The Human Resource Management Of The Rydges Latimer Essay

Research Report on Rydges Latimer Executive Summary This research report explores the current Human Resource Management of the Rydges Latimer. This report forms an idea about the operation of the Rydges, their strategies, policies, plans, processes and practises. This report outlines the structure, key components, and the key solutions/ Recommendation of the Rydges Latimer. In order to understand the context visibly, this report includes interview with the Conference Manager Mr. Abhishek Kaurade. This interview was mostly focused on the roles/ responsibilities, strategic plan, performance management, recruitment process and training for Conference Department. As this department plays a dynamic role to build the image and quality of the Rydges in this Hospitality Industry of New Zealand. Mr. Kaurade explained about the parent company Amalgamated Holding Limited. Introduction The Human Resource Department manages administration of individuals inside the organisation, there are various obligation that accompany with this title. Above all else, the department is responsible for contracting parts of staff, involving in attracting employees, keeping them in their positions and guaranteeing that they perform to desire. Additionally this department clarifies and sets the day to day achievement of the organisation. It is responsible for the organisation of people in the whole company and makes strategies for the future and objectives including people in the company. Research has

The Legal Drinking Age For The United States Government Essay

Policy Paper There are multiple policies that should be taken into high consideration for the United States government. However, one specific topic that needs to be addressed is the legal drinking age. As of now, the legal drinking age in America is 21. To some residents, this law is considerably reasonable. To others, having the drinking age of 21 seems unnecessary for multiple reasons. Most people would agree that having the current drinking age allows for more responsible teens and young adults. Yet in most cases, this is extremely false. Although those younger than 21 are not legally allowed to purchase alcohol, they still find ways around getting caught. In addition, 18 year olds in America are not legally allowed to drink alcohol. However, they are in fact allowed to vote, operate a motor vehicle, pay taxes, get married, become a legal guardian, own a gun, fight and die in a foreign country, and are considered an adult in society. If an 18 year old is LEGALLY allowed to do all of these thin gs, why is it they aren’t allowed a drink? (Engs) That being said, the legal drinking age of 21, should be changed to 18 years of age. Researchers have found that the number of heavy drinkers would decrease drastically. This is due to teens attempting to be rebellious and become closer to adulthood. If those of 18 years were legally allowed to purchase and drink alcohol, they wouldn t feel the need to heavy drink multiple times throughout the week. That sense of rebellion would beShow MoreRelatedThe Drinking Age Should Be Lowered1542 Words   |  7 Pagesplaced on drinking alcohol and some are controversial. With the majority of the world having a drinking age of 18 years old many often wonder why does the United States have their own at 21 years of age. This has been a topic of much discussion and drama ever since the law was put in place by the US government. There are many people who agree with the law the US have placed on alcohol but there are even more people who have a problem with it. Not only do these people have a problem with the age but theyRead MoreDrinking Age Drinking847 Words   |  4 Pages There has been an ongoing discussion in the United States on whether the drinking age should be lowered to eighteen like most of the world or if it should stay at twenty-one. Underage drinking has been a major questionable issue for years, yet why is it not under control? Teenagers are continuing to buy alcohol with fake identification cards, getting into bars and drinking illegally. As a recent teen, I have proof that these things are going on not only in college but in high school as well. ThereRead MoreUnderage Drinking At The United States916 Words   |  4 Pageshave a legal drink. We are allowing young American citizens to sign their life away to fight for our country yet if they are seen with a beer they will experience legal complications. Also, at the age of eighteen you are able to smoke and purchase cigarettes, why make drinking different? Underage drinking in America is inevitable. Bill H.R 734, Eliminating the Restrictions of Legal Drinking Age, proposes to eliminate having a legal drinking age in the United States. With having no drinking age in theRead MoreKeeping the Minimum Legal Drinking Age1283 Words   |  6 PagesThe government is conducting an idea to whether lower the minimum legal drinking age in the United States or not. Many Americans forbid the idea of legalizing the drinking age so that it would be profitable to the businesses. Likewise, there have been many advantages and disadvantages of why should the government allow young adults drink under the age of 21. To prevent this issue, many Americans have provided reasoning that will support the idea of keeping the minimum legal drinking age where itRead MoreLowering the Legal Drinking Age to 18 Essay748 Words   |  3 PagesLowering the Legal Drinking Age to 18 Sarah, an eighteen-year-old college freshman, walks into a convenience store and moves timidly to the back, hoping that no one she knows will see her. Opening the refrigerator door, she pulls out a chilled case of Coors Light. Sarah nervously approaches the cashier, with her fake ID ready to be shown, and places the case of beer on the counter. Upon first sight, the cashier assumes that Sarah is not of legal age to buy beer, because she is petite and looksRead MoreThe Legal Drinking Age Should Be Lowered955 Words   |  4 PagesIn the United States of America, the National Government requires the states to enforce a legal drinking age of twenty-one. Where as the world average drinking age is eighteen, and in some Countries it is even lower where it is possible to get a beer at sixteen years of age. Taking that into consideration, there is a great deal of controversy in the United States on what the legal age should be to purchase and consume an alcoholic beverage. The largest is sue being that you are considered to be anRead MoreThe Legal Drinking Age Should Be Lowered From The Age Of 21 Essay980 Words   |  4 Pageseven make their own decisions? The drinking age on alcohol is a controversial social and cultural issue in today’s society; all fifty states have a minimum drinking age of 21. The legal drinking age should be lowered from the age of 21 to 18 allowing young adults to be granted the right to drink in restaurants, bars, at social events, in the comfort of their own home, and so on. If anything, lowering the legal drinking age would have a positive impact on the United Sates economy, because revenue willRead MoreShould The Minimum Drinking Age Be Lowered?1138 Words   |  5 Pagesquestion whether drinking should be lowered to eighteen or not? Citizens have gave details regarding the affirmative and negative views of the minimum drinking age be lowered to eighteen. Do you think that it is wise to lower the minimum age? Would you look at the negative and positive impacts? Is it more important to give our citizens these full rights? Currently, in the United States the legal drinking age is twenty-one. But as we all know many teenages are involved in underage drinking. But the mainRead MoreThe Legal Drinking Age Of The United States1270 Words   |  6 PagesThroughout the world, the age when a child becomes an adult is at the age 18. Most people gain the right to vote, start to work for themselves, drive in certain countries. All of this being said, an additional privilege is the ability for one to be able to legally drink. The United States is one of the only countries who ´s legal drinking age is separate from the declared age of an official adult under the law. The idea of putting restrictions on a â€Å"legal† adult, makes the issue more complicatedRead MoreThe Legal Drinking Age On America s Youth1749 Words   |  7 Pages In 1984, the legal drinking age was changed to twenty-one years of age. This chan ge was made after the Prohibition. Studies during this time found that as the minimum legal drink age (MLDA) was lowered, there was an increase in youth traffic accidents. A study done after the legal drinking age was raised to twenty-one showed reduced youth drinking, youth drunk-driving, and accidents related to alcohol. The change of the minimum legal drinking age proved to be beneficial during this time period.

Carl Jung’s Theory on Personality Free Essays

All across America, literacy and early education of children has become the focus of concern for parents, teachers, and policy makers. Education has been positively linked to students’ future success in school, their likelihood to continue education past high school, and their future career opportunities. A strong foundation in reading and linguistics is a key factor in children’s academic development and future opportunities. We will write a custom essay sample on Carl Jung’s Theory on Personality or any similar topic only for you Order Now As a result, a great deal of time, money, and energy has been invested in designing programs that focus on developing children’s knowledge and use of the English language in order to provide them with this necessary educational foundation. However, upon close inspection, it seems as though many of these programs focus on correcting only one or two of the many factors at work in the issue of illiteracy in America’s urban youth. While a variety of reading programs are available in almost every school, there are still a significant number of illiterate and struggling students across the nation. Of particular concern is the school preparation of children from economically disadvantaged homes – children who continue to fare less well in school than more advantaged children† (Stipek 711). 40% of America’s fourth grade students lack basic reading skills, but the illiteracy rate increases to 68% for low-income rural and urban areas (Literacy Rates). Research has shown that children who grow up in poor, urban areas struggle the most with reading for a variety of reasons. Despite significant federal and state investments in compensatory education programs, persistent achievement gaps among students of various ethnic, socioeconomic, and linguistic backgrounds have been difficult to close† (Neuman 92). This shows that resources are available to schools and districts that face issues with low literacy rates, but the problem persists. In a study of gaps in reading achievement by Parkinson and Rowan, statistical analysis was done on the test scores of high-, average-, and low-risk students upon entering kindergarten through the end of third grade (Neuman 80). Placing these scores on a statistical normal curve helped determine how much the gap between these groups increased as education progressed, and showed significant evidence that socioeconomic factors impact the education of young children. These test scores were then used for further statistical analysis to determine the amount of additional instruction time it would take at-risk students to reach the same achievement level as average and low-risk students. By calculating the standard deviation of each group’s test scores, Parkinson and Rowan were able to then convert that to months of additional instruction necessary to decrease the gaps in reading achievement. In order to match high-risk students achievement with that of average-risk students, 1. 6 months of extra instruction would be necessary at the beginning of kindergarten, but by the end of the third grade, the time had increased to 4. 7 months. When comparing high-risk and low-risk students’ achievement, 2. months of instruction were needed at the beginning of kindergarten, whereas the end of third grade required 7. 8 months (Neuman 80). While Parkinson and Rowan acknowledge variations and possible issues with the data they collected and analyzed, these calculations still show the effects of socioeconomic factors on educational achievement. In a similar study by Stipek and Ryan on disadvantaged preschoolers and academic motivation, this education gap is explored as a result of lack of motivation. Surveying and calculating the academic achievement of several classroom groups in preschool and kindergarten proved a similar gap in academic achievement to that found by Parkinson and Rowan. â€Å"The results of this study paint a clear picture of children from relatively low-income homes beginning school at a considerable academic disadvantage† (Stipek, 720). Through several cognitive assessments of skills including problem solving, reading, and language skills, this study attempted to identify where students of low socioeconomic backgrounds struggled the most. Statistically significant differences were found in each of these assessments for each age group, so to further investigate these results, motivation and gender factors were researched as well. â€Å"In contrast to the findings on cognitive variables, the results revealed almost no motivation deficits for the economically disadvantaged children† (Stipek 721). What little differences were found connected to gender were rare and did not suggest any real pattern of academic achievement. While this study ooked into gender and motivation as factors in academic achievement differences, these proved insignificant to explain the achievement gap between students of varying socioeconomic backgrounds. Rather than continue to focus on individual factors, like gender and motivation, that had been proven to have little significance in explaining the education gap, other researchers have taken up the banner of family involvement and home environment on children’s academic development. According to McLoyd and Purtell, â€Å"contemporary esearchers tend to interpret links between family income and home environment within an investment model (i. e. , the notion that income is associated with children’s development because it enables families to invest in the human capital of their children by purchasing materials, experiences, and services that benefit the child’s development and well-being) rather than within a cultural deficit model† (Neuman 58). Reasoning behind this focus can be found in the history of urban areas and the families that live in them, presented by Shirley Heath. In the article Oral and Literate Traditions Among Black Americans Living in Poverty, Heath explains, â€Å"in the late 1980’s, nearly half of all Black children lived in poverty, and most of these, especially in urban areas, grew up in households headed by a mother under 25 years of age who was a school dropout† (Heath, 3). She continues to explain how ethnic groups, linguistic differences, and religious or regional factors can make finding trustworthy childcare difficult for single mothers, putting further financial strain on the environment. Financial strain can have a negative effect on the focus put on education in homes with both parents and/or high socioeconomic status. This can also erode family bonds and leave students more vulnerable to the presence of drugs and other negative inner-city influences. By getting involved in drugs, gangs, and other harmful influences, education is forgotten, crippling academic achievement and future opportunities, and prolonging the cycle of poverty in poor urban households. While Heath explains the prevalence of this cycle of poverty through interviews and personal perspectives she collected, Manuel Bueno explains the many and persistent affects it has on early childhood development. â€Å"A shortfall in early childhood development will have irreversible consequences on individuals’ future lifetime opportunities. This will reverberate later in life in the form of lower quality jobs, lower wages, shorter life-spans, worse health and lower cognitive abilities, thus perpetuating an intergenerational cycle of poverty† (Bueno). Unlike many articles regarding early childhood development, Bueno also acknowledges the importance of non-nuclear family structures, emphasizing the importance of involving a child’s primary caretaker rather than the mother or father. Especially in poor urban areas, a household can include members of the extended family just as often as it can exclude a child’s biological parents. Bueno suggests creating early childhood development programs that are both multi-faceted and family inclusive. The most successful of the programs Bueno suggests is referred to as ‘parenting programs’ that work to include parents in children’s education to give them an active and responsible role in their child’s development, and provide reinforcement at home for the things learned in school. The value of these programs is also emphasized by a number of other authors. Charles R. Greenwood is one of the forerunners in the argument for the ecological-interactional-developmental model that investigates the home environment effects on early childhood development. He explains the Hart and Risley Code used to â€Å"measure individual children’s growth in learning to talk as well as the child’s language environment, consisting of parents’, siblings’, and friends’ talk heard by the child in the home and addressed directly to the child† (Neuman 116). By recording audiotapes of conversations and interactions, Greenwood was able to analyze these observations using Hart and Risley Code. Similar observations and analyses were made in classroom settings to study student’s responses to instruction. These findings were compared to those found in the home environment, where Greenwood explains some interesting connections. Through the use of Hart and Risley, Greenwood was able to find that children from families of low-socioeconomic status were spoken to less frequently and with fewer words. Children from similar socioeconomic statuses also scored lower on vocabulary tests and struggled with basic academic skills, which crippled their early literacy and school readiness by kindergarten age. By this research, Greenwood was able to conclude that children from low ocio-economic status were less exposed to language and therefore did not learn as much. Further investigation showed that this put a strain on the children’s school readiness, resulting in an education gap similar to that found by Parkinson and Rowan, which grows as students’ progress in their schooling. Class wide peer tutoring is a program developed and implemented by several researchers, including Greenwood , to investigate whether or not students of lowsocioeconomic status families respond better to one-on-one instruction with a tutor outside of the classroom. For ninety minutes a day, four days per week, students met with a tutor on top of regular instruction to complete lessons in reading, spelling, and math instruction. Results indicated that these lessons â€Å"significantly improved students’ classroom engagement during instruction and reduced socially inappropriate behavior, while accelerating reading, language, and mathematics performance on standardized tests† (Neuman 125). Once the positive impact of this supplemental instruction was established, further research was conducted with peer-assisted learning strategies in which students share the role of teacher in small reading groups. Thirty-five to forty-five minute sessions were conducted daily, in which students were broken up into groups of three to practice reading aloud to each other. Individual points are awarded and group totals are used to determine a ‘winner’ each day. The immediate affects this peer-assisted strategy were significant increases in accuracy, fluency, and comprehension of the material read by students (Neuman 122). After explaining the details of both the one-on-one tutoring and peer-assisted learning strategies, Greenwood discusses their effectiveness as the results showed about 59% of participants exceeded the achievement of non-participants. Students in urban settings, from low-income backgrounds, and of minority status experienced larger gains than students from suburban middle- to high-income backgrounds† (Neuman 126). It was also noted that younger students were affected greater than older students. This study shows that while peer tutoring and one-on-one instructi on outside the classroom can improve student achievement, it cannot be used as a panacea for the achievement gap. While Greenwood put his focus on supplemental instruction programs to improve literacy in students from low socioeconomic households, Come and Fredericks chose to investigate the involvement of parents in reading programs. They claim that poor families avoiding schools is frequently perceived by educators to be a lack of parental interest in children’s education and, upon investigation of an inner city Georgia school, found that 45% of the children had no one to read to them at home (Come 567). This school had developed several programs designed to help increase the self-esteem of children through parental encouragement and involvement in literacy development. One program designed to include parents in children’s reading was a monthly rewards system. If a student read with a parent for at least fifteen minutes each day for a month, it was marked on a calendar, submitted to the teacher, and the student was rewarded for his or her accomplishment, boosting confidence and reading proficiency. This program was assisted by a school wide book exchange, in which the students themselves improved access to new reading material. When they brought two books to school, they could exchange one book for a book to keep and the other for a book to donate to their classroom library† (Come 569). Accompanied by a cross-age reading program that paired students in different grades for cooperative reading groups, this book exchange reinforced by parental involvement proved to have significant improvements on children’s reading aptitude in the inner city Georgia school. These programs proved to be useful in the development of student’s reading ability and confidence, as well as the involvement of parents in their children’s education. However, inner-city schools are frequently a melting pot of ethnicities and languages, which can put more strain on children’s education if schools do not include language development in reading programs. In a study done by William Louden, a project called Literacy in its Place was investigated to compare literacy programs in rural and urban schools. Initial research â€Å"suggested that the reported difference in urban and rural scores could be explained by differences in social class distribution between the country and the city† (Louden 1). When these factors were taken into account, surprisingly little significance was found. Instead, it was found that children from working class homes, specifically homes in which English is a second language or dialect, were more academically disadvantaged than other students. Louden focuses the rest of his research on professional development for teachers to better assist multilingual students and their parents become actively involved in mastering the English language and developing reading skills. While this supports the consensus of the previously discussed authors that hildren from low-income homes struggle more with school, it introduces language development as a new focus for further research. Mahiri and Sablo introduce research into language as a factor in academic achievement and literacy by investigating the voluntary writing of African American students in a California high school. â€Å"This study was initiated because, in our overall quest to look at ways that African Am erican and youth culture could be used as a bridge to writing development, we wanted to learn more about the kinds of writing these students do for their own purposes outside of school† (Mahiri 165). In this case, writing is seen as an outlet through which students are free to express themselves in whatever vernacular they are most comfortable with, without conforming to school standards or expectations. By investigating students’ use of language in out-of-school settings, Mahiri and Sablo hoped to better link what schools view as important and meaningful in lessons, and what students find meaningful in their daily lives. In this study, it was found that minority students were predominantly in basic and academic classes, as opposed to honors or advanced placement, and performing well below the average scores on standardized tests. Statistics provided by the school, which remained unnamed, showed a 44% failure rate for African American students that began as freshman there. Through an analysis of several pieces of literature written by the students included in the research, and the methods for instruction used by their teachers, little connection was found to suggest culturally relevant topics were being included in instruction. Students were applying information obtained at school to improve their skills and express themselves, but instructors made little effort to do the same. The teachers included in the study recognized that urban culture and schools were changing and that these changes would require them to adjust as well, but were having trouble doing so. Mahiri and Sablo also recognize that including culturally relevant material in school instruction and literacy activities would not solve the problems students faced with literacy development. However, their research suggests that it may help with the development of language and reading skills by giving students something that they can relate to and understand based on their own interests. Ernest Morrell addresses this in the article, Toward a Critical Pedagogy of Popular Culture: Literacy Development among Urban Youth. Ernest Morrell, a former teacher in urban schools, claims that low academic achievement is not the result of a lack of interest, intelligence, or other personal factors in urban students. Instead, he suggests that the issue lies with a lack of access to curriculum and resources. Working from the correlation Mahiri found with urban youth literacy practices and the types of practices emphasized by schools, Morrell suggests that â€Å"any investigation of popular culture must emanate from and serve the interests of members of marginalized groups†¦where students and teachers learn from and with one another while engaging in authentic dialogue that is centered on the experiences of urban youth as participants in and creators of popular culture† (Morrell 2). As an example, he explains programs he designed and used in his own classroom, where hip-hop culture, popular film, and the media were incorporated into each unit. When beginning a unit on English poetry, Morrell introduced the importance of learning the context in which poetry was written to obtain a better understanding of the literature. The same idea was applied to hip-hop and rap music that students in the class were familiar with. For the final project, students were given rap songs to choose from and interpret based on contextual concepts and interpretations that apply to English poetry. As a result, students were inspired to create their own rap/poetry, and were able to better engage with the material because it was tied to larger social issues they could relate to. A similar idea was used in units on popular film and current media. Several movies related to books and assigned reading material were watched in class while students took notes comparing characters, writing styles, and story structure. News segments were also watched to help students analyze portrayals of stories in the media, conduct interviews, and complete a research project on a current topic in the news. Based on his observations of the students in his classroom, Morrell found that â€Å"critical teachers and teacher educators can use classroom-based research to prove that there are ways to meet the challenges the new century offers and turn them into opportunities to connect to the worlds of students, to promote academic achievement, and to prepare students for critical citizen ship in a multicultural democracy† (Morrell 4). Through an investigation of current studies being done on reading programs and language development in urban schools, it is easy to see what students struggle with and why. Students from urban neighborhoods tend to be poor working families where English may not be the primary language. Some researchers have interpreted the struggles of these students as a lack of involvement from parents and programs have been designed to better include them in their child’s education. While these have proven to be somewhat successful, they do not solve any issues beyond increasing parental involvement. Other less successful programs have been designed to increase students’ access to school resources, thinking that increased access will increase reading comprehension and proficiency. While this also proved somewhat successful, it can only be applied to schools where budget issues do not limit those resources. Family structure, student motivation, and gender have also been investigated as possible factors in the literacy of urban youth, but proved to have an insignificant effect. The most successful research and program development has been a result of combined individually researched ideas. Developing programs that incorporate popular culture has proven to engage students better than regular classroom material and often on more a personal level. Peer tutoring and other cooperative learning programs have proven to be somewhat successful because they allow students to encourage each other in their responsibilities, but this can by further increased by the inclusion of popular culture in the material. These ideas, in addition to increasing parental involvement and increasing students’ access to resources, have had the most significant impact on education and literacy development. It is the incorporation of urban culture into education that further research should be conducted on. By understanding what is important and relevant to students and including that in their education, a platform can be created from which literacy and language skills can be developed. How to cite Carl Jung’s Theory on Personality, Papers

Leadership Behavioral Leadership Model

Question: Discuss about the Leadershipfor Behavioral Leadership Model. Answer: Introduction In the past few years, I have learnt a lot on leadership having worked in different organizations. In this paper I will be creating a leadership model that I think works well in organizations.The leadership model explores various leadership areas such as ethics, teamwork and management. This paper explores characteristics of a leader that shape how they will lead in the future. I will also analyze how an effective leader should be based on my past experiences.(Bass and Riggio, 2014). In my view, many leaders have dreams, plans, goals to meet their people expectations , a leader should inspire his people or employees if it is an organization . From my past experience in the organization a leader should first grow himself as a person and as a leader. Leaders have to lead us to ourselves before they lead others. Behavioral LeadershipModel In my view, a companys success is based on leaders who help their employees to achieve their goals by creating relationships focused on the quality of work, coupled with generosity and solidarity to get the employee to achieve a successful personal and professional development(HAWKINS, 2017). A companys leadership determines the success of a leader. In big business, this topic has always been debated. However,in my view when I was working in an organizations as a senior manager it does not matter if the leader is born or nurtured, it is undoubted that a visionary leader is valued in the organization for being a driver and generator of added value within the organization(Heath, 2010). leadership is a visionary and broad activity that seeks to discern the values and competencies of an organization. Thus, leadership can be analyzed and interpreted from two perspectives: as a function within an organization or society and as a leader's personal quality. Organizations depend on leadership, to grow. This is valid for those organizations whether profit making or not. Since organizations success depends on the leader, its important to see what aspects of leadership are important. These are the charecteristics of a leader that I have seen work in various organizations. Personal Vision is one of the distinctive characteristics of Leadership and of all people committed to their personal and professional growth, that is to say of all those who face their life from self-leadership(Hirschmann, 2004). This is contrary to a leader who has no vision, and in this case a leader with a vision is able to deliver results quicker than a visionless leader. The consensus on the importance of the concept of Vision can be verified in the fact that most of the books that have been published in recent years on subjects as diverse as strategy, business management, leadership or teamwork, Form or other make reference to this subject.A Visionary leader creates the image of the life we aspire to live, projecting the way we want to be and what we would like to do. in my past organization the Vision, was constituted by the values, interests and aspirations of each one of us, which gave purpose and meaning to what we were doing in the organization and established the directionality towards which we focused our objectives in the short and medium term. This was great leadership because It indicated the way forward and gave employees inspiration, enthusiasm and commitment. The leadership propelled us forward and gave us the strength that enabled us to face the challenges and overcome the difficulties(Kippenberger, 2002). One of the central characteristics of Personal Vision is related to the emotionality it generates. When employees really connect with their deepest desires, when thet are encouraged to shape their dreams, when the employees have the courage to take the path and go through them, the spark that ignites the sacred fire of the visionaries is lit(Kirimi and Barine, 2012). From this the organization is able to reach and attain its objectives. in today's companies, there are many models that are used to create efficiency within the organization. However, leadership must always be pegged on intelligence, honesty, integrity and maturity. The ability to create and commit to your Personal Vision is one of the distinguishing characteristics of any leader, entrepreneur or creator; Of those people who do not conform to what happens to them, but make them happen. They imagine, create, generate new realities and reinvent themselves on the way. They build the life they want to live. They hesitate and fear as every human being, but they face their own limitations and accept the challenges that the pursuit of their dreams proposes(Yusuf Adebola, n.d.). These characteristics and this emotionality are not patrimony of superior beings, but of individuals committed to the achievement of their objectives. There seem to be some attributes that differentiate leaders from others, yes, leaders do not have to have same character traits to be effective. However, that does not mean that the leaders who do not possess all these traits are not effective.in all the organizations that I have worked in most of the CEOs do not possess all the characteristics of leadership but still they are able to propel their respective companies to success. The domain, which we call leadership, is one of the main features of the emotional dimension of the model. From my experience, Good leaders want to be heads of organizations and take responsibility, although they are not overbearing or intimidating. If a person does not want to be a leader, he or she may not be an effective manager. Therefore, the domain trait influences all other attributes related to good leaders. For example, if you pressure someone to take a leadership positions, there is a great chance that the individual will lose confidence in the position and will not have enough energy to do the job. Stability, which is part of an effective leader, is associated with administrative efficiency and progress. Stable leaders control their emotions, they are energetic and positive(Morton, 2012).in my year at work I have realized that effective leaders understand their strengths and weaknesses very well. I could say that managing people is an art. It is not easy to be the leader of a company or organization, but the way it is exercised can make the difference between a bad and a bad. Good management (Morton, 2012)..Leadership is a human quality. It is when a person points in one direction and others follow. " In this sense, the existence of a reciprocal relationship between the leader and the follower is what determines the leadership. "People follow a leader, not because that person has a certain perceptive style, but because they recognize, consciously or unconsciously, that the leader has certain qualities," he says. In my view the characteristics of an effective leader are: Their behaviors are based on their natural strengths. Leaders develop and use these skills realistically, as much as possible and appropriate(Morton, 2012).. They are aware of their limitations and collect those contributions from people with different perspectives to theirs. Leaders are those who understand and accept that they have an incomplete view of the world and are actively seeking advice and advice from others with different styles of perception.. They welcome people who see the world different from him and find the best way to. Communicate with each of them They recognize the strength of others and try to build on the teams a set of complementary skills and perspectives.They learn to "borrow" the success techniques of leaders who are different from them and use those tools in a way that is their own. Also, I have come to learn that an effective leader must possess the five mentalities: disciplined, synthesizing, cre ative, respectful and ethical(Aldag and Joseph, 2000)..It is the educators themselves who must inculcate to the children and adolescents that what is learned in classes should be practiced. Students with a disciplined mind will be able to look for what is important and discard what is not, within the large amount of existing information. The ability to synthesize allows us to unite things that are scattered but that together take on an unknown meaning. A criterion is needed to decide what to pay attention to and what to ignore. In order to synthesize the information, it must be united in the most coherent way so that it makes sense and can be transmitted to other people Conclusion From my years of working as an ordinary employee and also leadership positions I can attest that Democratic leadership is considered the best option for most organizations as compared to autocratic one. This type of leadership model encourages participation from employees(Voisin, 2011). Leaders reserve the right make the final decisions but encourage feedback from the employees. This has an advantage because the employees become content and encourages new ideas. References Aldag, R. and Joseph, B. (2000).Leadership vision. New York: Lebhar-Friedman Books. Bass, B. and Riggio, R. (2014).Transformational leadership. New York.: Routledge. HAWKINS, P. (2017).Leadership Team Coaching. [Place of publication not identified]: KOGAN PAGE. Heath, M. (2010).Leadership secrets. London: Collins. Hirschmann, K. (2004).Leadership. Chicago: Raintree. Kippenberger, T. (2002).Leadership styles. 1st ed. Oxford: Capstone Pub. Kirimi, D. and Barine, M. (2012).Transformational corporate leadership. Luton: Andrews UK. Landsberg, M. (2011).The Tools Of Leadership. London: Profile. Morton, W. (2012).Everything you need to know about transformational leadership. [Newmarket, Ont.]: BrainMass Inc. Voisin, G. (2011).All together now. Toronto: Dundurn. Yusuf Adebola, B. (n.d.).Change Management and Firms' Performance.