Enlightment of Education in Pygmalion and Educating Rita Essay Example

Enlightment of Education in Pygmalion and Educating Rita Essay That’s why the importance of learning and propagating of this language| | |was paid attention by the President of the Republic of Uzbekistan I. A. Karimov. In his| | |speech in Samarkand on November 12, 2010 he pointed out the importance of learning and | | |teaching English and gave priority to the learning of it. It is not for nothing. Today | | |it is well known that knowing this language may bring only favour and not harm. | |English language developed in the course of time in its birthplace – England and later | | |in such countries as the USA, Australia, New Zealand. The development of a language is | | |determined by the development of literature. All the positive (and negative) features | | |of a language can find their reflection in literature.Thus language is influencing the| | |literature. In this point we can say that literature and language are intertwined and | | |the learning of one demands the learning of the other one. | | |English literature has passed great and complicated way of development. It gave to the | | |treasure of world literature such great names as Shakespeare, Chaucer, Byron, Shaw, | | |Hemingway, Twain and so many others. | |The theme of my course paper sounds as following: â€Å"Literary analysis of the play | | |Pygmalion by George Bernard Shaw†. In this work, I investigated life and creative | | |activity of George Bernard Shaw and especially his famous play Pygmalion: the | | |characters of the play and their spiritual philosophy, conflict and social background | | |of the play, writing style of Pygmalion and the origin of its title. | |Bernard Shaw occupies a conspicuous place in the historical development of the English | | |and the world literature. In his books Shaw could realistically describe the social | | |life of people. He considered language a lot and tried to reform English and make it | | |easier to read and to learn. This point of Shaw’s creative activity determines the | | |actualit y of my course paper. | |Shaw entered drama area as the original innovator. He established a new type of a drama| | |at the English theatre – an intellectual drama in which the basic place belongs neither| | |to an intrigue, nor to a fascinating plot but to those intense disputes, witty verbal | | |duels which are conducted by its heroes.Shaw called his plays plays-discussions. | | |They grasped the depth of problems, the extraordinary form of their resolution; they | | |excited consciousness of the spectator, forced him to reflect tensely over an event and| | |to laugh together with the playwright at the absurd of existing laws, orders and | | |customs.In this assignment I intend to analyze the play  «Pygmalion » of Bernard Shaw | | |and show its peculiarities to the reader. | | |   | | | | | |   | | |1.Social conditions in England in the beginning of the 20th  century | | |The Edwardian era or Edwardian period in the United Kingdom is the period covering the | | | reign of King Edward VII, 1901 to 1910. | | |The death of Queen Victoria in January 1901 and the succession of her son, Edward, | | |marked the start of a new century and the end of the Victorian era.While Victoria had | | |shunned society, Edward was the leader of fashionable elite which set a style | | |influenced by the art and fashions of continental Europe—perhaps because of the Kings | | |fondness for travel. The era was marked by significant shifts in politics as sections | | |of society which had been largely excluded from wielding power in the past, such as | | |common labourers and women, became increasingly politicised. | |The Edwardian period is frequently extended beyond Edwards death in 1910 to include | | |the years up to the sinking of the RMS Titanic in 1912, the start of World War I in | | |1914, the end of hostilities with Germany on November 11, 1918, or the signing of the | | |Treaty of Versailles on June 28, 1919. By the end of the war, the Edwardian way of | | |life, with its inherent imbalance of wealth and power, had ecome increasingly | | |anachronistic in the eyes of a population who had suffered in the face of war and who | | |were exposed to elements of new mass media which decried the injustice of class | | |division. | | |Socially, the Edwardian era was a period during which the British class system was very| | |rigid.It is seen, as the last period of the English country house. Economic and social| | |changes created an environment in which there was more social mobility. Such changes | | |included rising interest in socialism, attention to the plight of the poor and the | | |status of women, including the issue of womens suffrage, together with increased | | |economic opportunities as a result of rapid industrialization.These changes were to be| | |hastened in the aftermath of the First World War. | | |The society of that time can be divided into three categories: the upper class, the | | |middle class and the working cla ss. | | |The Edwardian Upper Class consisted of the King and the Queen, Aristocrats, Nobles, | | |Dukes, Viscounts and other wealthy families working in the Victorian courts.A | | |distinguishing factor of the Upper Class was that the nature of their work was such | | |that it held them in a powerful position giving authority, better living conditions and| | |other facilities which was out of the reach of the other two classes.Due to the | | |changing nature of the basic standard of living of the people, the traditional | | |aristocratic class was now slowing disappearing and instead a new combination of nobles| | |and the steadily growing wealthy class comprised of the Upper section of the society. | |The Upper Class was by inheritance a Royal Class which was completely different from | | |the Middle class or the Working Class. Thus, they were never short of money. In terms | | |of education also those belonging to the rich families got the best tutors to provide | | |education.The fact that they represented the royal class gave these people an | | |advantage at everything. They could buy expensive clothes imported from Europe, or | | |afford other riches of life that was beyond the scope of others. | | |Middle class was the next in social ranking as many of them only lacked in title of | | |being a duke or other royals.Most of the professionals like doctors or teachers | | |comprised of the middle class. | | |Middle class people also owned and managed vast business empires and were very rich. At| | |times, the rich were equated with the middle class if they had nothing to promote their| | |royalty and richness. Thus, those having their own businesses were regarded as rich and| | |wealthy. | | | | |  The Lower/ Working Class: the lowest among the social hierarchy were those who | | |belonged to this section of the society. Like the middle class, those belonging to this| | |class very large in number. The working class remained aloof to the political progres s | | |of the country and was hostile to the other two classes.For some working families the | | |living conditions were so pathetic that they required their children to work in order | | |to bring home some extra home to survive. The death of their father meant that there is| | |no income to the family and they eventually were forced to live on streets or some | | |public housing. | | |All these conditions had a negative impact on their lives.Many of them lost out | | |opportunity to get education and better their living status as their entire life right | | |from the age of five or six years was spent on working in a factory. They thus ended up| | |doing dangerous and dirty jobs. Another class that existed was the paupers. They were | | |ranked below the working class since they lived in abject poverty. | |Surveys showed that at the beginning of the 20th  century 25% of the population were | | |living in poverty. They found that at least 15% were living at subsistence level. The y | | |had just enough money for food, rent, fuel and clothes. They could not afford | | |luxuries such as newspapers or public transport.About 10% were living in below | | |subsistence level and could not afford an adequate diet. | | |The main cause of poverty was low wages. The main cause of extreme poverty was the loss| | |of the main breadwinner. If father was dead, ill or unemployed it was a disaster. | | |Mother might get a job but women were paid much lower wages than men. | |The children of the poor were expected to help towards the family budget, often working| | |long hours in dangerous jobs for low wages. Agile boys were employed by the chimney | | |sweeps; small children were employed to scramble under machinery to retrieve cotton | | |bobbins; and children were also employed to work in coal mines, crawling through | | |tunnels too narrow and low for adults.Children also worked as errand boys, crossing | | |sweepers, or shoe blacks, or selling matches, flowers, and other cheap goods. Some | | |children undertook work as apprentices to respectable trades, such as building, or as | | |domestic servants (there were over 120,000 domestic servants in London in the mid 18th | | |century).Working hours were long: builders might work 64 hours a week in summer and 52| | |in winter, while domestic servants worked 80 hour weeks. Many young people worked as | | |prostitutes. | | | | | |   | | |2.Shaw’s biography and his place in the development of the English literature | | |George Bernard Shaw (26 July 1856 – 2 November 1950) was an Irish playwright and a | | |co-founder of the London School of Economics. Although his first profitable writing was| | |music and literary criticism, in which capacity he wrote many highly articulate pieces | | |of journalism, his main talent was for drama, and he wrote more than 60 plays.Nearly | | |all his writings deal sternly with prevailing social problems, but have a vein of | | |comedy to make their stark th emes more palatable. Shaw examined education, marriage, | | |religion, government, health care, and class privilege. | | |He was most angered by what he perceived as the exploitation of the working class, and | | |most of his writings censure that abuse.An ardent socialist, Shaw wrote many brochures| | |and speeches for the Fabian Society. He became an accomplished orator in the | | |furtherance of its causes, which included gaining equal rights for men and women, | | |alleviating abuses of the working class, rescinding private ownership of productive | | |land, and promoting healthy lifestyles. | |George Bernard Shaw ranks next to Shakespeare among English playwrights, and yet he did| | |not begin to write drama until he was middle-aged. He made up for lost time with an | | |amazing output of more than 60 plays during a creative life that spanned the Victorian | | |and modern eras.A brilliant and opinionated man, Shaw was essentially self-educated, | | |and he did a splendid job of teaching himself what he needed to know. Above all else, | | |he was always vigorously engaged with the world around him; his long, productive life | | |bristled with vitality, intelligence, and a consuming passion for ideas. | | |2. Early life and family | | |George Bernard Shaw was born in Synge Street, Dublin in 1856 to George Carr Shaw | | |(1814–85), an unsuccessful grain merchant and sometime civil servant, and Lucinda | | |Elizabeth Shaw, nee Gurly (1830–1913), a professional singer.Shaw briefly attended the| | |Wesleyan Connexional School, a grammar school operated by the Methodist New Connexion, | | |before moving to a private school near Dalkey and then transferring to Dublin’s Central| | |Model School. He ended his formal education at the Dublin English Scientific and | | |Commercial Day School.He harboured a lifelong animosity toward schools and teachers, | | |saying: â€Å"Schools and schoolmasters, as we have them today, are not popular as places of| | |education and teachers, but rather prisons and turnkeys in which children are kept to | | |prevent them disturbing and chaperoning their parents†. In the astringent prologue to | | |Cashel Byron’s Profession young Byron’s educational xperience is a fictionalized | | |description of Shaw’s own schooldays. Later, he painstakingly detailed the reasons for | | |his aversion to formal education in his Treatise on Parents and Children. In brief, he | | |considered the standardized curricula useless, deadening to the spirit and stifling to | | |the intellect.He particularly deplored the use of corporal punishment, which was | | |prevalent in his time. | | |When his mother left home and followed her voice teacher, George Vandeleur Lee, to | | |London, Shaw was almost sixteen years old. His sisters accompanied their mother but | | |Shaw remained in Dublin with his father, first as a reluctant pupil, then as a clerk in| | |an estate office.He worked efficien tly, albeit discontentedly, for several years. In | | |1876, Shaw joined his mother’s London household. She, Vandeleur Lee, and his sister | | |Lucy, provided him with a pound a week while he frequented public libraries and the | | |British Museum reading room where he studied earnestly and began writing novels.He | | |earned his allowance by ghostwriting Vandeleur Lee’s music column, which appeared in | | |the London Hornet. His novels were rejected, however, so his literary earnings remained| | |negligible until 1885, when he became self-supporting as a critic of the arts. | | |2. Personal life and political activism | | |Influenced by his reading, he became a dedicated Socialist and a charter member of the | | |Fabian Society, a middle class organization established in 1884 to promote the gradual | | |spread of socialism by peaceful means. In the course of his political activities he met| | |Charlotte Payne-Townshend, an Irish heiress and fellow Fabian; they married n 1898. In| | |1906 the Shaws moved into a house, now called Shaw’s Corner, in Ayot St. Lawrence, a | | |small village in Hertfordshire, England; it was to be their home for the remainder of | | |their lives, although they also maintained a residence at 29 Fitzroy Square in London. | | |Shaw’s plays were first performed in the 1890s. By the end of the decade he was an | | |established playwright.He wrote sixty-three plays and his output as novelist, critic, | | |pamphleteer, essayist and private correspondent was prodigious. He is known to have | | |written more than 250,000 letters. Along with Fabian Society members Sidney and | | |Beatrice Webb and Graham Wallas, Shaw founded the London School of Economics and | | |Political Science in 1895 with funding provided by private philanthropy, including a | | |bequest of ? 0,000 from Henry Hunt Hutchinson to the Fabian Society. One of the | | |libraries at the LSE is named in Shaw’s honor; it contains collections of his papers | | |and photographs. | | |During his later years, Shaw enjoyed attending to the grounds at Shaw’s Corner. He died| | |at the age of 94, of renal failure precipitated by injuries incurred by falling while | | |pruning a tree.His ashes, mixed with those of his wife, Charlotte Payne-Townshend, | | |were scattered along footpaths and around the statue of Saint Joan in their garden. | | |2. 3 Literary activity and criticism | | |Shaw became a critic of the arts when, sponsored by William Archer, he joined the | | |reviewing staff of the Pall Mall Gazette in 1885.There he wrote under the pseudonym | | |Corno di Bassetto (basset horn)—chosen because it sounded European and nobody knew | | |what a corno di bassetto was. In a miscellany of other periodicals, including Dramatic | | |Review (1885–86), Our Corner (1885–86), and the Pall Mall Gazette (1885–88) his byline | | |was GBS.From 1895 to 1898, Shaw was the drama critic for Frank Harris Sat urday | | |Review, in which position he campaigned brilliantly to displace the artificialities and| | |hypocrisies of the Victorian stage with a theatre of actuality and thought. His | | |earnings as a critic made him self-supporting as an author and his articles for the | | |Saturday Review made his name well-known. | |Much of Shaws music criticism, ranging from short comments to the book-length essay | | |The Perfect Wagnerite, extols the work of the German composer Richard Wagner. Wagner | | |worked 25 years composing Der Ring des Nibelungen, a massive four-part musical | | |dramatization drawn from the Teutonic mythology of gods, giants, dwarves and Rhine | | |maidens; Shaw considered it a work of genius and reviewed it in detail.Beyond the | | |music, he saw it as an allegory of social evolution where workers, driven by the | | |invisible whip of hunger, seek freedom from their wealthy masters. Wagner did have | | |socialistic sympathies, as Shaw carefully points out, but made no such claim about his | | |opus.Conversely, Shaw disparaged Brahms, deriding A German Requiem by saying it could| | |only have come from the establishment of a first-class undertaker. Although he found | | |Brahms lacking in intellect, he praised his musicality, saying nobody can listen to| | |Brahms natural utterance of the richest absolute music, especially in his chamber | | |compositions, without ejoicing in his natural gift. In the 1920s, he recanted, | | |calling his earlier animosity towards Brahms my only mistake. Shaws writings about | | |music gained great popularity because they were understandable to the average well-read| | |audience member of the day, thus contrasting starkly with the dourly pretentious | | |pedantry of most critiques in that era.All of his music critiques have been collected | | |in Shaws Music. As a drama critic for the Saturday Review, a post he held from 1895 to| | |1898, Shaw championed Henrik Ibsen whose realistic plays scandalized the Victori an | | |public. His influential Quintessence of Ibsenism was written in 1891. | | |Shaw wrote five unsuccessful novels at the start of his career between 1879 and 1883. | |Eventually all were published. | | |The first to be printed was Cashel Byrons Profession (1886), which was written in | | |1882. Its eponymous character, Cashel, a rebellious schoolboy with an unsympathetic | | |mother, runs away to Australia where he becomes a famed prizefighter. He returns to | | |England for a boxing match, and falls in love with erudite and wealthy Lydia Carew. | |Lydia, drawn by sheer animal magnetism, eventually consents to marry despite the | | |disparity of their social positions. This breach of propriety is nullified by the | | |unpresaged discovery that Cashel is of noble lineage and heir to a fortune comparable | | |to Lydias. With those barriers to happiness removed, the couple settles down to | | |prosaic family life with Lydia dominant; Cashel attains a seat in Parliament.In this | | |novel Shaw first expresses his conviction that productive land and all other natural | | |resources should belong to everyone in common, rather than being owned and exploited | | |privately. The book was written in the year when Shaw first heard the lectures of Henry| | |George who advocated such reforms. | | |Written in 1883, An Unsocial Socialist was published in 1887.The tale begins with a | | |hilarious description of student antics at a girls school then changes focus to a | | |seemingly uncouth laborer who, it soon develops, is really a wealthy gentleman in | | |hiding from his overly affectionate wife. He needs the freedom gained by matrimonial | | |truancy to promote the socialistic cause, to which he is an active convert.Once the | | |subject of socialism emerges, it dominates the story, allowing only space enough in the| | |final chapters to excoriate the idle upper class and allow the erstwhile schoolgirls, | | |in their earliest maturity, to marry suitably. | | |Love A mong the Artists was published in the United States in 1900 and in England in | | |1914, but it was written in 1881.In the ambiance of chit-chat and frivolity among | | |members of Victorian polite society a youthful Shaw describes his views on the arts, | | |romantic love and the practicalities of matrimony. Dilettantes, he thinks, can love and| | |settle down to marriage, but artists with real genius are too consumed by their work to| | |fit that pattern.The dominant figure in the novel is Owen Jack, a musical genius, | | |somewhat mad and quite bereft of social graces. From an abysmal beginning he rises to | | |great fame and is lionized by socialites despite his unremitting crudity. | | |The Irrational Knot was written in 1880 and published in 1905. Within a framework of | | |leisure class preoccupations and frivolities Shaw disdains hereditary tatus and | | |proclaims the nobility of workers. Marriage, as the knot in question, is exemplified by| | |the union of Marian Lind, a l ady of the upper class, to Edward Conolly, always a | | |workman but now a magnate, thanks to his invention of an electric motor that makes | | |steam engines obsolete.The marriage soon deteriorates, primarily because Marian fails | | |to rise above the preconceptions and limitations of her social class and is, therefore,| | |unable to share her husbands interests. Eventually she runs away with a man who is her| | |social peer, but he proves himself a scoundrel and abandons her in desperate | | |circumstances.Her husband rescues her and offers to take her back, but she pridefully | | |refuses, convinced she is unworthy and certain that she faces life as a pariah to her | | |family and friends. The preface, written when Shaw was 49, expresses gratitude to his | | |parents for their support during the lean years while he learned to write and includes | | |details of his early life in London. | |Shaws first novel, Immaturity, was written in 1879 but was the last one to be printed | | | in 1931. It relates tepid romances, minor misfortunes and subdued successes in the | | |developing career of Robert Smith, an energetic young Londoner and outspoken agnostic. | | |Condemnation of alcoholic behavior is the prime message in the book, and derives from | | |Shaws familial memories.This is made clear in the book’s preface, which was written | | |by the mature Shaw at the time of its belated publication. The preface is a valuable | | |resource because it provides autobiographical details not otherwise available. | | |After writing his influential essay â€Å"Quintessence of Ibsenism†, Shaw began to try his | | |own hand at writing plays. The result, Widowers’ Houses (1892), proved to be the first | | |of many plays to come in the years ahead. | |Shaws plays, like those of Oscar Wilde, were fraught with incisive humor, which was | | |exceptional among playwrights of the Victorian era; both authors are remembered for | | |their comedy. However, Shaws wi ttiness should not obscure his important role in | | |revolutionizing British drama. In the Victorian Era, the London stage had been regarded| | |as a place for frothy, sentimental entertainment.Shaw made it a forum for considering | | |moral, political and economic issues, possibly his most lasting and important | | |contribution to dramatic art. | | |As Shaws experience and popularity increased, his plays and prefaces became more | | |voluble about reforms he advocated, without diminishing their success as | | |entertainments.Such works, including Caesar and Cleopatra (1898), Man and Superman | | |(1903), Major Barbara (1905) and The Doctors Dilemma (1906), display Shaws matured | | |views, for he was approaching 50 when he wrote them. From 1904 to 1907, several of his | | |plays had their London premieres in notable productions at the Court Theatre, managed | | |by Harley Granville-Barker and J. E. Vedrenne.The first of his new plays to be | | |performed at the Court Theatre, Joh n Bulls Other Island (1904), while not especially | | |popular today, made his reputation in London when King Edward VII laughed so hard | | |during a command performance that he broke his chair. | | |For the most part, Shaw’s plays are comedies of ideas, works that present complex and | | |often ontroversial themes within the framework of entertaining plots, appealing and | | |unpredictable characters, and witty dialogue. Shaw’s works are insistently rational, | | |coolly ridiculing the conventions and prejudices of his time. | | |biographical show pygmalion literary | | | | | |3.Pygmalion – one of the best works of George Bernard Shaw | | |3. 1 Plot of the play | | |Act One | | |Portico of Saint Pauls Church (not Wrens Cathedral but Inigo Jones Church in Covent | | |Garden vegetable market) 11. 15p. m. A group of people are sheltering from the rain. | |Amongst them are the Eynsford-Hills, superficial social climbers eking out a living in | | |genteel poverty, consisting initially of Mrs. Eynsford-Hill and her daughter Clara. | | |Claras brother Freddy enters having earlier been dispatched to secure them a cab | | |(which they can ill afford), but being rather timid and faint-hearted he has failed to | | |do so.As he goes off once again to find a cab, he bumps into a flower girl, Eliza. Her| | |flowers drop into the mud of Covent Garden, the flowers she needs to survive in her | | |poverty-stricken world. Shortly they are joined by a gentleman, Colonel Pickering. | | |While Eliza tries to sell flowers to the Colonel, a bystander informs her that a man is| | |writing down everything she says.The man is Henry Higgins, a professor of phonetics. | | |Eliza worries that Higgins is a police officer and will not calm down until Higgins | | |introduces himself. It soon becomes apparent that he and Colonel Pickering have a | | |shared interest in phonetics; indeed, Pickering has come from India to meet Higgins, | | |and Higgins was planning to go to India to meet Pickering.Higgins tells Pickering that| | |he could pass off the flower girl as a duchess merely by teaching her to speak | | |properly. These words of bravado spark an interest in Eliza, who would love to make | | |changes in her life and become more mannerly, even though, to her, it only means | | |working in a flower shop.At the end of the act, Freddy returns after finding a taxi, | | |only to find that his mother and sister have gone and left him with the cab. The | | |streetwise Eliza takes the cab from him, using the money that Higgins tossed to her, | | |leaving him on his own. When she reaches home she does not pay the taxi fare because | | |she thinks that a shilling for two minutes is very much. | | | | |Act Two | | |Higgins Next Day. As Higgins demonstrates his phonetics to Pickering, the | | |housekeeper, Mrs. Pearce, tells him that a young girl wants to see him.Eliza has shown| | |up, and she tells Higgins that she will pay for lessons. He shows no in terest in her, | | |but she reminds him of his boast the previous day, so she can talk like a lady in a | | |flower shop. Higgins claimed that he could pass her for a duchess. Pickering makes a | | |bet with him on his claim, and says that he will pay for her lessons if Higgins | | |succeeds.She is sent off to have a bath. Mrs. Pearce tells Higgins that he must behave| | |himself in the young girls presence. He must stop swearing, and improve his table | | |manners. He is at a loss to understand why she should find fault with him. Then Alfred | | |Doolittle, Elizas father, appears with the sole purpose of getting money out of | | |Higgins.He has no interest in his daughter in a paternal way. He sees himself as | | |member of the undeserving poor, and means to go on being undeserving. He has an | | |eccentric view of life, brought about by a lack of education and an intelligent brain. | | |He is also aggressive, and when Eliza, on her return, sticks her tongue out at him, he | | |goe s to hit her, but is prevented by Pickering.The scene ends with Higgins telling | | |Pickering that they really have got a difficult job on their hands. | | |   | | |Act Three | | |Mrs. Higgins drawing room.Higgins bursts in and tells his mother he has picked up a | | |common flower girl whom he has been teaching. Mrs. Higgins is not very impressed with| | |her sons attempts to win her approval because it is her at home day and she is | | |entertaining visitors. The visitors are the Eynsford-Hills. Higgins is rude to them on | | |their arrival.Eliza enters and soon falls into talking about the weather and her | | |family. Whilst she is now able to speak in beautifully modulated tones, the substance | | |of what she says remains unchanged from the gutter. She confides her suspicions that | | |aunt was killed by relatives, and mentions that gin had been mothers milk to this | | |aunt, and that Elizas own father was always more cheerful after a good amount of gin. | |Higgins passes o ff her remarks as the new small talk, and Freddy is enraptured. When | | |she is leaving, he asks her if she is going to walk across the park, to which she | | |replies, Walk? Not bloody likely! (This is the most famous line from the play, and, | | |for many years after the plays debut, use of the word bloody was known, as a | | |Pygmalion; Mrs.Campbell was considered to have risked her career by speaking the line | | |on stage. ) After she and the Eynsford-Hills leave, Henry asks for his mothers opinion. | | |She says the girl is not presentable and is very concerned about what will happen to | | |her, but neither Higgins nor Pickering understand her thoughts of Elizas future, and | | |leave feeling confident and excited about how Eliza will get on.This leaves Mrs. | | |Higgins feeling exasperated, and exclaiming, Men! Men!! Men!!! | | |However, the six months are not yet up, and just in time for the Embassy Ball Eliza | | |learns to behave properly as well as to speak properly.T he challenge she faces is | | |increased, however, by the presence at the Ball of Nepommuck, a former pupil of | | |Higgins who speaks 32 languages and is acting as an interpreter for a Greek | | |diplomatist who was in fact born the son of a Clerkenwell watchmaker and speaks | | |English so villainously that he dare not utter a word of it lest he betray his origin. | | |Nepommuck charges him handsomely for helping keep up the pretence. Pickering worries | | |that Nepommuck will see through Elizas disguise; nonetheless, Eliza is presented to | | |the Balls hosts, who, impressed by this vision of whom they know nothing, despatch | | |Nepommuck to find out about her.Meanwhile Higgins, the interesting work done, rapidly | | |loses interest in proceedings as he sees that no-one will see through Eliza. Indeed, | | |Nepommuck returns to his hosts to report that he has detected that Eliza is not | | |English, as she speaks it too perfectly (only those who have been taught to speak it | | | speak it well), and that she is, in fact, Hungarian, and of Royal blood.When asked, | | |Higgins responds with the truth and no-one believes him. | | |Act Four | | |Higgins home The time is midnight, and Higgins, Pickering, and Eliza have returned | | |from the ball.A tired Eliza sits unnoticed, brooding and silent, while Pickering | | |congratulates Higgins on winning the bet. Higgins scoffs and declares the evening a | | |silly tomfoolery, thanking God its over and saying that he had been sick of the | | |whole thing for the last two months. Still barely acknowledging Eliza beyond asking her| | |to leave a note for Mrs.Pearce regarding coffee, the two retire to bed. Higgins | | |returns to the room, looking for his slippers, and Eliza throws them at him. Higgins is| | |taken aback, and is at first completely unable to understand Elizas preoccupation, | | |which aside from being ignored after her triumph is the question of what she is to do | | |now.When Higgins does understand h e makes light of it, saying she could get married, | | |but Eliza interprets this as selling herself like a prostitute. We were above that at | | |the corner of Tottenham Court Road. Finally she returns her jewelry to Higgins, | | |including the ring he had given her, which he throws into the fireplace with a violence| | |that scares Eliza.Furious with himself for losing his temper, he damns Mrs. Pearce, | | |the coffee and then Eliza, and finally himself, for lavishing his knowledge and his | | |regard and intimacy on a heartless guttersnipe, and retires in great dudgeon. | | |Act Five | | |Mrs. Higgins drawing room, the next morning.Higgins and Pickering, perturbed by the | | |discovery that Eliza has walked out on them, call on Mrs. Higgins to phone the police. | | |Higgins is particularly distracted, since Eliza had assumed the responsibility of | | |maintaining his diary and keeping track of his possessions, which causes Mrs. Higgins | | |to decry their calling the police as t hough Eliza were a lost umb

Grandmas 90th Birthday Party Essays

Grandmas 90th Birthday Party Essays Grandmas 90th Birthday Party Paper Grandmas 90th Birthday Party Paper Essay Topic: The Birthday Party Last year, on Sunday, December 28, 2015, my family and I traveled to a town in Mexico calledEjutla. Ejutla is a friendly, immaculate, quiet township located southwest of the state of Jalisco. This nice place where everyone welcomes you. You can spend a good afternoon in its clean streets. This antique town is one of the places where Catholicism survived thanks to everything Saint Rodrigo Aguilar went through. He was a German priest who was in hide out in Ejutla. To this day he has his own room in the convent where the nuns pray.He was in hideout because he was deprecating out his word. He would sayâ€Å"live Christ the king† during the war and the soldiers didnt like him saying that so one day the soldiers found out where he was hiding and they hung Saint Rodrigo off that tree which still stands in the plaza today. The tree is blocked off because it is holy. Its been told if you eat a mango from the tree you will be holy yourself and free of sin. Ejutla is where my grandmother lives. We went there because she was going to turn 90 and we were going to celebrate by having a big birthday party for her. The party was planned by one of my older cousins named Lucy. She would collect 50 dollars from my uncles, aunts, and my cousins to pay for the party expenses and for the people attending. Later my older sister Alejandra came up with the idea of each one of us wearing a different color to coordinate with my grandmas clothing. Her grandchildren wore the color mint, her children wore emerald green, and her great-grandchildren wore peach. My grandma wore pearl colored clothing. It was a great experience because I got to see my family that I hadnt seen in a long time. I remember when I was 8 years old I would go visit my grandma every summer. I would stay home with her and she would teach me about her faith through stories while I sat beside her in a chair. One specific story that I remember her telling me was how my great grandma (my :

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Leadership Skills Theory at HSBC Life Assurance Malta

Leadership Skills Theory at HSBC Life Assurance Malta Chapter 1 Introduction Leadership skills are the focus of this study and therefore the author will be, in this chapter introduce leadership and the concept of the leader versus the manager as a primary source. In this section the author will define the meaning of leadership enabling one to understand better the next stages of this study. Furthermore one can find the objective of this study and the organisation studied. The structure section will define the construction of the complimenting chapters. 1.1 Objective The scope of this organisational case study is to compare and contrast the leadership skills theory and the selected organisations leadership and provided the concept of leadership versus management in order to understand better leadership skills which are defined later on in this study. Leadership skills will be reviewed by means of secondary research. Subsequently the leadership skills within the organisation will be studied by means of a primary research methodology. This will enable the author to reach the main objective which aim is to highlight the theory of leadership skills and present findings of the selected organisations current leadership practices. One will eventually benefit from the authors recommendations and conclusions based on the out come of the data analysis. 1.2 The Organisation The selected organisation for this study was HSBC Life Assurance Malta Limited. HSBC Life Assurance Malta Limited was set up in 1995 and is a fully owned subsidiary of HSBC Bank Malta Plc, regulated by the Malta Financial Services Authority. Over the years, HSBC Life has developed into one of the leading life assurance product providers on the island with its full and diversified product range, including group and individual term assurance products, mortgage protection policies, etc. This study research thus moves towards assessing all the concepts of leadership styles, skills, coaching, team building. The organisation is in the direction of the Managing Director. 1.3 Structure The structure of this study will be based on 5 chapters. The introduction, chapter 1, has highlighted leadership and the concept of leadership versus management, the objective and the organisation under investigation. Chapter 2 will follow with a literature review of leadership skills from previous studies whilst chapter 3 will cover the research methodology. Chapter 4 will present the findings and finally chapter 5 will cover the authors views and recommendations. Chapter 2 2.0 Leadership Leadership can be defined as: The ability to persuade others willingly to behave differently. The function of team leaders is to achieve the task set for them with the help of the group (Michael Armstrong 2003: 259). Another definition of leadership is: The task of a great leader is to get his people from where they are to where they have not been Leaders must invoke an alchemy of great vision. Those leaders who do not are ultimately judged failures, even though they may be popular at the moment (Henry Kissinger). Clawson (2006) explains that leadership consists of three components: the ability to influence others; the willingness to influence others; and the exercise of influence in a way that others respond voluntarily. Thus, while leadership included the use of power, not all uses of power are leadership. The highlight of leadership within an organisation is an emphasis on the importance of a strong human relation and the importance of creating rewarding high-performance teams of motivated and empowered employees. Human understanding and sensitivity are absolutely critical for leadership success. Leadership also consists of identifying proven talent within an organisation and optimising on this talented human resource by developing, retaining and partnering smartly together. Leadership has been perceived to be a primary key to successful strategy implementation. One of the key factors in implementing a strategy is building consensus. A consensus built by motivating, persuading people and by shaping culture and values within an organisation to support the new strategy (Ashby and Miles, 2002). Taking IBM as an example CEO Sam Palmisano has embarked on a leadership mission to get people within the organisation to focus on strategy formulation and implementation. He embarked on a mission to persuade people to focus on the on-demand vision and communicating clear directions. With this positive attitude and employee empowerment he made employees feel motivated and challenged to follow new strategic goals. In this changing world of globalisation, organisations are constantly facing changes within their set ups and therefore leadership plays an important role. Three important aspects of leadership would be people, influence and goals. In order to influence, the relationship between the leader and the follower must not be passive but assertive (Draft, 2006). Within an organisation, leadership directly impacts the effectiveness of costs, revenue generation, service, satisfaction, earnings, market value, share price, social capital, motivation, engagement, and sustainability. In this view one can identify the importance of vision within leadership. In order to move a group successfully towards its goal the leader must communicate the vision or visions with his or her followers. For effectiveness, a vision should appear to be simple, appear desirable enough to energise followers and should describe the organisations future position, which must be credible and preferable to the present state. The leader must communicate these visions adequately to ensure the followers feel as if the vision has been created by themselves (Renesch, 1994). Nonetheless one would need to understand that although leadership focuses on people, influence and goals it cannot be easily defined in such a generic context. However according to Scott (2007) a leader needs to understand that the follower may value a leader differently. Some may prefer a task oriented leader where others may prefer a people oriented leader. In this view the leader must identify the followers needs and how they construe effective leadership. One can see that self awareness is the foundation of effective leadership and one ought to communicate the vision and help the followers fit into that vision. Effective leaders need to change their approach according to the situation, as with one follower, a leader may need to be directive while with others, a leader may need to coach. 2.1 The History of Leadership Leadership, and the study of it, has roots in the beginning of civilisation. Egyptian rulers, Greek heroes and biblical patriarchs all have one thing in common leadership. There are numerous definitions and theories of leadership; however, there are enough similarities in the definitions to conclude that leadership is an effort of influence and the power to induce compliance (Wren, 1995). Our work, our environment, the motivation to work, leaders, leadership, leadership style, and a countless of other work-related variables have been studied for almost two centuries. The organisational focus of the leader has evolved over this same period. Early organisations with authoritarian leaders who believed employees were basically lazy transitioned into way to make work environments more conducive to increased productivity rates. Today, organisations are transforming into places where people are empowered, encouraged, and supported in their personal and professional growth throughout their careers. As the focus of leaders has changed over time, it has influenced and shaped the development and progression of leadership theory. 2.1.2 Early Leader Studies The Industrial Revolution shifted Americas economy from an agriculture base to an industrial one and, thereby, ushered in a change how leaders would treat their followers. The Industrial Revolution created a paradigm shift to a new theory of leadership in which common people gained power by virtue of their skills (Clawson, 1999). New technology, however, was accompanied and reinforced by mechanisation of human thought and action, thus creating hierarchical bureaucracies (Morgan, 1997). One major contributor to this era of management and leadership theory was Max Weber, a German sociologist who observed the parallels between the mechanisation of industry and the proliferation of bureaucratic forms of organisation (Morgan, 1997, p. 17). He noted that the bureaucratic form routinized the process of administration in the same manner that the machine routinized production. 2.1.3 Classical Management Theory and Scientific Management Webers concerns about bureaucracy, however, did not affect theorists who set the stage for what is now known as classical management theory and scientific management. Classical theorists focused on the design of the total organisation while scientific managers focused on the systematic management of individual jobs. In contrast to Weber, classical theorists such as Henri Fayol and F. W. Mooney, staunch advocates of bureaucratisation, devoted their energies identifying methods through which this kind of organisational structure could be achieved (Bass, 1990; Morgan, 1997). Collectively, these theorists set the basis for many modern management techniques, such as management by objectives. Scientific management, an approach heralded by Frederick Taylor, was technological in nature (Hersey, Blanchard Johnson, 1996). Taylor fused the perspective of an engineer into management with a strong emphasis on control, ruthless efficiency, quantification, predictability, and de-skilled jobs. He initiated time-and-motion studies to analyse work tasks to improve worker productivity in an attempt to achieve the highest level of efficiency possible. Consequently, he has been accused of viewing people as instruments or machines to be manipulated by leaders. The function of the leader under scientific management theory was to establish and enforce performance criteria to meet organisational goals; therefore, the focus of a leader was on the needs of the organisation and not on the individual worker. Although the classical and scientific approaches were different, the goals were similar organisations are rational systems and must operate in the most efficient manner possible to achieve the highest level of productivity (Morgan, 1997). Both theories relied on the machine metaphor with a heavy emphasis on mechanisation of jobs, which undermined the human aspect of the organisation and failed to recognise organisations as complex organisms. Although mechanistic organisations proved productive, there were limits to hierarchical bureaucracy. Emerging theorists encouraged leaders to recognise that humans were not machines and could not be treated as such. A post bureaucratic shift in the mid-1940s moved toward everyone taking responsibility for the organisations success or failure (Heckscher Donnellon, 1994). Researchers began to examine the relationship between leader behaviour and follower satisfaction level and organisational productivity and profitability. 2.1.4 Hawthorne, Maslow, and Herzberg Environment and Worker Needs Much organisational research during this era focused on overcoming the perceived shortcomings of the classical and scientific schools of management. Elton Mayos Hawthorne Studies focused on the work situation and its effect on leaders and followers, indicating that the reactions of human beings influence their work activities as much as the formal design and structure of the organisation. Early on leaders could focus their attention on the environment factors of the organisations. The early theories and studies provided researchers with tangible and measurable performance outcomes that were directly transferable to profitability and spreadsheet bottom-lines. A new theory of organisations and leadership began to emerge based on the idea that individuals operate most effectively when their needs are satisfied. Maslows (1959) Hierarchy of Needs posited that once a workers physiological, security, and social (intrinsic) needs were met, productivity would only be possible of the employees ego and self-actualising (extrinsic) needs were also met. Leader focus became redirected toward worker needs. Herzbergs Dual Factor Theory, the evolution of intrinsic and extrinsic needs, furthered Maslows work stating the employees intrinsic and extrinsic needs could, and should, be met simultaneously. Herzbergs (1966) Motivation-Hygiene theory furthered the work of Maslow by providing insights into the goals and incentives that tend to satisfy a workers needs. Herzberg concluded that people have two categories of needs, which he termed hygiene (environmental factors such as working conditions, company policies, etc.) and motivators (factors involving the job itself). According to Herzberg, an employees intrinsic and extrinsic needs could and should be addressed simultaneously. 2.1.5 The Shift to Behavioural Factors Leader focus had moved to understanding the relationship between a leaders actions and the followers satisfaction and productivity. Theorists began to consider behavioural concepts in their analysis of organisational leadership. For example, Chester Barnard was instrumental in including behavioural components (Bass, 1990). Barnards work emphasised the ways in which executives might develop their organisations into cooperative social systems by focusing on the integration of work efforts through communication of goals and attention to worker motivation (Hatch, 1997). Barnard, for example, identified an effective organisational leader as one who determined objectives, manipulated means, initiated action, and stimulated coordinated effort (Bass, 1990, p. 31). Barnard (1938), whose work focused on the functions of the executive, was instrumental in including behavioural components in his analysis of organisational leadership, which claimed that leadership involves accomplishing goals wit h and through people. The theorists of this age argued that in addition to finding the best technological methods to improve output, it would behove management to address human affairs as well. It was claimed that the real power centres within an organisation were the interpersonal relationships that developed among working groups (Hersey, Blanchard Johnson, 1996, p.100). A new theory of organisations and leadership began to emerge based on the idea that individuals operate most effectively when their needs are satisfied. Additionally, when this happens they are more likely to increase their productivity which in turn impacts the organisations bottom line. According to McGregor (1960), the traditional organisation with its centralised decision making, hierarchical pyramid, and external control of work is based on certain assumptions about human nature and human motivation. He dubbed these assumptions Theory X and Theory Y. Theory X assumes that most people prefer to be directed, are not interested in assuming responsibility, and want safety above all else. Accompanying the Theory X philosophy is the belief that people are motivated by money, fringe benefits, and threat of punishment. Managers who espouse Theory X assumptions attempt to structure, control, and closely supervise employees. Although McGregor himself questioned whether Theory X was as accurate view of human nature, the assumptions persisted for a long time in leadership theory circles because it explained à ¢Ã¢â€š ¬Ã‹Å"some, though not all, of human behaviour within organisations (Pugh Hickson, 1993). Drawing heavily from Maslows (1959) Hierarchy of Needs, McGregor ultimately concluded that Theory X assumptions about human nature, when universally applied, are often inaccurate and that management approaches that develop from these assumptions may fail to motivate individuals to strive toward organisational goals (Hersey, Blanchard, Johnson, 1996). McGregor (1960) believed that management needed practices based on a more accurate understanding of human nature and motivation. The resulting concept, Theory Y, proposed that individuals are not, by nature, lazy and unreliable. People can be self-directed and creative at work if properly motivated (Pugh Hickson, 1993). Therefore, an essential task of management is to unleash this potential. Consequently, the goal of effective leadership was evolving and moving away from the earlier concepts of the classical and scientific management theories that treated workers as machines. Leaders were now challenged to actively involve followers in achieving organisational goals. McGregor (1960), whose work was closely linked to that of the behavioural theorists, is a reflection of that era, providing a foundation for the future emergence of the transformational leadership. McGregors Theory X and Theory Y assumed that employees and leaders had progressed beyond Taylors productivity models that employees could find ways to satisfy their needs within the organisations structure. McGregor assumed employees far more complex that the trait and behavioural theories of leadership assumed and that their complexity and the leaders response to that complexity would affect how and whether the leader and followers worked in tandem to reach mutual organisational goals. McGregor proposed a replacement of direction and control of employees with humanistic motivation. The resulting concept, Theory Y, proposed that individuals did not inherently dislike work and, and that under certain conditions, work could actually be a source of great satisfaction. Theory Y assumed individuals would exercise self-direction and self-control, accepting and seeking responsibility (Pugh Hickson, 1993). The essential concept McGregor and other behaviourists proposed was that organisations are interacting groups and that leaders are a part of these groups. The leaders interaction and relationship with the employee must be a supportive relationship so all members of the organisation feel the organisations objectives and their achievement, are of personal importance to them (Pugh Hickson, 1993). 2.1.6 Situational/Contingency Theory The Circumstantial Focus Unprecedented social change in the mid-1960s to the mid-1980s shifted societal focus from increasing economic wealth to ensuring social rights and equality. Along with this social change, technology was again preparing to jolt American businesses. The advent of the computer age was shifting employee requirements from brawn to brains. Leadership became an intricate process of multilateral brokerage where leaders were forced to focus on constituencies within and without the organisation to survive (Vanourek, 1995). The internal and external environments of organisations were changing. The transference of power from those doing the work to those possessing knowledge about how to organise work more closely levelled the playing field for leaders and followers. Society acknowledged that traditional methods of leadership were no longer effective. McCollum (1995) implied that companies in the information age were unsuccessfully trying to conduct their business using obsolete industrial age leadership theories. Change was the only thing of which everyone could be sure, a factor requiring leadership research and society to consider contingency/situational approaches to leadership if businesses were to remain successful and profitable in an ever-changing and increasingly complicated environment (Contee-Borders, 2003). Heysey and Blanchard (1996) proposed a contingency/situational theory advocating a leaders use of differing leadership behaviours dependent upon two interrelated maturity factors: (a) job maturity relevant task and technical knowledge and skills, and (b) psychological maturity the subordinates level of self-confidence and self-respect (Yukl, 1998). An employee who has a high level of job and psychological maturity requires little supervision; while an employee who has a low level of job and psychological maturity requires hand-on attention. Fielders contingency theory is viewed as the opposite of Hersey and Blanchards theory, maintaining that leaders are less flexible in their ability to change their behaviour based on followers maturity (the basic concept of Hersey and Blanchards theory) (Hughes, Ginnett, Curphy, 1993). Fielders contingency theory posited that leader effectiveness is determined by not the leaders ability to adapt to the situation, but by the ability to choose the à ¢Ã¢â€š ¬Ã‹Å"right leader for the situation (though this theory does not identify who would be responsible for making this choice). Some leaders are simply better for specific situation than others and the situation determines the identified leaders success, though leaders would need to be capable of understanding when they were not right for the situation and remove themselves a task of humility. 2.2 Leadership Styles From a very classical autocratic approach to a very creative, participative approach, different styles were needed for different situations and each leader needed to know when to exhibit a particular approach. The most familiar model is the leadership scale devised by Tannenbaum and Schmidt. In this model, the leader is advised to choose a leadership style that it appropriate for the particular situation. These styles or behaviours, can be placed along continuum ranging from boss-centred at one-end of the scale to subordinate-centred at the other end, as illustrated in Figure 1.1 Inevitably, the opposite poles of this continuum have been labelled Authoritarian (or task-centred), and Democratic (or people-centred) and the inference has been drawn that a concern forgetting the job done is at the opposite end of the scale of the people involved. Tannenbaum and Schmidts article is not as shallow as that, but, like it or not, the impression is left that the two concerns are somehow incompatible. Other commentators advised that authoritarian leadership styles would be most effective in situations that were favourable to the leader and democratic styles would better suit situations that were unfavourable to the leader. Favourable in this context means that the leader has high formal authority, relations between the leader and the staff are good, and the task is highly structured. This further reinforces the assumption that democratic styles are for the leaders to fall back on when things are not going entirely their way; they would not want to be democratic if it could be avoided. The Democratic styles should be the preferred option, falling back on authoritarian styles only when circumstances require it. For example, when the fire alarm sounds tell everyone to leave the building; do not hold a decision about the best course of action. Or, when something bad can not be avoided, accept your responsibility as a manager and give instructions clearly and assertively. Otherwise, the benefits of the bringing several brains to bear on an issue, and the commitment that democratic approaches tend to foster, usually outweigh the inevitable untidiness of getting everyone involved in decision-making . Interestingly, research into animal social groups has found that decisions arrived at communally or democratically are usually more beneficial for the group and its individual members than despotic decision-making, and tend to be less extreme. Whether lessons drawn from the observation of animal behaviour can usefully be applied directly to human groups depends on how much corroborating evidence there is. 2.3 Leadership versus Management Creech (1995) defines the manager versus the leader. She explains how a manager is typically well-educated and would generally possess very high conceptual skills. Managers are mostly focused on the latest management literature. Furthermore managers are very aware of the system, rules and procedures both documented and undocumented. They tend to be very productive oriented rather than people oriented persons and this style proves that they are usually inaccessible or have very little time to listed to the people they manage. This also results form their heavy busy schedules. In addition managers face highly intensive stresses and become very intolerant of any mistakes. They rarely motivate their people to take significant risks to improve operationally or personally and in moments of crisis they can easily consider to re-establish who is in charge, believing that they will achieve the expected performances and organisational goals. Nonetheless, they are very conscious of what others think about them and expect to be liked, despite being aware that this is rather impossible, due to the conflicting roles between management and workers. Furthermore managers ask subordinates for participative input, but rarely encourage real dissent with their own views (Creech, 1995). In contrast, leaders are very people oriented and although they are conscious of what people think of them they are generally less concerned. However, leaders feel themselves as helpers to the organisation as opposed being in command. They are inventive and imaginative movers and participate in achievement of goals. Arguably, leaders have a more positive style to achieving goals and during time of financial or operational turbulences they focus on asking team members for help in strategies and innovation in order to regain competitive advantage. Opposed to this, managers would consider downsizing and cost cutting (Creech, 1995). One can that this is visionary and leaders do communicate widely with simple clear cut visions and goals. They intend to simplify communication to ensure the message gets through without ridiculing anyone in the event of misunderstandings. Additionally they are tolerant of mistakes during the process of development and goal achievement and they are fond of acknowledging their mistakes and do not fear to take whatever measures are required to rectify them (Creech, 1995). Bennis and Goldsmith (1997) define the difference between manager and leader using the following paired contrasts: The manager administers; the leader innovates. The manager maintains; the leader develops. The manager accepts reality; the leader investigates it. The manager focuses on systems and structures; the leader focuses on people. The manager relies on control; the leader inspires trust. The manager has a short-range view; the leader has a long-range perspective. The manager asks how and when; the leader asks what and why. The manager has his or her eye always on the bottom line; the leader has his or her eye on the horizon. The manager imitates; the leader originates. The manager accepts the status quo; the leader challenges it. The manager is the classis good soldier; the leader is his or her own person (Bennis and Goldsmith, 1997, p.9). Chapter 3 Literature Review For the purpose of this literature review it has been classified as follows: Human Relation Skills including follower leader relation, and conflict management and counselling as intrapersonal skills. Intrapersonal Skills includes self confidence, stress management, and time management whilst Organisational Skills include leadership styles and motivation and finally Creativity Skills. Human Relation Skills and Intrapersonal Skills follow the same paths and are the abilities how one interacts with others. However Intrapersonal Skills is ones own personal development whilst Organisational Skills is the skill to have a conceptual focus. Finally, Creativity Skills are the having of new ideas. The author introduced these skills in the above sequence as she believes that without having human relation skills one cannot help ones personal development and cannot encourage motivation or creativity. Needless to say, that without motivation one would find difficulties creating new ideas. 3.1 Human Relations and Intrapersonal Skills 3.1.2 Follower Leader Relation In order for a leader to achieve effectiveness through human relations, Isaac, Zerbe and Pitt (2001) shared four important insights and beliefs about the nature of their relationships with their followers: Firstly, they explain how positively effective it is, to gradually and gently direct the follower towards the established goals rather than throwing them into heavy burdens to accomplish corporate purposes. When a mutual agreement of mutual interest is established leaders would smartly lay down the red carpet to the follower and will satisfy the goals of both parties. Rigid commands from the hierarchy within an organisation normally lead to unsatisfactory results and frustration (Isaac, Zerbe and Pitt, 2001) Secondly, it is in the leaders interest to strongly understand their followers, by recognising their needs, what motivates them , their various stages of personal development, and their goals. This is seen through a flow of communication and observations. The leaders challenge in such scenario would be to reach satisfactory levels of both the follower and the organisation. During such a process of identifying the followers needs the leader must show sensitivity, ingenuity and judgement when putting together corporate and personal objectives through communication. The leader should address those areas identified to be low in self confidence and capability by the follower in order to achieve maximum results (Isaac, Zerb and Pitt, 2001) Thirdly, leaders have to establish motivating conditions not only to motivate the follower but to encourage self motivation. One of the motives encouraging the self motivation process would be organisational rewards however this makes the leaders responsibility intense, as he/she would need to determine the various intrinsic or extrinsic rewards to followers. Intrinsic motivational states are beyond leaders control however they can possibly enhance such feelings and emotions by: Spending time with the follower and enhancing, rather than undermining, self-confidence. Increasing follower knowledge, skills and abilities through exposure to various educational and training programs, as well as experiences. These activities enhance both follower capability and self-confidence. Establishing realistic, meaningful and attainable goals with the follower to both parties. Creating a climate of mutual respect. Showing appreciation when the follower meets or exceeds expectations, or addressing problematic issues regarding the followers performance by focusing upon the work rather than the individual. (Isaac, Zerbe and Pitt, 2001, p.212) The fourth and final insight relates to the importance of honesty and consistent behaviour showed to the followers. Leaders can loose credibility through promises that are rather difficult to fulfil at a later stage, and will also be exposed to deducting the followers motivation. On the other hand consistency generates a clear path to the followers especially in matters such as fairness, expectations and personal cose of conduct. In addition, leader must reduce distinctions of status that might cause some followers to feel degraded and not regarded (Isaac, Zerbe and Pitt, 2001). Relationship closeness, is the extent to which an employee has a sharing, open, familiar relation with management. Thus, relationship closeness is a broad concept that encompasses several specific constructs like interaction, open communication, and informal relations between employees and management(Mcknight, Ahmad and Schroederet, 2001, p.466). As one can see from the above four insights of human relations skills incorporates a strong degree of interpersonal skills and as Leadership Skills Theory at HSBC Life Assurance Malta Leadership Skills Theory at HSBC Life Assurance Malta Chapter 1 Introduction Leadership skills are the focus of this study and therefore the author will be, in this chapter introduce leadership and the concept of the leader versus the manager as a primary source. In this section the author will define the meaning of leadership enabling one to understand better the next stages of this study. Furthermore one can find the objective of this study and the organisation studied. The structure section will define the construction of the complimenting chapters. 1.1 Objective The scope of this organisational case study is to compare and contrast the leadership skills theory and the selected organisations leadership and provided the concept of leadership versus management in order to understand better leadership skills which are defined later on in this study. Leadership skills will be reviewed by means of secondary research. Subsequently the leadership skills within the organisation will be studied by means of a primary research methodology. This will enable the author to reach the main objective which aim is to highlight the theory of leadership skills and present findings of the selected organisations current leadership practices. One will eventually benefit from the authors recommendations and conclusions based on the out come of the data analysis. 1.2 The Organisation The selected organisation for this study was HSBC Life Assurance Malta Limited. HSBC Life Assurance Malta Limited was set up in 1995 and is a fully owned subsidiary of HSBC Bank Malta Plc, regulated by the Malta Financial Services Authority. Over the years, HSBC Life has developed into one of the leading life assurance product providers on the island with its full and diversified product range, including group and individual term assurance products, mortgage protection policies, etc. This study research thus moves towards assessing all the concepts of leadership styles, skills, coaching, team building. The organisation is in the direction of the Managing Director. 1.3 Structure The structure of this study will be based on 5 chapters. The introduction, chapter 1, has highlighted leadership and the concept of leadership versus management, the objective and the organisation under investigation. Chapter 2 will follow with a literature review of leadership skills from previous studies whilst chapter 3 will cover the research methodology. Chapter 4 will present the findings and finally chapter 5 will cover the authors views and recommendations. Chapter 2 2.0 Leadership Leadership can be defined as: The ability to persuade others willingly to behave differently. The function of team leaders is to achieve the task set for them with the help of the group (Michael Armstrong 2003: 259). Another definition of leadership is: The task of a great leader is to get his people from where they are to where they have not been Leaders must invoke an alchemy of great vision. Those leaders who do not are ultimately judged failures, even though they may be popular at the moment (Henry Kissinger). Clawson (2006) explains that leadership consists of three components: the ability to influence others; the willingness to influence others; and the exercise of influence in a way that others respond voluntarily. Thus, while leadership included the use of power, not all uses of power are leadership. The highlight of leadership within an organisation is an emphasis on the importance of a strong human relation and the importance of creating rewarding high-performance teams of motivated and empowered employees. Human understanding and sensitivity are absolutely critical for leadership success. Leadership also consists of identifying proven talent within an organisation and optimising on this talented human resource by developing, retaining and partnering smartly together. Leadership has been perceived to be a primary key to successful strategy implementation. One of the key factors in implementing a strategy is building consensus. A consensus built by motivating, persuading people and by shaping culture and values within an organisation to support the new strategy (Ashby and Miles, 2002). Taking IBM as an example CEO Sam Palmisano has embarked on a leadership mission to get people within the organisation to focus on strategy formulation and implementation. He embarked on a mission to persuade people to focus on the on-demand vision and communicating clear directions. With this positive attitude and employee empowerment he made employees feel motivated and challenged to follow new strategic goals. In this changing world of globalisation, organisations are constantly facing changes within their set ups and therefore leadership plays an important role. Three important aspects of leadership would be people, influence and goals. In order to influence, the relationship between the leader and the follower must not be passive but assertive (Draft, 2006). Within an organisation, leadership directly impacts the effectiveness of costs, revenue generation, service, satisfaction, earnings, market value, share price, social capital, motivation, engagement, and sustainability. In this view one can identify the importance of vision within leadership. In order to move a group successfully towards its goal the leader must communicate the vision or visions with his or her followers. For effectiveness, a vision should appear to be simple, appear desirable enough to energise followers and should describe the organisations future position, which must be credible and preferable to the present state. The leader must communicate these visions adequately to ensure the followers feel as if the vision has been created by themselves (Renesch, 1994). Nonetheless one would need to understand that although leadership focuses on people, influence and goals it cannot be easily defined in such a generic context. However according to Scott (2007) a leader needs to understand that the follower may value a leader differently. Some may prefer a task oriented leader where others may prefer a people oriented leader. In this view the leader must identify the followers needs and how they construe effective leadership. One can see that self awareness is the foundation of effective leadership and one ought to communicate the vision and help the followers fit into that vision. Effective leaders need to change their approach according to the situation, as with one follower, a leader may need to be directive while with others, a leader may need to coach. 2.1 The History of Leadership Leadership, and the study of it, has roots in the beginning of civilisation. Egyptian rulers, Greek heroes and biblical patriarchs all have one thing in common leadership. There are numerous definitions and theories of leadership; however, there are enough similarities in the definitions to conclude that leadership is an effort of influence and the power to induce compliance (Wren, 1995). Our work, our environment, the motivation to work, leaders, leadership, leadership style, and a countless of other work-related variables have been studied for almost two centuries. The organisational focus of the leader has evolved over this same period. Early organisations with authoritarian leaders who believed employees were basically lazy transitioned into way to make work environments more conducive to increased productivity rates. Today, organisations are transforming into places where people are empowered, encouraged, and supported in their personal and professional growth throughout their careers. As the focus of leaders has changed over time, it has influenced and shaped the development and progression of leadership theory. 2.1.2 Early Leader Studies The Industrial Revolution shifted Americas economy from an agriculture base to an industrial one and, thereby, ushered in a change how leaders would treat their followers. The Industrial Revolution created a paradigm shift to a new theory of leadership in which common people gained power by virtue of their skills (Clawson, 1999). New technology, however, was accompanied and reinforced by mechanisation of human thought and action, thus creating hierarchical bureaucracies (Morgan, 1997). One major contributor to this era of management and leadership theory was Max Weber, a German sociologist who observed the parallels between the mechanisation of industry and the proliferation of bureaucratic forms of organisation (Morgan, 1997, p. 17). He noted that the bureaucratic form routinized the process of administration in the same manner that the machine routinized production. 2.1.3 Classical Management Theory and Scientific Management Webers concerns about bureaucracy, however, did not affect theorists who set the stage for what is now known as classical management theory and scientific management. Classical theorists focused on the design of the total organisation while scientific managers focused on the systematic management of individual jobs. In contrast to Weber, classical theorists such as Henri Fayol and F. W. Mooney, staunch advocates of bureaucratisation, devoted their energies identifying methods through which this kind of organisational structure could be achieved (Bass, 1990; Morgan, 1997). Collectively, these theorists set the basis for many modern management techniques, such as management by objectives. Scientific management, an approach heralded by Frederick Taylor, was technological in nature (Hersey, Blanchard Johnson, 1996). Taylor fused the perspective of an engineer into management with a strong emphasis on control, ruthless efficiency, quantification, predictability, and de-skilled jobs. He initiated time-and-motion studies to analyse work tasks to improve worker productivity in an attempt to achieve the highest level of efficiency possible. Consequently, he has been accused of viewing people as instruments or machines to be manipulated by leaders. The function of the leader under scientific management theory was to establish and enforce performance criteria to meet organisational goals; therefore, the focus of a leader was on the needs of the organisation and not on the individual worker. Although the classical and scientific approaches were different, the goals were similar organisations are rational systems and must operate in the most efficient manner possible to achieve the highest level of productivity (Morgan, 1997). Both theories relied on the machine metaphor with a heavy emphasis on mechanisation of jobs, which undermined the human aspect of the organisation and failed to recognise organisations as complex organisms. Although mechanistic organisations proved productive, there were limits to hierarchical bureaucracy. Emerging theorists encouraged leaders to recognise that humans were not machines and could not be treated as such. A post bureaucratic shift in the mid-1940s moved toward everyone taking responsibility for the organisations success or failure (Heckscher Donnellon, 1994). Researchers began to examine the relationship between leader behaviour and follower satisfaction level and organisational productivity and profitability. 2.1.4 Hawthorne, Maslow, and Herzberg Environment and Worker Needs Much organisational research during this era focused on overcoming the perceived shortcomings of the classical and scientific schools of management. Elton Mayos Hawthorne Studies focused on the work situation and its effect on leaders and followers, indicating that the reactions of human beings influence their work activities as much as the formal design and structure of the organisation. Early on leaders could focus their attention on the environment factors of the organisations. The early theories and studies provided researchers with tangible and measurable performance outcomes that were directly transferable to profitability and spreadsheet bottom-lines. A new theory of organisations and leadership began to emerge based on the idea that individuals operate most effectively when their needs are satisfied. Maslows (1959) Hierarchy of Needs posited that once a workers physiological, security, and social (intrinsic) needs were met, productivity would only be possible of the employees ego and self-actualising (extrinsic) needs were also met. Leader focus became redirected toward worker needs. Herzbergs Dual Factor Theory, the evolution of intrinsic and extrinsic needs, furthered Maslows work stating the employees intrinsic and extrinsic needs could, and should, be met simultaneously. Herzbergs (1966) Motivation-Hygiene theory furthered the work of Maslow by providing insights into the goals and incentives that tend to satisfy a workers needs. Herzberg concluded that people have two categories of needs, which he termed hygiene (environmental factors such as working conditions, company policies, etc.) and motivators (factors involving the job itself). According to Herzberg, an employees intrinsic and extrinsic needs could and should be addressed simultaneously. 2.1.5 The Shift to Behavioural Factors Leader focus had moved to understanding the relationship between a leaders actions and the followers satisfaction and productivity. Theorists began to consider behavioural concepts in their analysis of organisational leadership. For example, Chester Barnard was instrumental in including behavioural components (Bass, 1990). Barnards work emphasised the ways in which executives might develop their organisations into cooperative social systems by focusing on the integration of work efforts through communication of goals and attention to worker motivation (Hatch, 1997). Barnard, for example, identified an effective organisational leader as one who determined objectives, manipulated means, initiated action, and stimulated coordinated effort (Bass, 1990, p. 31). Barnard (1938), whose work focused on the functions of the executive, was instrumental in including behavioural components in his analysis of organisational leadership, which claimed that leadership involves accomplishing goals wit h and through people. The theorists of this age argued that in addition to finding the best technological methods to improve output, it would behove management to address human affairs as well. It was claimed that the real power centres within an organisation were the interpersonal relationships that developed among working groups (Hersey, Blanchard Johnson, 1996, p.100). A new theory of organisations and leadership began to emerge based on the idea that individuals operate most effectively when their needs are satisfied. Additionally, when this happens they are more likely to increase their productivity which in turn impacts the organisations bottom line. According to McGregor (1960), the traditional organisation with its centralised decision making, hierarchical pyramid, and external control of work is based on certain assumptions about human nature and human motivation. He dubbed these assumptions Theory X and Theory Y. Theory X assumes that most people prefer to be directed, are not interested in assuming responsibility, and want safety above all else. Accompanying the Theory X philosophy is the belief that people are motivated by money, fringe benefits, and threat of punishment. Managers who espouse Theory X assumptions attempt to structure, control, and closely supervise employees. Although McGregor himself questioned whether Theory X was as accurate view of human nature, the assumptions persisted for a long time in leadership theory circles because it explained à ¢Ã¢â€š ¬Ã‹Å"some, though not all, of human behaviour within organisations (Pugh Hickson, 1993). Drawing heavily from Maslows (1959) Hierarchy of Needs, McGregor ultimately concluded that Theory X assumptions about human nature, when universally applied, are often inaccurate and that management approaches that develop from these assumptions may fail to motivate individuals to strive toward organisational goals (Hersey, Blanchard, Johnson, 1996). McGregor (1960) believed that management needed practices based on a more accurate understanding of human nature and motivation. The resulting concept, Theory Y, proposed that individuals are not, by nature, lazy and unreliable. People can be self-directed and creative at work if properly motivated (Pugh Hickson, 1993). Therefore, an essential task of management is to unleash this potential. Consequently, the goal of effective leadership was evolving and moving away from the earlier concepts of the classical and scientific management theories that treated workers as machines. Leaders were now challenged to actively involve followers in achieving organisational goals. McGregor (1960), whose work was closely linked to that of the behavioural theorists, is a reflection of that era, providing a foundation for the future emergence of the transformational leadership. McGregors Theory X and Theory Y assumed that employees and leaders had progressed beyond Taylors productivity models that employees could find ways to satisfy their needs within the organisations structure. McGregor assumed employees far more complex that the trait and behavioural theories of leadership assumed and that their complexity and the leaders response to that complexity would affect how and whether the leader and followers worked in tandem to reach mutual organisational goals. McGregor proposed a replacement of direction and control of employees with humanistic motivation. The resulting concept, Theory Y, proposed that individuals did not inherently dislike work and, and that under certain conditions, work could actually be a source of great satisfaction. Theory Y assumed individuals would exercise self-direction and self-control, accepting and seeking responsibility (Pugh Hickson, 1993). The essential concept McGregor and other behaviourists proposed was that organisations are interacting groups and that leaders are a part of these groups. The leaders interaction and relationship with the employee must be a supportive relationship so all members of the organisation feel the organisations objectives and their achievement, are of personal importance to them (Pugh Hickson, 1993). 2.1.6 Situational/Contingency Theory The Circumstantial Focus Unprecedented social change in the mid-1960s to the mid-1980s shifted societal focus from increasing economic wealth to ensuring social rights and equality. Along with this social change, technology was again preparing to jolt American businesses. The advent of the computer age was shifting employee requirements from brawn to brains. Leadership became an intricate process of multilateral brokerage where leaders were forced to focus on constituencies within and without the organisation to survive (Vanourek, 1995). The internal and external environments of organisations were changing. The transference of power from those doing the work to those possessing knowledge about how to organise work more closely levelled the playing field for leaders and followers. Society acknowledged that traditional methods of leadership were no longer effective. McCollum (1995) implied that companies in the information age were unsuccessfully trying to conduct their business using obsolete industrial age leadership theories. Change was the only thing of which everyone could be sure, a factor requiring leadership research and society to consider contingency/situational approaches to leadership if businesses were to remain successful and profitable in an ever-changing and increasingly complicated environment (Contee-Borders, 2003). Heysey and Blanchard (1996) proposed a contingency/situational theory advocating a leaders use of differing leadership behaviours dependent upon two interrelated maturity factors: (a) job maturity relevant task and technical knowledge and skills, and (b) psychological maturity the subordinates level of self-confidence and self-respect (Yukl, 1998). An employee who has a high level of job and psychological maturity requires little supervision; while an employee who has a low level of job and psychological maturity requires hand-on attention. Fielders contingency theory is viewed as the opposite of Hersey and Blanchards theory, maintaining that leaders are less flexible in their ability to change their behaviour based on followers maturity (the basic concept of Hersey and Blanchards theory) (Hughes, Ginnett, Curphy, 1993). Fielders contingency theory posited that leader effectiveness is determined by not the leaders ability to adapt to the situation, but by the ability to choose the à ¢Ã¢â€š ¬Ã‹Å"right leader for the situation (though this theory does not identify who would be responsible for making this choice). Some leaders are simply better for specific situation than others and the situation determines the identified leaders success, though leaders would need to be capable of understanding when they were not right for the situation and remove themselves a task of humility. 2.2 Leadership Styles From a very classical autocratic approach to a very creative, participative approach, different styles were needed for different situations and each leader needed to know when to exhibit a particular approach. The most familiar model is the leadership scale devised by Tannenbaum and Schmidt. In this model, the leader is advised to choose a leadership style that it appropriate for the particular situation. These styles or behaviours, can be placed along continuum ranging from boss-centred at one-end of the scale to subordinate-centred at the other end, as illustrated in Figure 1.1 Inevitably, the opposite poles of this continuum have been labelled Authoritarian (or task-centred), and Democratic (or people-centred) and the inference has been drawn that a concern forgetting the job done is at the opposite end of the scale of the people involved. Tannenbaum and Schmidts article is not as shallow as that, but, like it or not, the impression is left that the two concerns are somehow incompatible. Other commentators advised that authoritarian leadership styles would be most effective in situations that were favourable to the leader and democratic styles would better suit situations that were unfavourable to the leader. Favourable in this context means that the leader has high formal authority, relations between the leader and the staff are good, and the task is highly structured. This further reinforces the assumption that democratic styles are for the leaders to fall back on when things are not going entirely their way; they would not want to be democratic if it could be avoided. The Democratic styles should be the preferred option, falling back on authoritarian styles only when circumstances require it. For example, when the fire alarm sounds tell everyone to leave the building; do not hold a decision about the best course of action. Or, when something bad can not be avoided, accept your responsibility as a manager and give instructions clearly and assertively. Otherwise, the benefits of the bringing several brains to bear on an issue, and the commitment that democratic approaches tend to foster, usually outweigh the inevitable untidiness of getting everyone involved in decision-making . Interestingly, research into animal social groups has found that decisions arrived at communally or democratically are usually more beneficial for the group and its individual members than despotic decision-making, and tend to be less extreme. Whether lessons drawn from the observation of animal behaviour can usefully be applied directly to human groups depends on how much corroborating evidence there is. 2.3 Leadership versus Management Creech (1995) defines the manager versus the leader. She explains how a manager is typically well-educated and would generally possess very high conceptual skills. Managers are mostly focused on the latest management literature. Furthermore managers are very aware of the system, rules and procedures both documented and undocumented. They tend to be very productive oriented rather than people oriented persons and this style proves that they are usually inaccessible or have very little time to listed to the people they manage. This also results form their heavy busy schedules. In addition managers face highly intensive stresses and become very intolerant of any mistakes. They rarely motivate their people to take significant risks to improve operationally or personally and in moments of crisis they can easily consider to re-establish who is in charge, believing that they will achieve the expected performances and organisational goals. Nonetheless, they are very conscious of what others think about them and expect to be liked, despite being aware that this is rather impossible, due to the conflicting roles between management and workers. Furthermore managers ask subordinates for participative input, but rarely encourage real dissent with their own views (Creech, 1995). In contrast, leaders are very people oriented and although they are conscious of what people think of them they are generally less concerned. However, leaders feel themselves as helpers to the organisation as opposed being in command. They are inventive and imaginative movers and participate in achievement of goals. Arguably, leaders have a more positive style to achieving goals and during time of financial or operational turbulences they focus on asking team members for help in strategies and innovation in order to regain competitive advantage. Opposed to this, managers would consider downsizing and cost cutting (Creech, 1995). One can that this is visionary and leaders do communicate widely with simple clear cut visions and goals. They intend to simplify communication to ensure the message gets through without ridiculing anyone in the event of misunderstandings. Additionally they are tolerant of mistakes during the process of development and goal achievement and they are fond of acknowledging their mistakes and do not fear to take whatever measures are required to rectify them (Creech, 1995). Bennis and Goldsmith (1997) define the difference between manager and leader using the following paired contrasts: The manager administers; the leader innovates. The manager maintains; the leader develops. The manager accepts reality; the leader investigates it. The manager focuses on systems and structures; the leader focuses on people. The manager relies on control; the leader inspires trust. The manager has a short-range view; the leader has a long-range perspective. The manager asks how and when; the leader asks what and why. The manager has his or her eye always on the bottom line; the leader has his or her eye on the horizon. The manager imitates; the leader originates. The manager accepts the status quo; the leader challenges it. The manager is the classis good soldier; the leader is his or her own person (Bennis and Goldsmith, 1997, p.9). Chapter 3 Literature Review For the purpose of this literature review it has been classified as follows: Human Relation Skills including follower leader relation, and conflict management and counselling as intrapersonal skills. Intrapersonal Skills includes self confidence, stress management, and time management whilst Organisational Skills include leadership styles and motivation and finally Creativity Skills. Human Relation Skills and Intrapersonal Skills follow the same paths and are the abilities how one interacts with others. However Intrapersonal Skills is ones own personal development whilst Organisational Skills is the skill to have a conceptual focus. Finally, Creativity Skills are the having of new ideas. The author introduced these skills in the above sequence as she believes that without having human relation skills one cannot help ones personal development and cannot encourage motivation or creativity. Needless to say, that without motivation one would find difficulties creating new ideas. 3.1 Human Relations and Intrapersonal Skills 3.1.2 Follower Leader Relation In order for a leader to achieve effectiveness through human relations, Isaac, Zerbe and Pitt (2001) shared four important insights and beliefs about the nature of their relationships with their followers: Firstly, they explain how positively effective it is, to gradually and gently direct the follower towards the established goals rather than throwing them into heavy burdens to accomplish corporate purposes. When a mutual agreement of mutual interest is established leaders would smartly lay down the red carpet to the follower and will satisfy the goals of both parties. Rigid commands from the hierarchy within an organisation normally lead to unsatisfactory results and frustration (Isaac, Zerbe and Pitt, 2001) Secondly, it is in the leaders interest to strongly understand their followers, by recognising their needs, what motivates them , their various stages of personal development, and their goals. This is seen through a flow of communication and observations. The leaders challenge in such scenario would be to reach satisfactory levels of both the follower and the organisation. During such a process of identifying the followers needs the leader must show sensitivity, ingenuity and judgement when putting together corporate and personal objectives through communication. The leader should address those areas identified to be low in self confidence and capability by the follower in order to achieve maximum results (Isaac, Zerb and Pitt, 2001) Thirdly, leaders have to establish motivating conditions not only to motivate the follower but to encourage self motivation. One of the motives encouraging the self motivation process would be organisational rewards however this makes the leaders responsibility intense, as he/she would need to determine the various intrinsic or extrinsic rewards to followers. Intrinsic motivational states are beyond leaders control however they can possibly enhance such feelings and emotions by: Spending time with the follower and enhancing, rather than undermining, self-confidence. Increasing follower knowledge, skills and abilities through exposure to various educational and training programs, as well as experiences. These activities enhance both follower capability and self-confidence. Establishing realistic, meaningful and attainable goals with the follower to both parties. Creating a climate of mutual respect. Showing appreciation when the follower meets or exceeds expectations, or addressing problematic issues regarding the followers performance by focusing upon the work rather than the individual. (Isaac, Zerbe and Pitt, 2001, p.212) The fourth and final insight relates to the importance of honesty and consistent behaviour showed to the followers. Leaders can loose credibility through promises that are rather difficult to fulfil at a later stage, and will also be exposed to deducting the followers motivation. On the other hand consistency generates a clear path to the followers especially in matters such as fairness, expectations and personal cose of conduct. In addition, leader must reduce distinctions of status that might cause some followers to feel degraded and not regarded (Isaac, Zerbe and Pitt, 2001). Relationship closeness, is the extent to which an employee has a sharing, open, familiar relation with management. Thus, relationship closeness is a broad concept that encompasses several specific constructs like interaction, open communication, and informal relations between employees and management(Mcknight, Ahmad and Schroederet, 2001, p.466). As one can see from the above four insights of human relations skills incorporates a strong degree of interpersonal skills and as