Immanuel Kants Idea of Knowledge

Immanuel Kants Idea of Knowledge Immanuel Kant is responsible for introducing the term â€Å"transcendental† to the philosophical discussion. By doing this it was his goal to reject everything that Hume had to say. His argument proved that subjects like mathematics and philosophy truly existed. One of his main arguments was the idea that gaining knowledge was possible. Without this idea of knowledge there would be no reason for a discussion. Since we know that knowledge is possible we must ask how it got this way. According to Kant, one of the conditions of knowledge is the Transcendental Aesthetic, which is the mind placing sense experience into a space and time sequence. From this we understand that the transcendental argument is an abundance of substances situated in space and time, with a relationship to one another. We cannot gain this knowledge from sense-experience (Hume) or from rational deduction alone (Leibniz), but showing how knowledge exist and how it is possible. Kant makes the claim in the Transcendental Aesthetics that space and time are ‘pure a priori intuitions. To fully understand what this means we must define what an intuition is. According to Kant an intuition is raw data of sensory experience. So basically intuitions are produced in the mind. Kant is saying that space and time are things that are produced in the mind and given before experience. Space is a necessary a priori representation, which underlies all outer intuitions. It does not represent something in itself or any other relationship. Space is only a form of appearance represented outside of the mind. Time, on the other hand, is a necessary representation that underlies all intuitions and therefore is a priori. Since time is only one dimensional there is no way that we could access it quickly. We know that space and time are both a priori because of all of our experiences. Kant also claims that space and time are ‘empirically real but transcendentally ideal. When Kant says that space is ‘empirically real he is not presupposing external objects. There is no way for space to be an empirical concept. We cannot just come up with the idea of space; a representation of space must be presupposed. When we experiences things outside ourselves it is only possible through representation. For space and time to be ‘transcendentally ideal Kant is basically saying that â€Å"they are not to be identified with anything beyond or anything that transcends the bounds of possible experience or the a priori subjective conditions that make such experience possible in the first place.† Before Kant begins to explain the transcendental aesthetic he claims in the introduction that mathematical knowledge is synthetic a priori. This statement is based on Kants Copernican Revelation. According to Kant, time and space taken together are the pure forms of all sensible intuitions. This is our way of creating a priori synthetic propositions. These propositions are limited in how they appear to us but not present within themselves. We have a priori knowledge of synthetic judgements. According to Kant our judgements/statements can either be analytic or synthetic. An analytic judgement would be where the concept of the predicate is part of the concept of the subject. If it is denied then there would be a contradiction. A synthetic judgement, on the other hand, is where the concept of the predicate is not contained in the concept of the subject. So, if we denied it then there would be no contradiction involved. An analytical judgement would be â€Å"all bachelors are unmarried†. The concept of bachelor is defined as being unmarried. In analyzing this word we would say that it is an unmarried male adult. When we analyze concepts the parts come out. Therefore, when broken down our predicate concept of â€Å"unmarried† is shown. The mind is capable of finding this concept without going outside and experiencing it. If we tried to deny this statement there would have to be a contradiction, therefore making it false. An example of a synthetic judgement would be â€Å"the sun will rise tomorrow†. When we say this it is our way of taking two separate and distinct ideas and putting them together. There could be no contradiction in this statement because we can image that something like this could occur. In Section I of the Transcendental Aesthetic, Kant gives four arguments for the conclusion that space is empirically real but transcendentally ideal. As we know space is not an empirical concept. We cannot physically derive the idea of space. The only way that we can receive these outer experiences is through our representation. When it comes to space we cannot represent the absence of space but we can imagine space as being empty. In order to be given any content in our experience we must presuppose space. Knowing that space is not a general concept we can only discuss one space at a time and if we speak of diverse spaces we only mean parts of the same space. The parts cannot decipher the bigger space but only what is contained in it. Since space is seen as only one, the concept of spaces depends on a limit. Concepts containing an unlimited amount of representations cannot be contained within itself. All parts of space are given to us at once. Therefore it is an a priori intuition not a concept. All of the previous information is Kants way of showing that the synthetic a priori knowledge of mathematics is possible. As we know mathematics is a product of reason but is still synthetic. But how can this knowledge be a priori? The concepts of math are seen a priori in pure intuitions. This just means that the intuition is not empirical. If you do not have intuitions then mathematics would not even be a concept. Philosophy, on the other hand, progresses only through concepts. Philosophy uses intuitions to show necessary truths but those truths cannot be a consequence of intuitions. The possibility of math only occurs because it is based on pure intuitions which only occur when concepts are constructed. Like pure intuition, empirical intuition, allows us to broaden our concept of an object by providing us with new predicates. With pure intuitions we get necessary a priori truths. Synthetic a priori knowledge in mathematics is possible only if it refers to objects of the senses. The form of appearances comes from time and space which is assumed by pure intuitions. Doubting that space and time do not belong to the object in themselves would cause us to not have an explanation about a priori intuitions of objects. We have to come to the conclusion that in space and time objects are only appearances entailing that it is the form of appearances that we can represent a priori. Concluding that a synthetic a priori knowledge of mathematics would be possible. What is the Transcendental Deduction? This is the way concepts can relate a priori to objects. Kant says, â€Å"If each representation were completely foreign to every other, standing apart in isolation, no such thing as knowledge would ever arise. For knowledge is [essentially] a whole in which representations stand compared and connected.† Kant lays out a threefold synthesis about experience: a synthesis of apprehension in intuition, a synthesis of reproduction in imagination, and a synthesis of recognition in a concept. We should not divide these steps into one but they should all be intertwined as one. So what we see must occur consecutively. Therefore our idea of the Synthetic Unity of Apperception comes into play. This is where every possible content of experience must be accompanied by â€Å"I think†. Everything in your mental state should be able to be accompanied by â€Å"I think† if not then it will not matter at all. â€Å"I think† is not something that consists in sensibility. It is an act of spontaneity. It precedes all possible experience. The unity of this particular manifold is not given in experience but prior to it. Thinking substances can only perceive what is going on inside as perception goes on at all times. This is where our awareness of a manifold comes into play. We are aware of one thing after another. Each impression is different from one other. We must say that these impressions are mine. Basically accompanying them with the phrase â€Å"I think†. As for the Transcendental Unity of Apperception we are never aware of ourselves as the thinker but just the intuitions. All of our experiences must be subjective to this combination of things. I must actively pull them all together as them being a part of my experience. The only way that I can be aware of this â€Å"I† is if I am able to pull together all of these representations. In this we can see the idea of objective unification. There is a connection between transcendental unity of apperception and objective unification. When we speak of objective unification we believe that there is a right way to put things together. This concept basically comes from our categorical synthesis which involves a priori concepts. With the categorical synthesis it is our way of putting together intuitions in a category. We must be able to make a judgement. For example we must be able to say this is how things seem to me because of pass experiences. By saying this it would be a near judgement. Whereas a judgement would be us just saying this is how things are. To make a judgement is to say this is how things are out there; how they objectively are rather than how they appear subjectively. For a manifold to be complete the sensible intuitions have to be subject to the category. This is how we can have a categorical synthesis. We cannot have sense impression unless I can bring them together under a unified manifold by knowing they are objective rather than subjective. Any intuition that we have must be subject to the category. We could not have an awareness of one event coming before the other unless there is a manifold of â€Å"my†. Appearances are not objects in themselves. They are not just representations; they are separate intuitions therefore having no connection between them. Imagination is what connects the manifold of sensible intuitions. Nature is just appearance. Anything that appears to us must conform to law. We have to complete this synthesis in order to have experiences. It is presupposed that there is an objective to all of my experiences. Without it there would be no way to put them together and I would not be aware of them as experiences. Both the threefold synthesis and a transcendental unity of apperception are necessary to have ordered experience for any sort of theory of experience. 3. Kant defines Idealism as â€Å"the theory which declares the existence of objects in space outside us either to be merely doubtful and indemonstrable or to be false and impossible.† Since I am conscious of my own existence, objects in space must also exist. Having knowledge, the only thing that we are aware of is our representations. These representations are only achievable through an object outside of me not by the representation of that object. Therefore I exist in time because I am capable of perceiving actual things outside of me. I am conscious of my existence in the same frame of time as I am conscious of those objects existing outside of me. When referring to idealism it is believed that our immediate experience is inner experience and from this particular experience we only receive outer objects. It is quite possible that these representations come from within. When considering the representation â€Å"I am† a subject is included. We do not know what that subject is though. So according to circumstances we do not have any experience of that subject. To fully understand the knowledge of the subject we must have intuition. But the only way to receive this inner experience is through our outer experience. To have the existence of outer objects we must be conscious of ourselves. This does not mean that our representation of them involve true existence because they could also be produced by our imagination. The representations of our outer objects come from our perceptions. According to Kant â€Å"all that we have here sought to prove is that inner experience in general is possible only through outer experience in general. Whether this is or that supposed experience be not purely imaginary, must be ascertained from its special determinations, and through it congruence with the criteria of all real experience.† According to Descartes, we really know only what is in our own consciousness. We are instantly and honestly aware of only our own states of mind. What we believe of the whole external world is merely an idea or picture in our minds. Therefore, it is possible to doubt the actuality of the external world as being composed of real objects. â€Å"I think, therefore I am† is the only idea that cannot be doubted. This is because self-consciousness and thinking are the only objects that can be experienced in the real sense. Descartes presented the main problem of philosophical idealism which was an awareness of the difference between the world as a mental picture and that of a system of external objects. Lockes theory, on the other hand, encompasses the mind as the origin for modern conceptions of identity and the self. Locke was the first philosopher to define the self through a continuation of â€Å"consciousness.† He also speculated that the mind was a â€Å"blank slate† or â€Å"tabula rasa†. These two strategies are very different from the above strategies of Kant. At the beginning of early modern philosophy, in Descartes, we seem to see our familiar world slipping away. At the culmination of early modern philosophy, in Kant, however, we get our familiar world back through at a price. In the following essay I will discuss this process, beginning with Descartes, ending with Kant, and discussing two of the four philosophers we have examined this semester. In Meditation One Descartes gives three separate arguments. From these particular arguments one can conclude that we cannot claim to know with certainty anything about the world around us. Everything might seem probable but in reality that does not mean that it lacks doubt. If we can never be certain how can we know anything. This is the main reason for Descartes bring this issue up. Basically his entire argument is based on Scepticism. Scepticism is very important and is seen as an attempt for our knowledge and understanding of the world. It is really hard to doubt that someone really exists but there is no way that one could get rid of the idea of scepticism The one thing that we know is that Descartes does not just randomly doubt everything. He provides very concrete reasons for the things that he doubts. As he sets up this doubt he has to be very rational about it. If he does not then his argument is not going to work. The KK thesis that Descartes uses is to show how these arguments work. The KK thesis follows: if a knows that p, then a knows that a knows that p. basically this means that if I know that there is snow outside then I know that I know that there is snow outside. The problem with this argument is that if we are not sure about our senses then there is no way that we can be sure about the knowledge that we possess. In making this thesis work one must have a strong understanding of what â€Å"knowing† really means. But there is no way that one can actually have this understanding. One must have self-knowledge or basically one must really know himself/herself. Therefore if you do not have that notion of self then you do not possess any knowledge. As we can see the KK thesis works in favour with what Descartes is saying in all of his arguments. The only problem is that he does not believe that his argument about God is that strong. He feels that if there is an Omnipotent God then there is no way that he could ever deceive us. There is no way that he could be all knowing and make us doubt the things that we do. On the other hand there is no way that there could be no God because our senses had to be created by someone. Therefore there must have been an evil demon that has deceived us. But since he doubts everything then he is not mislead into the false believing of a demon. So, in a later meditation he proves that there is a God and that he is not a deceiver. We turn to Liebniz and we continue to see the world slipping away as he discusses the monad. In looking at the things that Liebniz said it is believed that monads (Entelechy) are not physical or mental but biological. Therefore, the ultimate cogs of the world are biological elements or Entelechies. In doing this there is no distinction made between inanimate and animate objects, which would make everything, animate. If these monads are really just biological there is no way that they can make changes in each other. The only way for this to happen is if God caused these changes to happen. The reason that monads cannot bring changes in bodies is because that is not what they were programmed to do. They were created so that compound substances could be made. The biological nature of Monads makes their essential qualities to be apperception and appetition and even motion itself. Their relation is more of a final cause than an efficient cause. This is why he considers final causes as the principle of efficient causes and gives priority to final causes. Therefore, this made it hard for a monad to bring change in a body. As we can see, God is the unifier of the monads but he also brings harmony. Leibniz came to the conclusion, by using metaphysics and the nature of monads, that God was the ultimate monad and the Creator of this world. We are now at a point where nothing is the same. We believed in one thing but now it is completely different. The first problem that Berkeley would have with this objection is the fact that ideas cannot exist if they are not perceived. If we cannot perceive of the idea then there is no way that we can truly conceive of the thing. For example if I do not have the idea of the sky being blue then there is no way that I am going to walk outside, look up, and say the sky is blue. I do not have the concept of blue in the first place. He says that we cannot say what reality is like without using language. You cannot use a word well if you do not know the meaning of that word. When we are describing an idea it is based on what we feel. There is no way that I can say what I mean if I have no conception of the word. According to Berkeley, ideas do not do anything so it cannot cause anything to happen. The mind is active; it is able to perceive of new ideas by imaging. The one thing that the mind cannot do is actually form ideas. It can perceive the ideas but cannot come up with ideas that will resemble the mind when it does this. So, therefore there is no way that we can perceive of any sensible things without knowing what the words mean in the first place. If you do not know what the words mean then you cannot come up with ideas and without the ideas you cannot perceive anything. As we continue we start to see some changes. Berkeley is bring us closer to what Kant has to say. We finally come to Kant and we get our world back through pieces. The way that we do this is through the Kantian price. The Kantian price is how we get our world back through space and time. We have to realize that we would not exist without a world of space and time. Space is not empirical; the idea of space cannot be conceived of. Space is of only one thing. It cannot be talked about in parts because parts are only contained in the overall bigger picture. All space is, is a form of all appearances of the outer sense. As for time it is a little different. Time is not something, which exist of itself. An intuition taking place within is what time is. Time cannot be removed from appearance even though it does not have to actually possess appearances. These appearances can come and go but time cannot be taken away. It is only suitable in conjunction to appearance not for objects preoccupied or taken in general. Time and space are the pure forms of all sensible intuition and so are what make a priori synthetic propositions possible. Therefore, bring back our world through a price. We get a chance to see how Kant breaks down what everyone is saying and shows us how the world is not really slipping away but it is just seen in a different way.

Rhetorical Devices

Have you ever written an essay and felt as though it wasn't good enough, not up to the teachers standards? or maybe there was more you could have added to make it better.. to make an essay more effective what you need are rhetorical devices. Rhetorical devices are techniques that are used to convey and persuade the reader or listener to consider a topic from another perspective. using rhetorical devices is a style of speaking or writing that trys to create a particular effect or bring out a particular response from a reader, some effective rhetorical devices are personification, alliteration, connotation andIn the essay An Ode to the User-Friendly Pencil the author Bonnie Laing uses personification. She uses this rhetorical device when she calls the pencil â€Å"an old friend† and the computer â€Å"the superior partner in a destructive relationship. † By calling the pencil a friend she is saying that a pencil will always be there like a loyal friend, where a computer w ill change with the developing technology.She also uses puns: â€Å"Ive never had to boot a pencil, inter-face with it or program it. † When she says, â€Å"to boot a pencil,† she means rebooting a computer as well as kicking it out. Alliteration is the repetition of the leading consonant sound in each word throughout a sentence or a phrase. In the Case for marriage by Linda Waite and Maggie Gallagher the authors use alliteration by saying â€Å"the mass move of married mothers† and they also say â€Å"promise of performance. Alliteration is also used in Forget Prince Charming by June Callwood, she says â€Å"first fiery intensity† by using alliteration, the reader becomes more drawn to the topic because the author uses intriguing words. Connotation is the tone or emotional association that a word has.It can be negative or positive, but is usually something seen by the population in general. For example, â€Å"slim† and â€Å"scrawny† both mean that a person is thin. Slim,† though, has a positive connotation, it makes you think of an attractive person, while â€Å"scrawny† has a negative connotation, it makes you think of a malnourished or unhealthy person. Linda Waite and Maggie Gallagher in The Case for Marriage use connotation when saying â€Å"orgy† instead of saying â€Å"a lot of† there are different meanings for the word orgy and the reader may get the wrong idea. Connotation is also used in Forget Prince Charming, the author June Callwood says â€Å"dope† which also has other meanings but she is actually referring to an uneducated person.

Human Capital Development - 2625 Words

INTRODUCTION In this individual assignment I have chosen â€Å"HUMAN CAPITAL DEVELOPMENT† as my topic. In this assignment I discussed human capital development as it is related to Human Resource Management. According to Mayo(2000) focuses on a definition of human capital and defines it as: â€Å" a capability, knowledge, skill, experience, and networking with the ability to achieve results and the potential for growth; individual motivation in the form of aspirations, ambition, drives, work motivations and productivity; work group effectiveness in the form of supportiveness, mutual respect sharing and value; leadership in the form of clarity of vision and ability to communicate that vision; organizational climate in the form of culture particularly the freedom to innovate, openness, flexibility and respect for the individual.† in (Thomes N. Garavan, Michael Morley, Patrick Gunnigle, Eammon Collins 2001 p.50).Relatively in an easier way to understand â€Å"human capital is the collective value of the capabilities, knowledge, skills, life experiences, and motivation of an organizational workforce.† (Ghee Soon Lim, Rebert L Mathis and John H. Jackson 2009 p.12) In this assignment we have three issues which are definition of human capital, human capital is an asset and the importance of human capital development. The reason I want to discuss about definition human capital because that have many meanings for human capital. How about why I discuss about human capital is an asset? We must knowShow MoreRelatedRole of Human Capital in Economic Development5407 Words   |  22 Pages One way of achieving this is by maximizing the use of both physical and human capital. In or case we shall consider human capital. 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(Mrs) Ph.D Department of Economics and Statistics, University of Benin, Benin City Email: eiokojie@gmail.com, elizabeth.izilein@uniben.edu, eiokojie@yahoo.com ABSTRACT This paper seeks to compare and contrast various trends in the capital and recurrent expenditure on human capital development in Nigeria betweenRead MoreProceedings Of The Second Conference On Human Capital Development9482 Words   |  38 PagesProceedings of the Second Conference on Human Capital Development Vol. 2 No. 2 2015 Theme: ENHANCING HUMAN CAPITAL DEVELOPMENT THROUGH MULTI-DISCIPLINARY RESEARCH Date 30th June 2015 Venue Conference Hall, Rivers State College of Arts and Science Port Harcourt, Rivers State, Nigeria Fortress Educational Consultancy Services Limited Proceedings of the Second Conference on Human Capital Development Vol. 2 No. 2 2015 Editorial Board Editor: DrRead MoreChild Labor Is The Lack Of Intergenerational Human Capital Development1639 Words   |  7 Pagesutilizations of child labor, high rates of this phenomenon tend to be ultimately detrimental to the child, household, and national economy as a whole. 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Meteor Showers and Where They Come From

I Am Praying For You - 1053 Words

I’m Praying for You My cell phone sings me a familiar tune every weekday morning. â€Å"Ugh, ok, ok, I’m up.† Carefully pulling the blanket off, Aiden, my chubby cheeked, doe eyed infant, greets me tugging on my hair. Looking over at him I whisper, â€Å"Let’s go wake up sissy.† He smiles back, flaunting his two new bottom teeth. Just another Friday morning for me, but for my kids, it’s the day of their long anticipated playdate. I dash to the kitchen, get breakfast ready, manage to change a diaper and get out the door by 8:30am. My jubilant 5-year-old, Aundrea, skips ahead of me, in her favorite purple tutu and pink knee-high socks. I nervously command her: â€Å"Dre! Stay close, please.† â€Å"Ok, mommy.† She smiles at me and leisurely starts walking†¦show more content†¦The Merriam-Webster dictionary defines Atheist as: â€Å"a person who does not believe in the existence of a god or any gods.† (Merriam-Webster) When this subject comes up, my parenting skills are the frequent subject of examination. People tend to thrust aside, how well behaved, empathetic and benevolent my children and myself are. The difference between what I teach my children, as far as morals, is uncomplicated. I omit any form of deity. As a child, I was inquisitive. Every time my dear mother beckoned, I answered with a question. My mother’s responses rarely satisfied my eager intellect. She habitually resolved with â€Å"because the bible tells you so†¦.† So, when our television was flooded with starved, crying children, I asked her: â€Å"Mommy, why are those kids so skinny and crying? Is God going to send them food?† â€Å"If it is god’s will, he has a plan for them†¦Ã¢â‚¬  before she could finish my brassy mouth spilled out: â€Å"Mommy, are you sure god really exists?† Her hand walloped across my 9-year-old jowl. This only sparked my curiosity even more. I was coached into believing that I was being watched every hour of every day, by a god. This was my parent’s way of cultivating my moral compass. My parents inadvertently taught me, their religion was the only reason they weren’t schmucks, there was no genuine moral in them only the fear of this deity; Instead of trying to ingrain, the importance of being philanthropic without any form of retaliation.Show MoreRelated Hamlet Soliloquy Act 3 Scene 3 Essay778 Words   |  4 PagesHamlet Soliloquy Act 3 Scene 3 Hamlet has just watched Claudius praying for forgiveness in the church and has been hiding and waiting for his chance to kill him. â€Å"Now might I do it pat, now he is praying; And now Ill dot. 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We have been talking about writing one another letters for some time now, but I have been very slow about getting mine to you. I hope you can forgive me. I assure you, once we begin, it will be far more frequent and consistent. I think writing letters is such an intimate way to share your knowledge, experienceRead MoreBeing Close Friend With My Religion884 Words   |  4 PagesBeing Close Friend with My Religion Do you ever get know you about your religion or become close friend with it. When I used to live in Portland, OR I do not know much about my religion because I was too busy trying to fit in with others or trying to practice others religion. Also, I was not comfortable to wear hijab and skirt to school because off what I was hearing and the reason why I need to wear it for. However, when I learned about Islam I felt like I was in different world. The most important

English Language and Students Free Essays

string(92) " the consequences of the lack of speaking skill while giving military presentations abroad\." 1: Introduction At present, speaking a foreign language represents one of the essential requirements of today? s society. Besides other skills and knowledge, it is considered as one of the most influencing factors while applying for a job or sustaining in a particular work position under the condition of advancing the language level. Based on my work experience, I can confirm that knowing a foreign language is a necessity for everyone in general, mainly for my students – soldiers. We will write a custom essay sample on English Language and Students or any similar topic only for you Order Now These people are required to reach a sufficient level in a foreign language in order to accomplish military assignments in missions abroad. Teaching foreign languages, mainly English, for these military purposes is provided by the Defence Language Institute in Vyskov where I have been working as an English teacher for almost three years. My principal goal is to provide the soldiers with as efficient English lessons as possible because it will be them who will have to deal with international relationships and take measures for solving various situations. The main reason for choosing this topic for my bachelor thesis was realizing how important speaking is in everyday situations. No matter where we are, either in the Philippine Republic or in a foreign country, English conversation plays a crucial role in understanding each other and dealing with different kinds of uncovered problems. It means school teachers need English to communicate with their colleagues – native speakers.. Even if they come from America, England or Australia and their accents differ, it is just a question of time for teachers and also students to adjust to their speech and distinguish differences in pronunciation. Being able to keep a fluent conversation with a native speaker is viewed as the main goal of students, which underlines the importance of speaking skills in a student? s point of view. Therefore, in my thesis I decided to concentrate on communicative activities which might be helpful for English teachers and enhance their students? communicative skills. 1. 1: Statement of the problem This research would â€Å"What is the effectiveness of implementing speaking zone at the University campus? † 1. 2: Objective of the study The objectives of my studies are: 1. To review the concept and importance of speaking skill. 2. To analyze the factors that are effective in speaking skill. 3. To explore the new ways of speaking skill. 4. To recommend how they improve speaking skill in English at University campus. * * 2: Discussion 2. 1. SPEAKING * 2. 1. 1 Speaking as a skill For most people, the ability to speak a foreign language is synonymous with knowing that language because speech is for them the basic means of human communication. English learners no longer expect the traditional approach of their teachers based on developing mainly the grammatical competence and using methodology popular in the past. Today, teachers are expected to provide their students with useful active knowledge of the foreign language, not just theory about the language. Communicative approach focuses on a balance between fluency and accuracy and is the most suitable for those students whose aim is to gain confidence in speaking and conversational abilities. Nevertheless, speaking in a foreign language has often been viewed as the most demanding of the four skills. â€Å"While listening and reading involve the ability to correctly receive messages and are therefore referred to as receptive skills, speaking and writing, on the other hand, involve language production and are referred to as productive skills. † (Harmer 1995, 16) Producing spoken language has often meant a difficulty and an obstacle for English learners. There might arise a question why. The answer is obvious. In the natural spoken language students are required to be aware of characteristics of fluent speech, such as reduced forms, use of slang or idioms, fixed phrases, collocations and most importantly the pace of speech. All of these have to be taken into consideration while practising conversation in class. Without these, our spoken language would sound bookish and unnatural. To avoid this, it is essential to introduce and practise â€Å"real† communication with our students ithin the learning process. If it is neglected, it may be a reason why students are often shocked and disappointed when using a foreign language for the first time whilst interacting in foreign environment. They have not been prepared for spontaneous communication and could not cope with all of its simultaneous demands. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. This is natural and adjures patience while learning to sp eak or communicate in a foreign language. As I already mentioned, native speakers are a great support and the opportunity to communicate with them means even greater encouragement for our students. Although it is quite demanding for students to keep up in conversation with them, they take it as an advantage in their studies. Most English learners are actually familiar with the fact that the best way to advance their speaking skills is adjusting to it in an English speaking environment. 2. 1. 2 Difference between speaking and conversation Although the terms â€Å"speaking† and â€Å"conversation† may seem clear, they often get misunderstood. Speaking as a skill taught at schools presents the student’s ability to express his or her opinions, thoughts and ideas to a particular matter. Speaking practice, which is usually based on storytelling, giving speech or presentation, is the necessity for later successful conversation. Nevertheless, the focus on speaking activities has diminished in recent years. This has been caused by many factors, especially by realizing the need of everyday communication. As I mentioned above, giving speeches or presentations is not what we concentrate on in our lessons. Even though these are crucial prerequisites for later conversational practice, the teachers tend to focus on communicative activities as the main goal of speaking lessons. I have no objection to this, but it is essential to mention the importance of presentations for military English learners working for the Ministry of Defence and the consequences of the lack of speaking skill while giving military presentations abroad. You read "English Language and Students" in category "Language" For this reason, it is very important for teachers to think through the purpose of speaking and communicative activities being prepared for lessons and also the target group of learners. Nolasco (1987, 3) mentions that being able to speak reasonably correct and even fluent English is one thing, but being able to engage in on-going, interactive, mentally satisfying conversation is another. Conversation is such a natural part of our lives that many people are not conscious of what happens within it. However, conversation follows certain rules which should be obeyed in order for participants to feel relaxed and be satisfied with it. Arthur (1987, 5) adds that the main purpose of conversation is the exchange of information among people. While communicating, our students may find themselves in different social situations playing various social roles and the main task for language teachers is to prepare them for these real situations they might participate in. This also includes leading students to develop the ability to initiate and sustain conversation whenever it occurs. 2. 1. 3 Students’ motivation to participate in a speaking lesson When students learn a foreign language, they very often accumulate a lot of knowledge (grammatical rules, lists of vocabulary items), but then they find out that they cannot actually use this language to communicate when they want to. Scrivener (2005, 147) claims that there seems to be some difficulty in moving language from passive knowledge into active usage. Without experience in using the language, learners may tend to be nervous about trying to say things. Partly they may fear seeming foolish in front of others, they may worry about getting things wrong they may want to avoid teacher’s comments or correction and so on. It takes quite a long time for some students to express themselves, which leads to long embarrassing pauses while learners are trying to find out how to say what they really want to say. One of the best ways of helping learners to activate their knowledge is to put them in â€Å"safe† situations in class where they are inspired and encouraged to try to speak a foreign language. Teachers should try to create such activities in which learners feel less worried about speaking and less under pressure. Nevertheless, the teacher is not the only one whom the students’ success in speaking is based on. There are also motivational factors, differing from student to student, which influence his progress in the spoken language. Harmer (1991, 4-6) distinguishes extrinsic and intrinsic motivation. He claims that students? attitude to speaking the language may be affected by different factors from the outside, such as people in close surroundings, previous speaking experience in a foreign language or the job opportunities offered after mastering foreign language communication. All of these represent extrinsic motivation. Although extrinsic motivation is nowadays a driving force for most students, without intrinsic motivation no goal in improving the speaking skill could be achieved. Success is also based on students? willingness to learn to speak a foreign language, which may be influenced by the teacher? methods used in teaching communication and, above all, his or her personality. Considering these, teachers should realize how important role they play in encouraging the students to learn to speak a foreign language. Students’ personalities also play an important role in determining how quickly and correctly they will manage a speaking task. Those students who are risk- takers, unafraid of making mistakes, are generally more talkative but usually make many errors. Those who are shy may take a long time to speak confidently, but when they finally manage it, their English contains fewer errors. The aim of both types of students is the same, indeed – to use the language correctly and fluently. To achieve this goal the teachers should try as much as they can to break the silence in the classroom and get the students speak no matter how many mistakes they make or how long it takes them to produce sentences. In order to decrease shyness while speaking in front of the whole class, students may be offered the opportunity to work in groups or pairs, which is a suitable approach for enhancing the active language use. Harmer (1991, 7-9) points out different motivational factors depending on the age and level of the students. Children’s and adolescents’ motivation to speak a foreign language is irrelevant for the purpose of my thesis because, as mentioned above, I deal with adult English learners and their motivational needs for a foreign language communication are substantially different from the others. I concentrate on intermediate students who represent the majority in my classes. Their English is good at this stage but they are motivated by a primary goal of achieving a more advanced level of the language. They already know a lot and are able to have a conversation about every day matters but sometimes there might occur some problems. One of them is often the feeling that they are flooded with the new complexity of the language and cannot cope with it. Teachers, when having found this out, should focus on building up the knowledge students already have and assure them they can speak the language well enough to understand and be understood. Ur (1991, 274-280) declares that â€Å"motivation is very strongly related to achievement in language learning. † This statement results from teaching practice showing that eager learners willing to invest effort in speaking activities are likely to make greater progress. On the contrary, those sitting silently at the desk without desire to be involved in any kind of speaking activity, may find themselves stuck to be able to improve their speaking skill. Having noticed this, teachers should encourage low-motivated students to develop the interest in communicative activities. Ur (1991, 281) describes some strategies to enhance students’ motivation to speak in a lesson. The principal one is selecting the topic carefully to make it as interesting for students as possible. If the teacher’s choice fails in the class, there should be no panic or embarrassment. The possible solution to this situation may be asking the students to vote for a topic they would be interested in talking about. Varied tasks are also suggested for a successful and efficient speaking lesson as well as using visuals to enhance students’ motivation to speak. Average pictures copied from different sorts of textbooks and workbooks do not encourage adult learners to speak anymore. Based on my teaching experience, adult learners prefer to be set into real situations, dealing with real and current news items concerning today’s world and society. To satisfy students’ expectations, teachers should be supplied with sufficient amount of authentic materials, such as newspapers and magazines. The speaking tasks could be based on describing the photos to each other and guessing the place in the world where the action has happened. Connection between the picture and reality makes it even more tempting for students to express their points of view to a particular event and, at the same time, the teacher’s goal is achieved as well – getting students to speak and communicate with each other. 2. 1. 4 Accuracy versus fluency Accuracy and fluency are terms characteristic for a successful and fecund conversation. Scrivener (2005, 160-162) declares that accuracy is the ability to speak correctly without making serious mistakes and therefore a greater use of instant teacher’s correction within a speaking activity is appropriate. On the contrary, fluency is the ability to speak confidently without irrelevant pauses or hesitation, however, often with making major mistakes. In this case, instant correction may be inappropriate and could interfere with the aims of the speaking activity. Teachers should be aware f whether their main goal in a speaking activity is accuracy or fluency and adapt their role in class eligibly. If the main aim is to get students to speak, then one way to achieve that would be reducing teacher? s contribution. It is supposed that the less he or she speaks, the more time and space it will allow the students to. If the main aim is accuracy, the teacher should concentrate on student s? mistakes and devote time to their correction. However important speaking without mistakes is, a promoted trend at present seems to be to lead students to a fluent conversation in every day situations. Taking this into consideration, this approach best fits the needs of today? s society which is based on fast exchanges of information. Nevertheless, it would be injudicious to qualify accuracy as less important in communication and underestimate its importance. It is also essential for the ability to speak a foreign language well. 2. 1. 5 Correcting students’ mistakes Fluency Activities In a fluency activity the teacher is expected to monitor the class and encourage the students to speak with minimum interfering and correction. This technique is called scaffolding. Scrivener (2005, 162) states that â€Å"it is a way a competent language speaker helps a less competent one to communicate by encouraging and providing possible elements of conversation. † In practice it means to encourage the weaker one by nodding, eye contact, repeating the last word in order to encourage the speaker to continue, asking tag questions, etc. The aim of this encouragement is to make a student speak as much as he or she is able to. Considering a fluent activity, correcting the mistakes should be done after finishing this activity. Suggested techniques are the following: ) writing the sentences used during the activity on the board and discussing them with the whole class b) writing incorrect sentences used during the activity on the board and encouraging the students to make correction c) inventing and writing down the story that includes some errors the teacher overheard during the activity and students try to find them and correct them d) writing out two lists A and B – each list contains ten sentences from the activity but some of them are correct, some of them incorrect. Students work in two groups and their task is to decide if the sentences are either correct or incorrect and why Accuracy Activities In an accuracy based activity the teacher is required to correct students? mistakes whenever possible. While practising accuracy, students become aware of their own mistakes in speaking straight away because the teacher does not wait until finishing the task. This approach is suitable while focusing on grammar mainly and enables the students to realize and correct their mistakes and also prevent their recurrence. 1. 2 COMMUNICATIVE ACTIVITIES Every speaking lesson should be based on communicative activities which fulfil two important language learning needs. They encourage the learners to acquire language knowledge and prepare them for real-life language use. Achieving the outcome requires the participants to interact, which means not only speak with a person but also listen to what he or she is saying and react to it. 2. 1. 6 Importance of pair work and group work Pair work and group work present ways of organizing the class while teaching speaking. The teacher? s responsibility is to choose a suitable communicative activity depending on what is going to be practised – either fluency or accuracy – and organize the students into pairs or groups. In some activities such as role plays and guessing games, pair work is essential. On the other hand, discussions and debates require group work and enable the students to express their opinions on a given topic within the group. After that, the spokesman of each group notifies the rest of the class about the conclusion they have reached. This may lead to a following discussion among groups and if the topic is amusing, the speaking lesson seems to be enjoyable for both students and the teacher, too. Advantages of pair and group work There are many reasons for pair and group work to be used in the lessons. First of all, they provide the students with a lot more practice than working as a whole class. Students also feel more comfortable to speak to one or two people rather than the whole class and the teacher. Moreover, speaking to just a few people is closer to real-life situations. Pair and group work allows each student to work at the pace of his or her small group or pair. The teacher is no more considered the only source of information but the students learn from each other. This creates opportunities for learners? knowledge to be shared. In order to be successful, learners need to become accustomed to using English without the teacher? s permanent support. Therefore, working in pairs or groups helps them to build up their independence and confidence for further conversations. The advantages of pair and group work can be noticeable not only from the learner? s but also the teacher’s point of view. It provides the teacher with more time to work with weaker students and encourage them, by participating in a role play or discussion, to communicate. Teachers can also benefit from a great availableness of different communicative activities being offered in bookshops and on the internet nowadays. The variety of materials for pair or group work speaking practice is praised by most of them and their use has proved to be very efficient for speaking skill improvement. Slight disadvantages of pair and group work However efficient and useful pair and group work is, it may sometimes cause little problems while practising speaking. According to Doff (1989, 141) the noise belongs to these obstacles the teachers have to overcome during lessons. Usually the students themselves are not disturbed by the noise, it is more noticeable to the teacher observing pairs or groups. However, the noise created by pair and group work demonstrates learners? engagement in a speaking task and gives the teacher visual evidence of students? involvement. Considering this, the success in working in pairs or groups depends mainly on the students? and the teacher’s approach. Another fact Doff (1989, 141) mentions is the difficulty to control the whole class during a communicative activity. To stop activity getting out of control, it is important to give the students clear instructions, define the speaking task clearly and set up a routine, so that students accept the idea of working in pairs or groups and know exactly what to do. 2. 1. 7 The role of a teacher in communicative activities The teacher is a facilitator of students? learning and as such he has many roles to fulfill. Freeman (1986, 131) describes him as a manager of classroom activities. In this role, one of his major responsibilities is to set up activities that promote communication. During the communicative activities he acts as a consultant answering students? questions, offers advice and provides necessary language items. One of the most important roles is to make sure that students know what they are supposed to practise and check if they do it effectively. These roles are called a conductor and a monitor. Although there is a great number of various activities which may be used in speaking lessons, their use would be confusing and pointless if they would not be logically organised. Being a good organiser should be an ability possessed by every skillful teacher. Considering the facts mentioned above we can conclude that the teacher? s personality in a learning process is very important not only while participating in the activity but also while monitoring the students. The teacher? s less dominant role in communicative activities offers the students the opportunity to be involved in conversation and improve their speaking skills to be able to cope with the real-life situations. * 3: CONCLUSION In my thesis I tried to deal with speaking as one of four basic skills and highlight its importance in everyday situations. My aim was to distinguish speaking and conversation since these terms are commonly used but often get mixed up. I pointed out that conversation plays a crucial role in our lives and without it we would not be able to exchange the information and share our knowledge. I also dealt with motivation as an essential factor for language learners and classified its types – extrinsic and intrinsic, with the emphasis on the teacher? s personality which influences the students? willingness to participate actively in the learning process. I mentioned native speakers as a great source for our teaching practice and described the ways they may encourage the students to carry on studying a foreign language. To feel confident while learning to speak a foreign language, the students are supposed to be put in a „safe environmentâ€Å". This prevents them from embarrassement or anxiety when they are asked to express themselves. I tried to explain this term and suggested possible ways to decrease students? concern about speaking. Due to students? different personalities and also abilities to speak a foreign language, I dealt with pair work and group work as the ways of organizing the class. I mentioned the advantages of this kind of work, especially reducing tension in class, creating a pleasant atmosphere and building up students? independence and confidence. Pair work was evaluated as more useful since it is closer to real-life situations and dealing with them is the main aim that the students are heading for. Another area I focused on, were communicative activities and their categorization : information gap activities, discussions, role plays, simulations and guessing games. I characterized them and evaluated the interaction they offer to prepare students for real-life language use. In connection with them, I dealt with terms accuracy and fluency and explained the importance of distinguishing them due to teacher? s objective within the lesson. I introduced different techniques for correcting mistakes in either accuracy or fluency communicative activities and also described the roles of a teacher and requirements which he or she has to fulfil to manage the roles successfully. By means of this thesis I realized how important it is for the teacher to have a great amount of information concerning teaching speaking to be able to provide the students with efficient conversational lessons. The methodology literature I was reading through enabled me to have a look at a speaking skill from a different point of view and think about this issue more deeply. All the theoretical information I gained from this literature was used in the practical part of my thesis. Based on that, I reached several findings. One of them was realizing how important role motivation plays in the learning process. It was proved that students? progress in speaking a foreign language depends on motivation and encouragement from their teachers. I found out that if there are no stimulating factors and the students are not motivated, it leads to boredom in class. To prevent this, entertaining communicative activities and interesting topics proved to be very useful and effective. Another fact which I found reasonable while evaluating presented activities, was distinguishing them according to the teacher? s objective. The fluency activities proved to be essential while practising fluent conversation to prepare students for the real world. On the other hand, the accuracy ctivities focused on grammar and due to them the students were given the opportunity to practise the correct use of foreign language. Since using various types of communicative activities proved very beneficial in my classes, I would like to recommend them to all teachers whose aim is to improve their students? communicative skills. 4: Recommendation 1. Living through a situation and finding to use the language as a compelling force always helps in acquiring a s ound language habit. Can be teacher of English devise such situations when it is the second or the third language to learn?. It is not uncommon to find that the child even when he is at play he uses the new sounds as he hears them being used by other children in his play groups, without even knowing what each sound or word means. In a very short time he has learnt the meanings of the words by using them in the right place at the right moment. 2. Meaning of words must be allowed to be explored and they are learnt and remembered better. Equivalents, if used, often weaken the impression of the new word and thus tend to damage pupils interest in learning a language. Certain though around a great deal of difficulty stimulators learning. It must be guaranteed that the living personality of the teacher makes use of new word in all kinds of contexts and situations. 3. The proper plan is to adopt new sounds, words and structure patterns into well designed course which ensures gradual yet through repetition so that correct forms, construction are established in the mental habits of the pupils. Pupils should not have a free choice of grammatical form and structure. * * * * * * * * * * 5: References 1. Harmer, J. (1991). The practice of english language teaching. Essex:Longman, 296p. , ISBN:0-582- 046564 1. Scrivener, J. (2005). Learning teaching. Oxford:Macmillan Publishers Lim, 431p. , ISBN:1- 4050- 1399- 0 2. Ur, P. (1991). A course in language teaching. Cambridge:Cambridge University Press, 375p. , ISBN:0-521-44994-4 3. Thornbury, S. (2005). How to teach speaking. Essex:Pearson Education Limited, 156p. , ISBN:0-582-85359-1 4. Littlewood, W. (1994). Communicative language teaching. Cambridge:Cambridge University Press, 108p. , ISBN:0-521-28154-7 5. Celce, M. M. (2001). Teaching english as a second or foreign language. Boston:Heinle;Heinle, 584p. , ISBN:0-8384-1992-5 6. Ladousse, G. (1987). Role play. Oxford: Oxford University Press, 182p. , ISBN: 0-1943-7095 7. Doff, A. (1989). Teaching english. Cambridge: Cambridge University Press, 286p. , ISBN: 0-521-348641 8. Freeman, D. (1986). Techniques and principles in language teaching. Oxford: Oxford University Press, 142p. , ISBN: 0-1943-4133 9. Nolasco, R ; Arthur, L. (1987). Conversation. Oxford : Oxford University Press, 150p. , ISBN: 0-19-437096-8 10. Hadfield, J. (1990). Intermediate communication games. Essex: Jill Hadfield, 105p. , ISBN: 0-17-555872-8 How to cite English Language and Students, Essays

Organizational Learning And Transformation -Myassignmenthelp.Com

Question: Discuss About The Organizational Learning And Transformation? Answer: Introduction Australia and New Zealand Banking Group Limited, better known as ANZ bank is considered one of the largest as well as the most successful organization in Australia. It is also considered a leading bank in New Zealand. The case study analysis the bank`s case. The organization started its journey as the Bank of Australia in 1835, in the city of Sydney (Anz.com.au. 2018). In 1838, the company started its office in Melbourne where its head quarter is located in. The organization is a popular attraction for investors with its majority of shareholders in Australia. The company also operates in several other countries apart from New Zealand and Australia, which are Europe, the Pacific Asia and Dubai. Since its inception, the organization is one of those few companies who have been able to maintain a good performance by reflecting consistent profits (Arnold et al. 2015). Even during the global financial crisis in 2009, the company was able to upheld their name and earn profits. The banking corporation has been divided into five prime units, which comprise of Australia, Asia Pacific and Australia. The retail services offered by the company include services like credit card services, mortgages, deposits and other banking transactions. The organization is involved in various fields like Wealth Management, Institutional and Operations Technology and Shared Services and commercial banking (Buble, Juras and Mati? 2014). The report elaborates on the three broad aspects given in the case study which range from the elements of organizational change, the various challenges faced by managers to implement the internal change and the key attributes of the ANZ leaders. Answer to the first question: Attributes related to Change In the year 1990, John McFarlane was appointed as the Chief Executive Officer at the ANZ. This move was taken after the organization was going through certain turbulent times. Mc Farlane along with his management team brought about a huge change in the organization. The primary motive of the given programme was to bring about considerable change in the operations of the bank and to bring about sustainable innovation and achieve comparative advantage. The various highlights of the program and various characteristics have been discussed in the given case (Buble, Juras and Mati? 2014). After he was appointed as the CEO, it was seen that the bank had started making considerable profits and McFarlane was praised for his leadership style and management capability with special reference to bank finances. At that time, the banking industry of Australia had been facing considerable problems and distrust prevailed. It was at the same time when many banks had closed down, as they could not cope up with the various charges, which had increased tremendously at that time. The distrust had raised and prevailed in the banking industry was because the perception of the various citizens of the country had changed about the given company. This distrust was converted into an advantage by the new CEO of ANZ who undertook major steps to remove the distrust and improve the image of the bank in front of the nationals (Canterino, Cirella and Shani 2017). McFarlane took various steps to improve the scenario. Some of them have been stated below: Criticism of various banks, which had taken actions and retreated from serving the various rural communities. The rural committees of Australia comprised of various tribals who felt left out. Addressing the issues relating to empowerment of women in the banking Industry in Australia. He believed that women were equally capable and should be given higher roles in various banks. John is also considered one of the first few leaders in the globe who had taken interest in the issue of the corporate social responsibility that needed to be taken by the companies for the welfare of the society they function in. His immense talent in this particular field helped him to gain a competitive advantage in this regard and helped the bank to operate to the new operations effectively. These efforts of the McFarlane helped the citizens to view the banking industry in a new light once again. When John McFarlane had joined the organization, he had promised to bring about a vast number of changes in the organization (Cooper 2015). He had intended to reflect profits in the bank and change the perception of the people. The primary action taken by the CEO was that he started a cost-cut drive, which led to the reduction of redundant bank labor in the branches. He also believed at lowering the risk quotient of the bank and investing in the recently emerging markets. The transactions and operations related the head office of the bank was sent through a complete change. The operations were restructured, streamlined and thousands of unnecessary staff was removed from the office. The costs had risen tremendously before John was appointed which was reflected in the cost to income ratio of the bank. After his appointment, the ratio was brought down adversely. McFarlane realized the importance of the retail customers and shifted their focus from corporate clients to the retails one. H is estimate was correct and the business of the organization increased considerably. The organization took its first step towards changed in the year 2000. The CEO of the bank wanted to change the positioning of the bank into a bank with a human face (DuBois et al. 2015). The leadership team comprising of various executives, which was lead by John, was named the Perform, Grow and Breakout, as a management consultant, McKinsey and Company was appointed which was trusted with the responsibility of providing the company with new solutions. At first, the consultancy was given the responsibility to study the culture of the bank. The results displayed various problems relating to the present values of the banking organization. It also showed various problems relating to the value orientation of the various employees of the company and the way in which the bank was being perceived by the bank. The organizational report reflected to a positive result with respect to result orientation and goals of the organization (Farrell, Kawecki and Branham 2017). However, this was not th e case of orientation of the employees who believed that the banking organization ANZ was filled with hierarchy and extreme bureaucracy. They also believed that the management withheld hold amount of relevant information with them and that there was a lack of transparency in the organization. Hence, after this observation was made, it was seen to it that the values and cultures of the organization were made based on the viewpoint of the employees as well and not just the vision of the senior management. McKinsey also compared the bank to various other leading organizations present in the country. In terms of financial performance and operational excellence, the company fared extremely well. However, as stated earlier the company scored low in comparison to others in terms of values. Eleven measures, which included aspiration or mission, goals or targets, feedback related to the performance of the business unit, organizational approach, financial control, coordination and control, motivation related to opportunities, consequence management and motivation related to values, were considered (Fernandez 2017). John McFarlane after the given report formulated strategies under the Perform, Grow and Breakout Programme. As analysed from the given result of the report by McKinsey, the primary focus of McFarlanes strategy related to the Breakout, which was related to the cultural orientation and value system of the organization (Keskes 2014). After the given strategy was carried out, the banking corporation formed a new process in reference to the transformation of culture and the major initiatives taken by the company were: breakout charters breakout workshops and, Breakout consulting. The emotional ability and development of personality was the main area of concentration in the area of employees with respect to the Breakout workshops. The business projects were the main area of the breakout chapters. These projects, which were chosen, were closely related to the various culture and value aspect of the bank. The Breakout consulting refers to the process by which the diagnostic and consulting services are provided in the organization so that they are able to help the business units in performing better. One of the key points of the breakout program was that it was carried out on all the employees in the given organization and even across the various units as well as branches of the baking corporation (Malhotra and Hinings 2015). The given program took place for a period of around two to three days. The primary motive of the program was to provide the various employees the ability and the tools to realize their given potential and think in detail about the various motivating factors present in the given organization. The purpose of the program also included towards helping the given organization in increasing its engagement of the employees and to help it to optimize its work processes. The aims as well as areas of advancement were recognized by the various employees with the help of this program. The given change was brought about in the culture of the organization after the realization and observation of the CEO of the given organization. The Breakout project was also followed by a performance management of the employees whereby the employees of the organization could be retained and build (McCleskey 2014). The major phases relating to the performance management program relating to ANZ are: Performance planning Coaching which is interrelated to the performance of the employee and, Assessment of the given performance. It was realized that the process of performance management is of utmost relevance and that it needs to be clear and also measurable. The targets that will be set out by the management for the employees should be realistic. The manager and the employee will be required to sit together and discuss the various targets. The first phase of performance management involves performance coaching which requires meetings at regular intervals of the employees with their managers so that their capabilities are bold up throughout the year. This helps in tracking of the progress. The primary focus of the move is to make sure that the performance and value system of the employee is developed according to the set plan (Monzani, Ripoll and Peir 2015). The e particular program at the ANZ Banking Corporation also aimed at development of the personal goals of the employee. Hence, in the section, the various highlights of how the organizational transformed over the years has been elaborated. The above-discussed points are therefore the major features of the transformation of the organization after the appointment of McFarlane as the CEO of ANZ. Answer to the second question: Internal Change in the Organization Under the supervision and guidance of John McFarlane, various changes took place throughout the organization. These changes could be easily witnessed and were relevantly designed for identifying and developing talent throughout the organization. The primary focus of the banking corporation has always been on the learning of the employees at every level of the banking department (Nanjundeswaraswamy and Swamy 2014). The bank makes use of advanced global systems in order to see to it that the right knowledge is given to the right customers when required. The management also aimed to bring about an internal cultural change in the organization, which it implemented through three basic leadership programs that were introduced by John McFarlane. He brought about huge investments in the leadership programs. The given program started with identification of efficient leadership in the organization, which was carried out by the human resource department of the organization. The HR managers and the line managers conducted a program together, which was popularly known as The Emerging Leader Radar Talent program (Saeed et al. 2014). The given program conducted steps, which were useful in identifying young talent in the company. However, while this program was being implemented, the company was faced by certain challenges. These challenges include challenges like engagement of the various employees. Engagement of the various employees proved to be a huge challenge because the organization is relatively large. McFarlane also faced a huge amount of challenge in getting support from all the employees. The employees were quite restricted in their thoughts with respect to culture. They did not want new reforms, which according to them would result in the mitigation of the essence of the organization (Saleem 2015). The action plan in order to address the given challenges was that the organizational change was not only bought about in the lower part of the organization but also in the top management. The change, it was decided that will be bought about in the top management first and then in the rest of the organization. This fulfilled the main aim of the CEO, to build a trust factor among the employees. The data and statistics, which were analysed, post the change as per the staff survey reflected that there was significant improvement. The satisfaction level has improved greatly from 50% in 1997 to 62% in the year 2001, 78% in 2002 and lastly 85% in the year 2004. Since the adoption of the above stated program and its success, the ANZ has become one of the leading organizations in the globe (Sethuraman and Suresh 2014). It has become the most engaged workforce around the globe. Leaders who want to bring about the change in the organization need to take steps from the given. Another primary challenge that the company faced was with regard to the tenure of the CEO, John McFarlane. There was a time when the bank was exposed to the telecommunications industry. The industry had collapsed in 2000 and this has affected the organization adversely (Prooijen and Vries 2016).Other banks started giving the organization fierce competition during the reign of McFarlane. Hence, during this phase, he undertook certain wrong decisions, which had an adverse impact on the organization. Answer to the third question: Leadership Attributes The CEO of the company, John McFarlane entered the organization at a time when the organization was under a crisis phase. The role played by the leader was that of providing guidance to the rest of the organization and taking the organization to a phase whereby the whole structure of the organization had to be changed (Shani and Noumair 2017). McFarlane took a big initiative and made sure that the image of the company was changed to `a bank with a human face`. McFarlane also started concentrating on Corporate Social Responsibility and was one of the first leaders to do so. Another good characteristic about the author was that he realized the importance of employee involvement in an organization and involved them in various performance management activities and setting the targets task. Michael Smith replaced McFarlane as the CEO of the ANZ in 2007 and took the organization forward with his capability. Under the guidance of the new leader Smith, the organization got the AA certification. Smith`s main goal was to make ANZ one of the most popular banking corporations round the globe (Sommer, Sprog and Andersen 2017). Various losses of jobs had resulted from the organizational change activities. Hence, to avoid this Smith focused on efficiency and transparency, which aimed to improve the profitability of the organization. The current CEO of the organization is Shane Elliott. The banking industry is undergoing changes right now and these will be reflected and acted upon by him. Conclusion Therefore, it can be concluded that leadership plays a key role in the transformation of the organization and that the organization can undergo a change only if it gets proper guidance and help. The change in the cultural process of the organization is not an easy task and involves change in the attitude of the employees as well. The middle level managers have a lot to learn from the senior leaders as well. Hence, it would not be incorrect to say that organizational change is a result of leadership style. References Anz.com.au. ,2018.ANZ Personal Banking | Accounts, credit cards, loans, insurance | ANZ. [online] Available at: https://www.anz.com.au/personal/ [Accessed 21 Jan. 2018]. Arnold, K.A., Connelly, C.E., Walsh, M.M. and Martin Ginis, K.A., 2015. 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