey in their classes. Faculty participants were selected on the basis of their rank, varying degrees of technological proficiency and usage, discipline, and gender in order to provide a cross-section of courses being evaluated. Classes chosen included those at the 100 (first year), 200 (second year), 300 (junior level), 400 (senior level) and graduate (700) level. In all, the survey was administered in fourteen different business classes, including multiple sections of a few of the courses. The survey was administered near the beginning of last year’s fall semester. Participating faculty were asked to devote class time to allow for the completion of the survey. Enrollment in the sections surveyed totaled 700 students, including some students who were enrolled in more than one of the classes included in the sample. In total, approximately 550 usable surveys were completed and returned. A brief summary of demographic information for the undergraduate survey respondents is included in the Appendix. RESULTS Table 1 and 2 show the preliminary results of the data analysis. In each table, the mean response for each question is compared to a neutral response of â€Å"3† in order to evaluate the effects that each group might anticipate given possible changes in their classroom environments. Recall that each item was based on the following five point scale: â€Å"1† significantly positive, â€Å"2† somewhat positive, â€Å"3† no difference, â€Å"4† somewhat negative, and â€Å"5† significantly negative, resulting in a lower mean for a more positive perception. The mean is provided for each question as well as the number of students who gave a particular response. Table 1 shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively. The survey then asked the students to give their opinions regarding how the absence of technology would impact their learning from the course. There were 374 usable surveys returned from this set of classes. The means in Table 1 fluctuate between the â€Å"high 2† range and the â€Å"low 3† range. Responses from the students in these courses that used technology suggest that students anticipate that the loss of The impact of classroom technology, Page 4 Journal of Technology Research technology would have a positive impact (mean is less than the neutral response of 3. 0 and statistically different from the neutral response) on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort. Assuming that students would view less study time as more positive, it appears that students feel they would study less if technology is removed from the course. It seems somewhat counterintuitive that the absence of technology would have a positive impact on the amount of notes that students take, however, the â€Å"quantity† of notes taken can be viewed from two different angles. Students may consider it a positive to take fewer notes, and students may perceive that they take fewer notes when technology is used in the classroom. The loss of technology, according to the students, would also have a positive impact on their attendance and their appreciation for the instructor’s effort. Students may perceive that it would be more important to attend class to hear the material presented if the notes were not available via technology outside of class. In addition, it appears that students believe that technology may make teaching â€Å"easier† as the loss of technology would have a positive impact on student appreciate of instructor effort. In contrast, student responses indicate that students expect that the loss of technology would have a negative impact (mean is greater than the neutral response and statistically different from the neutral response) on attentiveness in class, the amount learned from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. These results suggest that students perceive there are specific benefits associated with technology use in the classroom. Technology may be one way instructors can maintain student interest. Indeed, the responses appear to suggest that students perceive that they might learn less if technology were withdrawn. Students also indicated that they would be less inclined to take additional classes from the instructor if technology were not used, and they might also be less inclined to take more courses in the same subject matter if technology were not a part of the classroom experience. On the other hand, the responses suggest that students might be more likely to attend class and have a greater appreciation for instructor effort if technology were not used in the classroom. Results of the two questions as to how a change in technology use from moderate/intensive to none at all would impact the student’s overall evaluation of the course and the instructor are also presented in Table 1. Students who currently experience technology in the classroom would rate a course less favorably if the technology were removed (mean above the neutral 3. and statistically different from the neutral 3. 0). However, the impact on the students’ ratings of the instructor appears to be neutral under the loss of technology scenario. Table 2 shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively. Those surveys then asked the students to share their thoughts regarding how the additio n of technology would impact the how they behaved in the course. There were 183 usable surveys returned from this set of classes. The mean for every question was below the neutral response of â€Å"3,† which suggests that students thought that those courses that did not presently use technology could be improved by the addition of it; a lower mean again reflects a more positive impact. The responses given by the students in the courses that did not include a technology component indicated that its addition of technology would have a positive impact (mean less than and significantly different than the neutral response) for all questions except two, i. e. he amount of interaction with the instructor outside of class and the students’ desire to take more classes in the subject matter. These results The impact of classroom technology, Page 5 Journal of Technology Research suggest that in the opinion of the students, the addition of technology would have an overall positive impact on their behavior. The addition of technology would, according to the students, have the most positive impact on the studen ts’ appreciation for the instructor’s effort, the amount the students learn from the course, and the quality of the notes that the students take. According to both Tables 1 and 2, the amount of interaction that students have with the instructor outside of class is technology â€Å"neutral† as the mean was close to â€Å"3† for both versions of the survey. Results of the two questions pertaining to how the addition of technology to a course that does not currently use it would impact the student’s overall evaluation of the course and the instructor are presented in Table 2 as well. The responses were positive (mean less than the neutral response of 3. and statistically different from the neutral response of 3. 0). These results suggest that the prospect of including technology in the classroom environment appears to increase the likelihood that students would perceive both the course and the instructor in a more favorable light. In addition to comparing the means for each version of the survey to a neutral response of â€Å"3,† the means for each version can be compared to each other. In Table 3, the first set of data (i. e. the left side) shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively, with the students being asked how the removal of technology would impact their behavior. The second set of data (i. e. , the right side) shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively, with the students being asked how the addition of technology would influence their behavior. Responses from those students in classrooms that currently used technology (left set) appeared to suggest a relatively neutral impact on the students’ evaluation of the instructor if technology were withdrawn (mean close to 3. 0), but a slightly more negative (mean above 3. 0) response to the evaluation of the course if technology were withdrawn [see Table 1]. Students who were in class that did not currently use technology (right set) indicated that the addition of the technology would improve their evaluation of both the course and the instructor (mean below 3. 0) [see Table 2]. As might be expected given the different results reported in the first two tables, the differences between the two groups were statistically significant for some of the variables as reported in Table 3. Students appear to want technology in the classroom and that desire appears to be reflected in the overall evaluation of the course and instructor. As Table 3 illustrates, students who are not currently exposed to technology in the classroom generally responded more favorably to the prospect of adding the technology than did students who imagined the technology being withdrawn. Eleven of the 17 questions reflected statistically significant differences (? lt; 0. 050) in the mean responses between the two groups. In other words, students who currently experience technology in the classroom gave significantly different responses from those who currently did not have technology in the classroom. The questions that reflected statistically significant differences are noted with an â€Å"*† in Table 3. For those questions in which a statistically significant difference between the two groups was observed, responses from students who currently do not experience the use of technology in the classroom reflected more positive mean responses to the addition of technology usage than did their counterparts who might experience the withdrawal of technology in the classroom. The six items that did not generate statistically significant differences between the two survey groups were as follows: †¢ Amount of time you study for class each day. †¢ Amount of time you study for exams and quizzes. The impact of classroom technology, Page 6 Journal of Technology Research †¢ Quantity of notes. †¢ Overall attendance. †¢ Amount of interaction with the instructor during class. †¢ Amount of interaction with the instructor outside of class. These results suggest that student perceptions of these six items are â€Å"technology neutral. † In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningful impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor. In contrast for nine of the eleven items marked with an â€Å"*† in Table 3, technology appears to have a positive impact because the loss of technology (left side) has a mean greater than â€Å"3† (negative impact) and the addition of technology (right side) has a mean less than â€Å"3† (positive impact). Therefore, according to the comparison of the two samples, technology has meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. The student response to one question [student’s appreciation of instructor effort] is more problematic. In each group student responses suggested a change from the existing situation might be viewed more positively than maintaining the status quo, and each group reflected responses that were significantly different from a neutral response on this question [see Tables 1 and 2]. Although each group responded more positively than neutral to this question, students in the group without technology for whom it was suggested technology might be added responded more positively than did the students who were asked to imagine a class in which the technology might be withdrawn. SUMMARY AND CONCLUSION The results of this study suggest that adding technology to courses where it is not currently used is likely to have a positive impact on student perceptions of the instructor and the course as well as on most aspects of student behavior. However, it interesting to note that removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior. For example, removal of technology from a course might, according to student responses, have a positive impact on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort. However, removal of technology from a course that currently utilizes it would be viewed negatively in terms of the overall evaluation of the course, the students’ attentiveness in class, the amount the students learn from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. Comparison of the loss of technology in a course that currently uses it versus the addition of technology to a course that does not use it suggests that there are certain aspects which are â€Å"technology neutral. In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningful impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor. In contrast, technology appears to have a meaningful impact on student preparation f or class, attentiveness, quality of notes taken, student participation in class, The impact of classroom technology, Page 7 Journal of Technology Research student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. The research is not meant to determine how effective technology was in helping students learn or which technology might be most effective. Rather, this research focuses on student perceptions or opinions regarding technology usage and how adding technology to a course that does not use it or eliminating technology from a course that does use it might impact a student’s perception of the course or the faculty member as well as his/her behavior. These results suggest that students taking business classes at this Midwestern University perceive that technology use in the classroom does indeed have an overall positive impact. While technological enhancement may not necessarily be appropriate for all classroom situations and all subject matter, these results suggest that instructors who are comfortable using technology and find that it enhances their teaching experience should continue to incorporate it in their classes. Those who do, however, must remember technology for what it is – a tool which can have a positive impact on student behaviors and perceptions when used appropriately.

Ubuntu And Its Influence On Leadership Commerce Essay Example For Students

Ubuntu And Its Influence On Leadership Commerce Essay This research will concentrate on how Ubuntu can act upon and be applied to leading scheme direction and execution in the cordial reception industry of South Africa. It is hence of import in this research to understand the differences between leading and direction in order to hold a clear apprehension on the influence of Ubuntu in the Hospitality industry of South Africa. Adair ( 2006 ) explains that leading is of the spirit compounded of personality and vision and he illustrates that direction as a tendency of the head more of an accurate methods, computation and modus operandi. This is to state that leading is the apprehension and sharing of a common intent without which there can be no effectual leading. Adair believes that direction is to pull off alteration and leading is to pull off growing. In this research paper it will be established if the Ubuntu manner of leading and direction can convey about any scheme in direction and nurturing of growing within an administration in the cordial reception industry. Outline1 1.1 PURPOSE OF THE STUDY2 1.2 CONTEXT OF THE STUDY3 1.3 PROBLEM STATEMENT4 1.3.1 MAIN PROBLEM5 How does the Ubuntu leading manner impact on the result of the scheme direction and execution procedure in a Hospitality organisation?6 1.3.2 SUB-PROBLEMS7 1.4 SIGNIFICANCE OF THE STUDY8 1.5 DELIMITATIONS OF THE STUDY9 1.6 DEFINITION OF TERMS10 1.6.1 UBUNTU11 1.6.2 LEADERSHIP12 1.6.3 STRATEGIC LEADERSHIP13 1.6.4 MANAGEMENT14 1.7 ASSUMPTIONS15 2 LITERATURE REVIEW16 2.1 Introduction17 2.2 DEFINITION OF UBUNTU18 2.3 INFLUNCES OF UBUNTU LEADERSHIP IN MANAGEMENT19 2.3.1 UBUNTU LEADERSHIP20 2.3.2 MANAGEMENT AND IMPLEMENTATION21 2.3.3 CAN UBUNTU LEADERSHIP SYSTEM BE RELIED UPON22 ****2.4 IMPACTS OF UBUNTU LEADERSHIP23 2.4.1 Experiences OF UBUNTU LEADERSHIP24 2.4.2 LESSON S FROM THE LIVED EXPERIENCES OF UBUNTU LEADERSHIP25 2.4.3 IS UBUNTU STLYE OF LEADERSHIP HAVE A PLACE IN MODERN BUSINESS OPERATION26 2.5 CONCLUSION OF LITERATURE REVIEW27 2.5.1 HOW BENEFICIAL IS UBUNTU LEADERSHIP28 2.5.2 C AN UBUNTU LEADERSHIP AND WESTERN LEADERSHIP WORK TOGETHER? *****29 3 RESEARCH METHODOLOGY30 3.1 RESEARCH METHODOLOGY / PARADIGM31 3.2 RESEARCH DESIGN32 3.3 POPULATION AND SAMPLE33 3.3.1 Population34 3.3.2 SAMPLE AND SAMPLING METHOD35 3.4 THE RESEARCH INSTRUMENT36 3.5 PROCEDURE FOR DATA COLLECTION37 3.5.1 Questionnaire38 3.5.2 OBSERVATIONAL FIELD NOTES39 3.5.3 ANALYSIS OF WRITTEN DOCUMENTS40 3.6 DATA ANALYSIS AND INTERPRETATION41 3.7 LIMITATIONS OF THE STUDY42 3.8 VALIDITY AND RELIABILITY43 3.8.1 EXTERNAL VALIDITY44 3.8.2 RELIABILITY45 4 RESEARCH Planning46 4.1Time tabular array47 Time-plan for completion of research study by 13 June 201248 Adapted from Robson 2009.49 4.2 CONSISTENCY MATRIX50 Research job stated here51 Sub-problem52 Literature Review53 Research inquiries54 Beginning of informations55 Type of informations56 Analysis57 , , , , 1.1 PURPOSE OF THE STUDY We will write a custom essay on Ubuntu And Its Influence On Leadership Commerce specifically for you for only $16.38 $13.9/page Order now The chief intent of this research survey is to gain the influence and find the impact of Ubuntu in leading in scheme direction and execution. Because the manner of Ubuntu leading and direction involves the leading of an administration by going from the hierarchically structured direction dealingss and instead introduces a concerted and supportive signifier of leading in which corporate solidarity of the group is employed and respected ( Prinsloo 1998 ) . 1.2 CONTEXT OF THE STUDY The rule of cognition within the Fieldss of direction, scheme and leading theories and pattern has been developed and adopted chiefly from the Western capitalist rules, with taking minds in the field being chiefly of European or American dissent. These ideas have so been exported beyond American or Western boundaries as trade has moved from being transnational, through international to planetary, and patterns such as international outsourcing have become more widespread. While some countries of Asia, largely India, may be both antiphonal and adaptative to some of these Western patterns, other countries of Asia and Africa as a whole are non so. This paper offers contextual apprehension of how the Concept of Ubuntu or Ubuntu leading can be able to act upon on scheme direction and execution in an organisation with a instance survey of the Hospitality industry. The Western universe has largely underpinned and still continues on providing leading, execution and strategic direction thoughts ; this is through the political systems, and economic substructures to Africa, since the clip of the colonial times to show. Though apparently with good purposes, these Western theories that are continuously being used in organisations ( concern ) in Africa have non achieved their desired results because many Africans find it hard to associate to them, holding to give their genuineness in order to to the full encompass such Western ideals. Thus the demand to happen out if Ubuntu sort of leading and direction can function the intent of autochthonal Africa to to the full encompass it. This now places an involvement for the demand to understand the Ubuntu context every bit good as the autochthonal idea system and, in peculiar, the position of the Ubuntu worker. 1.3 PROBLEM STATEMENT The hierarchal organisational construction in every concern construction will ever reflect the organized coordination which ensures that the ends and aims of the said entity are is achieved. The purpose of this proposal is to look into the Ubuntu leading manner used in the Hospitality industry. It is really central to happen out if Ubuntu manner has a great influence in good leading, scheme direction and execution. It is besides of great importance to detect if this sort of leading manner can accomplish both the institutional and the person s aims and ends. The other of import ground for this probe is to happen out whether or non the leaders and directors in these establishments are motivated to better their work-place. All these issues will be investigated through replying the undermentioned inquiries: 1.3.1 MAIN PROBLEM The aim of this research paper is to find the grade to which Ubuntu leading manner can act upon the scheme direction and execution in a cordial reception industry of South Africa. How does the Ubuntu leading manner impact on the result of the scheme direction and execution procedure in a Hospitality organisation? 1.3.2 SUB-PROBLEMS Below are the sub-problems which have been identified to be ideal with the chief job and addition penetration into the function that Ubuntu leading dramas in the scheme direction and execution procedure. Does the research literature reveal the being of any important of Ubuntu leading manner to be more good and influential in footings of scheme direction and execution in South African Companies? Does the research literature reveal the being of a important relationship between Ubuntu manner and scheme direction in South African industries? 1.4 SIGNIFICANCE OF THE STUDY The purpose is to detect how Ubuntu leading can act upon scheme direction and execution in an administration. Thompson, Strickland and Gamble ( 2005: 32 34 ) provinces that crafting a scheme, no affair how complex a undertaking is well easier than successfully implementing one. Strategy preparation is chiefly an rational and originative act affecting analysis and synthesis. Execution is a hands-on, operations and action orientated activity that calls for leading and managerial accomplishments. Therefore Ubuntu leading manner frequently entails a alteration in corporate way and hence often requires a focal point on set uping strategic alteration. Execution is historically a top-management duty shuting strategic capableness spreads and doing certain a company maintains strategic focal point. Strategy preparation and execution are linked through acquisition ( de Kluyver and Pearce, 2003: 125-126 ) . Grant ( 2002: 526 ) references, New organisational constructions and strategic precedences point to new theoretical accounts of leadershipaˆÂ ¦.. So the inquiry is can Ubuntu manner base to the undertaking to play the function of top direction by pass oning efficaciously and formation of new schemes? It is said that good leading in today s organisations calls for actively affecting everyone in the organisation, leaders are still finally responsible for set uping way through vision and scheme ( Daft. 2005: 535 ) . Thus the construct of Ubuntu can certainly use. The consequences of this research will be analysed to put accent on the combination of leading manners required by a transformational and transactional leader during the strategic planning procedure. 1.5 DELIMITATIONS OF THE STUDY The research might confront the trouble of finding when the classs are saturated or when the theory is sufficiently detailed ( Creswell, 1998: 58 ) . The grounded theory has been critical for its failure to admit inexplicit theories which guide work at an early phase. The restriction of this theory will be taken into consideration throughout the research and information analysis because there has neer been any method in societal scientific discipline without being criticised. Every possible out semen will be taken to guarantee the stiff conformance to the rules. 1.6 DEFINITION OF TERMS 1.6.1 UBUNTU The philosophy of Ubuntu has been used in about all the parts of Africa. This civilization has been of Doctrine has been most used and applied in South Africa. Most Academic observers have pointed out the philosophical impression categorization known as Ubuntu, which symbolises the beliefs, values, and behaviors of a big bulk of the South African population. Ubuntu is defined by Mangaliso ( 2001 ) as humaneness a permeant spirit of lovingness and community, harmoniousness and cordial reception, regard and reactivity that persons and groups display for one another. Ubuntu is the foundation for the basic values that manifest themselves in the ways African people think and behave towards each other and everyone else they encounter ( Mangaliso, 2001:24 ) . Ubuntu has been viewed to be one of the most critical values in the African civilization as a whole, and it is believed that this pattern on the footing of direction can be harmonious with the peoples of Africa. But the inquiry still needs to reply is can Ubuntu can it vie and be of any advantage universally ( Mbigi, 2005 ; Mangaliso, 2001 ) . 1.6.2 LEADERSHIP Leadership has been good defined by Gray ( 2004 ) that it is pull offing the public presentation of others in any organized set up ( Gray, 2004: 76 ) . Conceivably the commonest component of definitions found in the literature concerns exerting influence in one manner or another. This is rather clear since it implies that the gymnastic apparatuss of power should be able to hold some thoughts of their ain about what they want to accomplish, or what they want other persons to make. In other words, they have vision, and are proactive in seeking to turn that vision into world by affecting other people. 1.6.3 STRATEGIC LEADERSHIP Strategic leading is defined by Daft ( 2008 ) as follows ; The ability to expect and visualize the hereafter, maintain flexibleness, think strategically and originate alterations that will make a competitory advantage for the organisation in the hereafter ( Daft, 2008: 511 ) . The other definition of strategic Leadership is of Dubrin ( 2004 ) which provides a clearer image of the construct of strategic leading. This definition of Dubrin helps to understand the necessity and effectivity of transporting out strategic direction. He defines it as a Strategic direction refers to the procedure of guaranting a competitory tantrum between the organisation and its environment ( Dubrin, 2004: 401 ) . 1.6.4 MANAGEMENT Pull offing civilization is another component of leading. It is the entrepreneurial leader s function to determine the organisational civilization by puting illustration, the norms, criterions and specifying the values of the organisation. Rossouw, Le Roux and Groenewald ( 2003: 167 ) province that directors frequently find it hard to believe that there could be a relationship between an organisation s civilization and its scheme. 1.7 ASSUMPTIONS It is assumed that for this survey, the respondents of the questionnaires will reply all inquiries as openly and honesty as possible. The respondents will reply the questionnaires on their ain and that, the questionnaires will non be completed in groups or influenced by other people or respondents. The respondents will reply the questionnaire in one sitting. All employees are ready and willing to be a portion of the undertaking work. All respondents will hold proficient and operational experience in their country of work. The consequences from this survey which is focused on a peculiar sector ( Hospitality industry ) can be used in other administration with the same Style of Ubuntu leading in scheme direction and execution. 2 LITERATURE REVIEW 2.1 Introduction The development and patterned advance of autochthonal direction theories and patterns in Africa has been earnestly affected and hindered by colonialism. The imposing of colonial disposal was introduced by the western states, and their direction theories and patterns are considered as the engine and the cosmopolitan redress for the continent s socio-politico-economic development. The Western instruction, scholarship and prose by and large diminished and denounced the amazing direction competence and patterns of early African civilisations ; this is evidenced, for illustration, in the edifice of the great Egyptian pyramids. It is assumed that these so called foreign direction systems by and large failed to accomplish the coveted consequences as they discountenanced African cultural inactiveness and societal surroundings. The paper addresses the development and effectual if Ubuntu leading manner in Strategy direction and execution. Ubuntu leading is an African direction doctrine, whic h is rooted in the African civilizations, value system and beliefs, to supply the practical manner for the efficient and effectual running of organisations in Africa, with the purpose of holding a planetary fight. The Ubuntu leading manner or the new direction techniques known by different bookmans, puts much of its accent on humanity, communalism and African nationalism, and it provides the regular starting point for the development of autochthonal African direction doctrine. .u7a9351e9bfe1b21a0f4d48752d5c3fc1 , .u7a9351e9bfe1b21a0f4d48752d5c3fc1 .postImageUrl , .u7a9351e9bfe1b21a0f4d48752d5c3fc1 .centered-text-area { min-height: 80px; position: relative; } .u7a9351e9bfe1b21a0f4d48752d5c3fc1 , .u7a9351e9bfe1b21a0f4d48752d5c3fc1:hover , .u7a9351e9bfe1b21a0f4d48752d5c3fc1:visited , .u7a9351e9bfe1b21a0f4d48752d5c3fc1:active { border:0!important; } .u7a9351e9bfe1b21a0f4d48752d5c3fc1 .clearfix:after { content: ""; display: table; clear: both; } .u7a9351e9bfe1b21a0f4d48752d5c3fc1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7a9351e9bfe1b21a0f4d48752d5c3fc1:active , .u7a9351e9bfe1b21a0f4d48752d5c3fc1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7a9351e9bfe1b21a0f4d48752d5c3fc1 .centered-text-area { width: 100%; position: relative ; } .u7a9351e9bfe1b21a0f4d48752d5c3fc1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7a9351e9bfe1b21a0f4d48752d5c3fc1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7a9351e9bfe1b21a0f4d48752d5c3fc1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7a9351e9bfe1b21a0f4d48752d5c3fc1:hover .ctaButton { background-color: #34495E!important; } .u7a9351e9bfe1b21a0f4d48752d5c3fc1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7a9351e9bfe1b21a0f4d48752d5c3fc1 .u7a9351e9bfe1b21a0f4d48752d5c3fc1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7a9351e9bfe1b21a0f4d48752d5c3fc1:after { content: ""; display: block; clear: both; } READ: The French and Indian War Essay2.2 DEFINITION OF UBUNTU A figure of African research workers today have embarked on the protagonism for the autochthonal African direction doctrine that would function the demand of the African continent. In South Africa today, there is an exigency of a philosophical idea system derived from African civilization, beliefs, and values and behaviors known as Ubuntu, ( Ubuntu is a Bantu word significance, loosely, sharing and community ) . Mangaliso ( 2001 ) defines Ubuntu as humaneness a permeant spirit of lovingness and community, harmoniousness and cordial reception, regard and reactivity that persons and groups display for one another. Ubuntu is the foundation for the basic values that manifest themselves in the ways African people think and behave towards each other and everyone else they encounter ( Mangaliso, 2001: 24 ) . Harmonizing to Poovan, du Toit and Engelbrecht ( 2006 ) Ubuntu doctrine permits decision makers, leaders and directors to tap into the familiar African values to construct and reenf orce their work environment efficaciously by: Teaming up and organizing resources for survival this maintains productiveness and effectivity which profoundly depends on shared values and single part: it encourages focal point on communal ( and differences ) with trust to minimise menace to survival through struggle ; making of incorporate state of affairss the spirit of solidarity, that is, common respect among members and single adhesion to the group ; create state of affairss defined by group behaviors sit together, focal point, on each other, co-ordinate behavior ; it enhances societal unity and engagement sets up informal chances based on traditional pal abre cardinal small town location for assemblages, activities, mediation, determinations, events and rites. Therefore Ubuntu is considered to be an of import value of African civilization that can organize the foundation of African direction ( Ubuntu leading ) doctrine that is in melody with the peoples of Africa. Though the advocate of Ubuntu leading have argued that the construct was created as a system of direction pattern, for competitory advantage and to command a cosmopolitan entreaty beyond the shores of the continent ( Mbigi, 2005 ; Mangaliso, 2001 ) . Mangaliso ( 2001 ) suggests that: Integrating Ubuntu rules in direction hold the promise of superior attacks to pull offing organisations. Organizations infused with humanity, a permeant spirit of lovingness and community, harmoniousness and cordial reception, regard and reactivity will bask more sustainable competitory advantage ( Mangaliso 2001: 32 ) . Therefore, Ubuntu leading system emphasizes on teamwork, attending to relationships, common regard and empathy between leader and followings, and participative decision-making. These are really cardinal rules of direction, which hold promise for bettering organisation activities and operation in South Africa and Africa at big. 2.3 INFLUNCES OF UBUNTU LEADERSHIP IN MANAGEMENT 2.3.1 UBUNTU LEADERSHIP The typical characteristic about Ubuntu administration is an autochthonal democracy with really deep African civilizations that had emerged from African traditional establishments and patterns. The trademark of African traditional administration is the focal point on corporate stewardship ( Bolshevism ) , freedom of look, grass-roots engagement, audience, treatment and consensus to suit minority demands and positions ( holistic theory ) . The accent was non merely on bulk positions but besides on via media and adjustment. The focal point was on the demand to make an acceptable consensus through treatments to suit minority groups and positions in order to avoid bulk group absolutism. This was indispensable because the traditional African political establishment was characterized by the cultural diverseness of folks and kins, which did non vanish as a consequence of bulk regulation ( Mbigi, 1997:22 ) . This bossy leading manner expects subordinates to be submissive and obedient. Because leading in modern Africa is autocratic and politicized ( Kiggundu, 1988:226 ; Jaeger A ; Kanunzo, 1990 ; 17 ; Blunt A ; Jones, 1992: 6-23 ) , such bossy leading manners, by anticipating subsidiaries to be submissive and obedient, may smother innovativeness and impede community motive and Ubuntu. 2.3.2 MANAGEMENT AND IMPLEMENTATION For every industry particularly in the Hospitality concern, leading fundamentally trades with the human dealingss where job resolution, communicating and determination devising are promoted and cultivated. Leithwood and Mcleah ( 1987 ) indicate that extremely effectual leaders know many signifiers of decision-making are skilled in their usage and are situationally sensitive in their choice of a peculiar attack to decision-making ( Leithwood and Mcleah, 1987:35 ) . They are therefore really analytical and rational in the manner they perceive and perform their maps. Basson and Smith ( 1991 ) allude to the fact that effectual leaders can be selected or trained. It is besides utile to believe of leading as a generic term which refers to the procedure characterized by the interrelatednesss among people as they work together in the formation and accomplishment of shared ends ( Basson and Smith, 1991:148 ) . Hallinger et Al. ( 1989:9 ) claim that leading in an industrial worldview influence s people by developing a clear mission that provides an instructional focal point for people throughout the community. Leadership does non shack entirely with the head or president ; in fact Weber ( 1989:217 ) identifies the demand to develop shared leading in the community ( Weber, 1989:217 ) . One of the current displacements in believing sing leading is a displacement from an instructional to a transformational leading. Brandt ( 1992:3 ) declared that because of alteration and democracy instructional leading is out ; transformational leading is in . Such leading is leadership for alteration ( Brandt, 1992:3 ) . Another of import facet in cordial reception industry s leading is the shared vision. There is the subject for interpreting single vision into shared vision. Peoples should experience free to show their dreams, but besides larn how to listen to each other s dream. The cardinal function of leading in Ubuntu apparatus is to make connotative significance through important but of import rites and ceremonials. Mbigi ( 1997 ) high spots that in traditional African communities the ultimate trial of leading adulthood in footings of preparation and development is determined by the easiness with which a new leader carries out rites and ceremonials ( Mbigi, 1997:19 ) . It is through well-designed rites and ceremonials that leaders can efficaciously pull off corporate significance and corporate trust. It is non merely an rational journey. It is a symbolic and emotional every bit good as a religious journey. Therefore effectual leading in Ubuntu requires people to hold good-time experiences by de lving deep into their emotional and religious resources. This may be tantamount to the mission and vision in a Hospitality industry and an industrial worldview. The sense of Ubuntu leading system is to heighten administration, corporate solidarity, regard, human self-respect and the right to freedom of look, every bit good as corporate trust and compassion. Ubuntu is cardinal to autochthonal administration systems and can be cardinal to modern administration. 2.3.3 CAN UBUNTU LEADERSHIP SYSTEM BE RELIED UPON There are several basic direction rules derived from African tribal communities that embody this doctrine, including trust, mutuality and spiritualism ( Mbigi A ; Maree, 2005 ) . In the African direction system context, the African Ubuntu doctrine represents humanity, a permeant spirit of caring within the community in which the persons in the community love one another. This Ubuntu attack plays a polar function in finding the success of any African administration ( Mangaliso, 2001:32 ) . Ubuntu transcends the narrow confines of the atomic household to include the drawn-out affinity web that is ubiquitous in many African communities. As a doctrine, Ubuntu is an orientation to life that stands in contrast to rampant individuality, insensitive fight, and one-sided decision-making. The Ubuntu instructions are permeant at all ages, in households, administrations and communities populating in Africa. ****2.4 IMPACTS OF UBUNTU LEADERSHIP 2.4.1 Experiences OF UBUNTU LEADERSHIP Afrocentricity encompasses African history, traditions, civilization, mythology, and the value systems of communities, harmonizing to Khoza ( in Mangaliso, 2001:278-279 ) , the Chairperson of Eskom, the provider of electricity in South Africa. Khoza believes that corporations in Africa will be successful if they adopt the Ubuntu direction and leading manners, which are people-centred. It is possibly stating that Eskom registered an after-tax net income of R5.2 billion over a period of 15 months up to the terminal of March 2005 after the corporation had adopted the Ubuntu direction doctrine ( Broodryk, 2005:17 ) . Similarly, Wolmarans ( 1995:4 ) studies that South African Airways ( SAA ) adopted an Ubuntu direction system in 1994. Since so, the African Ubuntu doctrine has been a driving force in the company. The secret behind its success has been the publically stated nucleus values of South African Airways these include corporate public presentation, client orientation, employee attention, corporate citizenship, unity, safety, invention and teamwork, which are all embodied in the Ubuntu direction doctrine. Improved consequences demonstrate that civilization and leading manner drama polar functions towards the accomplishment of set ends and schemes of an administration. Emerging African direction doctrines see an administration as a community and can be summed up in one word Ubuntu ( Mbigi A ; Maree, 2005: v-vi ) . An African Ubuntu direction system recognises the significance of group solidarity that is prevailing in African civilizations, admiting that an African leading manner involves group and community supportiveness, sharing and cooperation. Ubuntu-based leading dictates sharing loads during difficult times, because by making so, agony is besides shared and diminished. What is typical about the Ubuntu doctrine is the premiss of a short memory of hatred ( Mazrui, 2001 ) . Africans teach kids to pass on efficaciously, reconcile, and happen ways to cleanse and allow travel of hatred and give the kids accomplishments to make so. The Ubuntu attack to life enables people to show continued compassion and Perseverance within communities and establishments. 2.4.2 LESSON S FROM THE LIVED EXPERIENCES OF UBUNTU LEADERSHIP African administrations can construct cooperation and competitory schemes by leting teamwork based on Ubuntu rules to pervade the administration ( Mbigi A ; Maree, 2005:93 ) . As a people-centred doctrine, Ubuntu stipulates that a individual s deserving depends on societal, cultural and religious standards. It requires a life that depends on a normative battle with the community, a substantial grasp of the common good and a constituent battle with one another in a rational and ethical community. In this manner, in order for a individual to be identified as a true African, community and communality are substantial requirements. Communalism and Bolshevism are indispensable to the spirit of the African Ubuntu doctrine. Equally of import in Ubuntu relationships is the facet of working with others as a squad ( English, 2002:197 ; Poovan et al. , 2006:17 ) . A spirit of solidarity at the same time supports cooperation and fight amongst the squad by leting persons to lend their best attempts for the improvement of the full group. In a squad scene, the being of Ubuntu as a shared value system implies that squad members are encouraged to endeavor towards the outlined squad values, which accordingly enhance their operation together as a squad ( Poovan et al. , 2006:25 ; Van den Heuvel et al. , 2006:48 ) . The squad is brought one measure closer to being effectual because of the increased degree of squad members committedness, trueness and satisfaction, which finally has a positive impact on overall public presentation. Thus, direction systems that tend to concentrate on accomplishments of single squad members and non the full group are likely to lose out on all the societal and corporate model of an African society. 2.4.3 IS UBUNTU STLYE OF LEADERSHIP HAVE A PLACE IN MODERN BUSINESS OPERATION Issues of corporate administration are going more marked in modern concern patterns. Corporate administration, which is intertwined with concern moralss, is considered critical in organizational pattern, every bit good as in general corporate productiveness ( Rossouw, 2005:105 ) . The founding rules of concern moralss and corporate administration are in line with the Ubuntu doctrine of sing all members of an administration as portion of the community. It is this direct engagement of and with community members that brings about greater solidarity, love, caring and sharing within a grouping ( administration ) . A major administration challenge in current administration issues has been corruptness, which reveals the moral corruption and badness of the culprits ( Broodryk, 2005 ; Moloketi, 2009 ; Nyarwath, 2002 ) . Generally, corruptness is caused by a deficiency of committedness to moral beliefs by the culprits, which is in bend due to the Weak moral will of an single towards other people. Corruptness can be seen as 2.5 CONCLUSION OF LITERATURE REVIEW 2.5.1 HOW BENEFICIAL IS UBUNTU LEADERSHIP In a Western worldview, the construct leading accommodated the sense of belonging, as did the Ubuntu worldview. Sergiovanni ( 1982:231 ) supports this when he says: leading promotes the feeling of existent belonging, take parting, being co-partners in the full organisation. In all, a leader who has leading accomplishments sees to the rapid growing of the organisation. Leadership accomplishments are situationally specific, of short continuance, and focused on specific aims or results . The Ubuntu doctrine represents an African construct of human existences and their relationship with the community that embodies the moralss specifying Africans and their societal behaviors ( Dia, 1992 ; Mbigi, 2005:75 ; Van den Heuvel, Mangaliso A ; Van de Bunt, 2006:48 ) . Africans are societal existences that are in changeless Communion with one another in an environment where a human being is regarded as a human being merely through his or her relationships to other human existences ( Tutu in Battle, 1997:39-43 ) . Therefore, the endurance of a human being is dependent on other people the community and society. 2.5.2 CAN UBUNTU LEADERSHIP AND WESTERN LEADERSHIP WORK TOGETHER? ***** The Ubuntu direction system and the new direction techniques as advocated by African direction bookmans, set the radical docket for germinating an autochthonal African direction doctrine that will stress our cultural traits of humanity, communalism, and participatory decision-making in organisational life. African authoritiess and the private sector must back up the development of African direction doctrine through making an enabling environment for direction research and the proviso of equal research financess or grants. .ue8fa9e6a56114af00e3949972d47ba71 , .ue8fa9e6a56114af00e3949972d47ba71 .postImageUrl , .ue8fa9e6a56114af00e3949972d47ba71 .centered-text-area { min-height: 80px; position: relative; } .ue8fa9e6a56114af00e3949972d47ba71 , .ue8fa9e6a56114af00e3949972d47ba71:hover , .ue8fa9e6a56114af00e3949972d47ba71:visited , .ue8fa9e6a56114af00e3949972d47ba71:active { border:0!important; } .ue8fa9e6a56114af00e3949972d47ba71 .clearfix:after { content: ""; display: table; clear: both; } .ue8fa9e6a56114af00e3949972d47ba71 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue8fa9e6a56114af00e3949972d47ba71:active , .ue8fa9e6a56114af00e3949972d47ba71:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue8fa9e6a56114af00e3949972d47ba71 .centered-text-area { width: 100%; position: relative ; } .ue8fa9e6a56114af00e3949972d47ba71 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue8fa9e6a56114af00e3949972d47ba71 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue8fa9e6a56114af00e3949972d47ba71 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue8fa9e6a56114af00e3949972d47ba71:hover .ctaButton { background-color: #34495E!important; } .ue8fa9e6a56114af00e3949972d47ba71 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue8fa9e6a56114af00e3949972d47ba71 .ue8fa9e6a56114af00e3949972d47ba71-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue8fa9e6a56114af00e3949972d47ba71:after { content: ""; display: block; clear: both; } READ: The Marriage Of John And Jaqueline Kennedy Essay3 RESEARCH METHODOLOGY 3.1 RESEARCH METHODOLOGY / PARADIGM 3.2 RESEARCH DESIGN In look intoing the phenomenon, the interpretive attack, peculiarly constructive-interpretative paradigm will be used in the survey ; taking into history its ability to bring forth an in-depth apprehension sing factors that impacts on Ubuntu leading ( Cohen et Al, 2007:155 ; Creswell, 2003:52 ; McMillan A ; Schumacher, 2006:318 ) . In the class of probes, the interpretive attack would let, the research worker to research, analyse, describe, and demo the relationships between Ubuntu and scheme direction and execution. That will be made possible because the phenomenon of Ubuntu and leading will be investigated in their unique and natural scene ( Lauer, 2006:76 ) . Simply put ; all interviews, experimental field notes and paperss analyses would be done at the participant topographic point. In using the qualitative research design, a instance survey will be employed to try participants, collect informations, and analyse informations as shown below. 3.3 POPULATION AND SAMPLE 3.3.1 Population The focal point for this survey will be on employers and employees of Orion group of companies which is a Cordial reception Industry. The company has staff totaling about 1000 employees. Orion is sub-divided into many different concern subdivisions and each concern subdivision is run as a concern on its ain. The research survey focuses on Orion group ; the staff compliment at each subdivision is comprised of approximately 100 full clip lasting employees. From the entire figure of employees working at Orion Braamfontein office, all are eligible to take part. Over 15 participants out of the 50 employees will be selected for the intent of this survey and will organize the mark population for the survey. 3.3.2 SAMPLE AND SAMPLING METHOD The research worker will utilize a purposive sampling to choose participants. The identified sample comprised of 15 participants ; seven work forces and eight adult females. Harmonizing to Budhal ( 2000:62 ) , Creswell ( 2003:52 ) and, McMillan and Schumacher ( 2006:317 ) , a sample represents a little and distinguishable group of information-rich sources that would enable the research worker to understand the job in deepness . The standard for choosing such information-rich sample ; amongst others, is that participants who are knowing, enlightening and willing to speak ( Lauer, 2006:78 ; McMillan A ; Schumacher, 2006:319 ) . Sing the handiness of the disposal offices, it will help in maximising privateness and confidentiality during interview Sessionss ( Keats, 2000:30 ; Pedroni A ; Pimple, 2001:11 ) . Furthermore, purposive sampling will be done by uniting schemes like site choice, web sampling and sampling by instance in order to maximise its impact. Last, permission would be sought from the Orion Head office. Having discussed how the participants would be selected ; in the following subdivision, the proposal explains how informations will be collected. 3.4 THE RESEARCH INSTRUMENT The instrument to be used for informations aggregation is a questionnaire. The questionnaire is chosen as it is the most popular signifier of informations aggregation. It is of import for the questionnaire to be constructed in such a manner as to derive as much utile information from the respondent as possible ( Newell, 1993, 48 ) . With this, great attention, clip and attempts would be put into the building of this research survey s questionnaire as to obtain as much utile information as possible. Questionnaires are created to be easy to understand, avoid equivocal, pull up taking inquiries, speedy and simple to reply ( Kidder Judd, 1993 ) . In this instance, questionnaire will be distributed to participants and collected one time they have been completed. These questionnaires will be distributed through electronic mail, incorporating a hyperlink to the questionnaire and for those without entree to e-mail ; a difficult transcript will be distributed. Most likely there will be more employees reacting than the aimed mark figure of 15 participants. This may beef up the quality of the informations and increase assurance, but this will be dealt with in the research paper. A three ( 3 ) twenty-four hours clip frame has been adopted to give clip to participants to finish the questionnaires. Once the three ( 3 ) twenty-four hours clip frame has expired, follow ups will continue to guarantee that the mark population figure has been met. Once all of the questionnaires have been collected, an audit would be taken topographic point to guarantee that the minimal Numberss of respondents required from each employment class are satisfac tory. These questionnaires will necessitate a lower limit of between 10 to 15 proceedingss and this once more will depend on the single employee in footings of the velocity and apprehension of the inquiries presented. The clip taken to finish the questionnaire is critical as respondents will prefer to reply something rapidly as possible. The questionnaire s linguistic communication will be in English. 3.5 PROCEDURE FOR DATA COLLECTION The research worker will utilize three informations aggregation techniques ; questionnaire which is the chief beginning of informations aggregation, experimental field notes and written paperss. The chief factors that informed the pick of such informations aggregation techniques are provided in the undermentioned sub-sections. 3.5.1 Questionnaire Since the primary intent of the survey is to look into whether Ubuntu leading manner can take to scheme direction and execution in a work topographic point. The research worker will use a questionnaire as the chief research technique. This is the most relevant technique as it enables the research worker to derive first manus information sing the subjective, but accurate positions, perceptual experiences and attitudes of participants ( Lauer, 2006:76 ; McMillan A ; Schumacher, 2006:319 ) . Since the intent of the survey is non to generalise the findings ; questionnaires are rather relevant because it enables the research worker to acquire an in-depth apprehension and penetration of the phenomenon, particularly how participants responded to their challenges ( McMillan A ; Schumacher, 2006:319 ) . This is possible due to the fact that participants would utilize their ain words and in some instances, non-verbal communicating cues like tones of voice and facial look in pass oning their feelings and ideas ( Horton, Macve A ; Struyven, and 2004:340 ) . Finally, this will lend to a more complete and elusive significances of the informations collected. Creswell ( 2003:56 ) and McMillan and Schumacher ( 2006:321 ) elaborated that questionnaires are more flexible and adaptable to any given state of affairs. Consequently, this could help the research worker to do some followups and hence investigation certain interesting thoughts raised by participants. Ultimately, participants are able to lucubrate their responses in greater inside informations. To cut down prejudice, but besides maximising neutrality and consistence of the research findings, the research worker will utilize an interview agenda during the procedure of research. Consequently, Creswell ( 2003:56 ) and Hatch ( 2002:91 ) stressed that interview agenda ( usher ) offered the research worker with considerable latitude to prosecute a scope of issues and besides offers participant the chance to present some inquiries to the research worker. On history of its flexibleness and adaptability, the scheme farther will enable the research worker to modify the sequence of inquiries, alteration diction, and give some lucidity where participants might see challenges in understanding certain inquiries ( Horton et Al, 2004:340 ) . Ultimately, this will make a more contributing and relaxed environment for the participants. Having indicated why the questionnaire will be used as the primary informations aggregation technique ; in the undermentioned sub-section, the research worker explained the virtues of experimental field notes as the secondary informations aggregation technique. 3.5.2 OBSERVATIONAL FIELD NOTES Additionally, the research worker employed observation field notes as a secondary information aggregation technique. In the class of interviews, the scheme would farther help the research worker to enter non-verbal communicating cues like facial looks, gestures and tone of voice and organic structure motions ; which could non be taped, were recorded ( Horton et Al, 2004:341 ) . Subsequently, during the class of informations analysis, such informations augmented, confirmed and corroborated the verbal responses provided by participants and hence facilitated informations analysis ( Cohen et Al, 2007:176 ; Creswell, 2003:188 ; Maxwell, 2005:106 ) . Having explained the virtues of experimental field notes ; as indicated in the undermentioned sub-section, the research worker so will concentrate on the analyses of written paperss technique. 3.5.3 ANALYSIS OF WRITTEN DOCUMENTS Last, the research worker would analyze written paperss like vision statements, strategic programs, operational programs, instructional programs, control diaries, company policies, registries, appraisal agendas, and employee s portfolios. Harmonizing to McMillan and Schumacher ( 2006:451 ) , these sorts of paperss provide a clear internal position about the functionality of the Ubuntu leading. Just like experimental field notes ( californium. subdivision 3.5.1 ) , contents of the written paperss will besides help in corroborating and confirming the questionnaire responses during informations analysis ( Cohen et Al, 2007:176 ; Creswell, 2003:188 ; Maxwell, 2005:106 ) . In short, they would be served as grounds for the responses the participants provides. Again, the written paperss will supply the research worker with more graphic image sing the dependability and cogency of the responses of the participants during interview Sessionss. Having indicated how informations will be collected ; the proposal so explained how informations will be analyzed, as shown in the following subdivision. 3.6 DATA ANALYSIS AND INTERPRETATION Since informations analysis in interpretive attack occurs at the same time with informations aggregation ( Creswell, 2003:58 ; McMillan A ; Schumacher, 2006:323 ) , the research worker will section and inductively code the transcribed questionnaires, experimental field notes, and written paperss, in order to familiarise himself with the responses that finally assist in the development of subjects, classs and sub-categories ( Taylor-Powell A ; Renner, 2003:3 ; Thorne, 2000:68 ) . This will be done through reading and re-reading the questionnaires, field notes, and written paperss in order to place the informations in its pure signifier ( Suter, 2006:318 ) . During this procedure, important remarks will be identified and grouped into classs and units of significance will be put into such major classs ( Thomas, 2003:3 ) . Ultimately, as being guided by the conceptual model of this survey, the thematic informations will so be identified, analyzed and interpreted in order to develop factors that influence Ubuntu leading. Having indicated how informations is analysed and interpreted ; the research worker so will see ethical steps as shown in the following subdivision. 3.7 LIMITATIONS OF THE STUDY In every research survey there are restrictions. In this research methodological analysis study the most awaited restrictions are, the figure of respondents in this country of survey, because the targeted group here will be the Black and White participants in the cordial reception industry. This will be a challenge in footings of making them as these few are scattered all over the state. The other issue is clocking, as these few forces will non ever be available to react to the questionnaires because of their busy agenda at the hotels. Although there are restrictions in the survey, these restrictions are minor and would non hold any effects in the result of the survey. 3.8 VALIDITY AND RELIABILITY 3.8.1 EXTERNAL VALIDITY Globally, qualitative research workers ( Maxwell, 2005:108 ; Ratcliff, 2003:28 ) concurred that dependableness raised and enhanced dependability and cogency of the research. In using the scheme, the research worker will take the questionnaire transcripts back to the participants for verification before being analysed and interpreted. 3.8.2 RELIABILITY In guaranting that the research findings could be trusted, dependable, replicable and valid, it is of import to bespeak some of the schemes used in the survey. Worldwide, most qualitative research workers concurred that guaranting the trustiness of the survey enhanced the empirical research findings ( Creswell 2003:197 ; Golafshani, 2003:599 ) . With that in head, the undermentioned schemes would be used. Before engagement start replying the questionnaire session, the research worker will pass some clip with participants in order to set up a positive resonance and to put them at easiness ( Keats, 2000:23 ; Stewards and Cash Jr, 2008:77 ) . This is done by demoing participants the blessing missive from the Orion disposal to carry on the survey. The intent of the survey will be clearly explained, processs outlined, sum of clip needed to finish the questionnaire spelt out, and how the consequences would be used. Again, the research worker sought the consent from the participants by giving and explicating the consent signifier to read and subscribe. This will enable the research worker to re-assure participants the confidentiality and namelessness of the survey ( Keats, 2000:30 ; Pedroni A ; Pimple, 2001:11 ) . 4 RESEARCH Planning 4.1Time tabular array Time-plan for completion of research study by 13 June 2012 Research ACTIVITIES Dates Developing research inquiry, design sample, bill of exchange questionnaire and interview ( 10th July ) ( 10 yearss ) Pre testing and pilot bill of exchange Questionnaire and interview ( 24th July ) ( 5 yearss ) Revise bill of exchange Questionnaire ( 29th July ) ( 10days ) Questionnaires and questioning ( 30th July ) ( 15 yearss ) Data sorting, bunch, evaluation and so coding. ( 5th August ) ( 5 yearss ) Datas analysis ( 9th August ) ( 10 yearss ) Write Proposal ( tenth September to 12th Septeber ) ( 30 yearss ) Adapted from Robson 2009. 4.2 CONSISTENCY MATRIX Research job stated here Sub-problem Literature Review Research inquiries Beginning of informations Type of informations Analysis Does the research literature reveal the being of any important of Ubuntu leading manner to be more good and influential in footings of scheme direction and execution in South African Companies? Does the research literature reveal the being of a important relationship between Ubuntu manner and scheme direction in South African industries? , , , , ( Gruber, 1998 ) ( Tsoka, 2001 ) Terjesen and Singh ( 2011 ) ( Powell et al. , 2009 ) 1. How does the Ubuntu leading manner impact on the result of the scheme direction and execution procedure in a Hospitality organisation? Questionnaires with, experimental field notes and written paperss from respondents Qualitative qualitative content analysis