Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
But even though that unrealistic approach does not seem to be present, Decker deals with the real pressures and conflicts of office life, particularly in a "changing workplace." The conversations are real; the pressures are real; the conflicts are real; the language is real; and all of the personalities seem real to me.
Decker does also seem to teach some lessons in this book through his characters and the circumstances they go through. One of the more important ones, it seems to me, is that he shows how opportunity as well as challenge and obstacles can come from changes in an organization. And though these were specifically related to a corporate takeover, to me, Decker's message was broader than just that context. He also points out ways to avoid or minimize conflict in the workplace and ways to handle it differently. And he does this by example -- that is, through the dialogue between...
First, he makes you think about yourself in those types of situations. You can't help but relate to one or more of the characters in some way, and then when you see how that characters either does or does not handle something very well, the reader can learn from it just as the character does. And the second item is he makes you want to be more positive about change, not just in the workplace but everywhere. And because the little candle company ultimately succeeds, it seems it makes his advice even that more potent and real. Definitely, a book I would recommend.
Bibliography
Decker, C. (2004). Lessons from the hive: The buzz on surviving and thriving in an ever-changing workplace. New York: Kaplan Business.
Bibliography
Decker, C. (2004). Lessons from the hive: The buzz on surviving and thriving in an ever-changing workplace. New York: Kaplan Business.
individual from childhood, and they are biological, socio-cultural, psychological, and life-cycle in nature. Counselors are expected to have a full understanding of all the biological forces and psychological developments that lead to maturity. This includes certain things like the genes of the individual, hormones, nutrition, and several other biological factors. The sole concern of the biological forces is the body and its development processes. They equally need to have
Theories on Career Counseling Selected theories Trait and Factor Theory Parsons, the theorist who developed the Trait and Factor theory, suggested that vocational support ought to be founded on three elements. Firstly, the individual, his/her personality, interests, abilities, resources, values, and ambitions must be clearly understood. According to Parsons, clinical interviews help glean this information. Secondly, knowledge regarding the sphere of work, including knowledge of each occupation's pros and cons, opportunities, requirements, and
Career Development The goal of this project is to create a comprehensive career development program for lower and middle class high school students. These students are more at risk than others because of their already suspect socioeconomic status. In general, this group does not have the same advantages as upper class individuals who can many times rely on better educational opportunities and networking possibilities as a whole. The program also seeks
Part One I am currently a middle school math teacher who works with kids that have emotional behavior disorders. To advance my career, I am currently pursuing a Master’s degree in school counseling. My short term goal is to be a high school guidance counselor, and I have long term goals of staring a full-service consulting group that helps underprivileged or underserved students access resources and tools for personal and professional
And the problem lies in the fact that there is a shortage of good teaching on the subject. "Students are left to discover ethical solutions by 'osmosis'" he asserts, because "simply providing ethical information is not enough, students end up without sufficient skills to make ethical decisions." As to what responsibility supervisors have in terms of their ethical duties towards supervisees, Carroll suggests supervisors not merely wait until issues arise
Longitudinal trajectories for individual participants were used at one level, while a second level included the effects of between-subjects predictors at the higher order. To construct the models, 4,193 observations were used over time, with 3,055 of these conducted ruing community caregiving and 1,148 in the nursing home. Presentation of Data Data are presented by means of two figures and three tables. The data appear to be very clearly explicated. The