The Civil War American Industry - 1177 Words

Capitalists shaped the post-Civil War American industry, and were perceived as either admirable industrial leaders or corrupt robbers of the poor. The capitalists and wealthy manufacturers looked highly of themselves, to create an image of generosity and helping the people. However, the poorer farmers and workers reflected on poverty as a cause of the capitalists and trusts keeping all the wealth, and manipulating the industry for personal gain. As mechanization allowed the wealthy men like John D. Rockefeller, Andrew Carnegie, J P Morgan, and Cornelius Vanderbilt to become richer and dominate over the large population of America. Their domination over the working class became domination over the economy of the entire country, and†¦show more content†¦By gaining profit while selling product, the oil company boosted the economy tremendously. Another large business consisted of both Andrew Carnegie and J P Morgan with the innovation of railroads. The Bessemer process for makin g steel and the abundance of coal fueled the railroad industry, with Andrew Carnegie producing most of the steel in the country. J P Morgan contributed with the steel tubing industry, and bought Carnegie’s business, creating the United States Steel Corporation becoming one of the first billion-dollar corporations. Cornelius Vanderbilt was one of the most successful in the railroad industry with the old New York Central railroad, offering railway service at low rates, and founding Vanderbilt University. The railroads stretching into the South and gaining resources from the South made the â€Å"New Industrial South†¦ wide awake to business, excited and even astonished at the development of its own immense resources† (Doc B). Along with â€Å"communication, rapidly opening mines†¦ furnaces, foundries†¦ utilizing the native riches† (Doc B), the South had much more connection through railroads, and began to be regarded similarly to the North in indust ry. The wealthy capitalists, leading the industrial growth becomes â€Å"the mere agent and trustee for his brethren, bring to their service his superior wisdom, experience, and ability to administer, doing for them better than they would or could do for themselves† (Doc C). The top capitalists of the

William Shakespeares Romeo and Juliet Essay - 1768 Words

William Shakespeares Romeo and Juliet Although William Shakespeare wrote the story of ‘Romeo and Juliet’ in the 1500s, the themes depicted in the play had been around for centuries. It was a classic tragic love story. William Shakespeare needed his story to appeal and be accessible to as many people as possible. The main problem was that many people at the time could not read, therefore producing a book was pointless. So he decided to write the story of ‘Romeo and Juliet’ as a play that people could go and see at the theatre. The play was very successful and was shown at important theatres such as the Globe in London. Thousands saw it. In 1996 the film producer Baz Luhrman decided to make†¦show more content†¦Luhrman knew that his film would probably attract good publicity because it was the remaking of one of the most successful Shakespeare plays. Critics and cinema audiences would be curious to see how the play was portrayed on the movie screen. ‘Romeo and Juliet’ is probably the most studied Shakespeare play at school and so most people would be familiar with the story line. Although both versions of Romeo and Juliet use language from the 16th century, the settings are very different. This is evident straight away in the film, as Baz Luhrman chooses to use a news reporter instead of a narrator. Also, whereas Shakespeare sets the scene by the narrator describing in detail the males in the two families, Luhrman shows this in a way a modern audience may find easier to understand, through their clothes. The Montague boys are betrayed in a comical way. They are wearing shorts and Hawaiian shirts and appear not to be very serious about anything. They don’t give the impression of being tough. The audience is introduced to the Capulet boys who are in complete contrast, being smart and well dressed. Their body language is a lot more intimidating. There is a scene that illustrates the culture of the time when it was considered cowardly not to want to get involved in fighting. The Montagues don’t want to show their fear and so end upShow MoreRelated William Shakespeares Romeo and Juliet1869 Words   |  8 PagesWilliam Shakespeares Romeo and Juliet In Romeo and Juliet, love is depicted in several ways. Both Luhrman and Shakespeare represent love in different ways in different contexts to both the Elizabethan era and the contemporary audience. Both the original and later manifestations of the text are valued because they both communicate to the audience on the values of love and society by employing a variety of devices. The central subject dealt within Romeo and Juliet is the subject of love.Read MoreWilliam Shakespeares Romeo and Juliet558 Words   |  2 PagesWilliam Shakespeare’s Romeo and Juliet is a tragic story of two young lovers whose lives are cut short due to the rivalry of their families, the Capulets and the Montagues. The family feud has been present for decades but once Romeo and Juliet meet they are instantaneously in love. Love at first sight some would say. But could love at first sight really be the case? No it could not. There are many things that serve to prove Romeo and Juliet were not in love. At the beginning of the play Romeo isRead MoreGender In Romeo, Juliet And William Shakespeares Romeo And Juliet1500 Words   |  6 Pagesof masculinity; the ability to act boldly and with purpose. Both directors draw upon the themes of gender to tell their stories subtly and effectively. The theme of gender is significant in both films being contrasted in this essay; William Shakespeare’s Romeo + Juliet (Luhrmann Martinelli, 1996) and Hamlet (Davey, Lovell Zeferelli 1990). The two films were released six years apart in the decade of the nineties; Zeffirelli does not seek to embody an evolved gender presentation at all, while LuhrmannRead MoreSympathy for Juliet in William Shakespeares Romeo and Juliet693 Words   |  3 PagesSympathy for Juliet in William Shakespeares Romeo and Juliet William Shakespeare wrote Romeo and Juliet in 1595 and it is still popular today. Its full title is The Most Excellent and Lamentable Tragedy of Romeo and Juliet. It is a romantic tragedy set in Verona, about two lovers, whose families are at war with each other. I am concentrating on Act III scene V, but I will summarise the story up to this scene. So far, two lovers Romeo and Juliet agree to be marriedRead MoreWilliam Shakespeares Romeo and Juliet Essay809 Words   |  4 PagesWilliam Shakespeares Romeo and Juliet Romeo and Juliet is a play based mainly around the theme of love. This theme is good for building a play around because if there is love then you can have hate to contrast it, and many other emotions can be brought in. Love also makes the story interesting to an audience of Shakespeares time; also to audiences of more modern timesRead More Responsibility for the Deaths of Romeo and Juliet in William Shakespeares Romeo and Juliet1449 Words   |  6 Pages Taking Responsibility for the Deaths of Romeo and Juliet in William Shakespeares Romeo and Juliet Romeo and Juliet, the star crossed lovers, the perfect sadly losing there lives for their great love of each other. The tragic death has many characters to blame, but it is impossible to pinpoint the full responsibility on one individual character. Many of the characters in Romeo and Juliet blame each other, for example, the Prince blames the two families and feud forRead MoreWilliam Shakespeares Romeo And Juliet Essay1296 Words   |  6 PagesWilliam Shakespeares Romeo And Juliet Shakespeares most famous tragedy is probably the tale of Romeo and Juliet. The immortal tale of two star-crossd lovers destined to an early demise, originated in Italian folklore. Shakespeares prologue is possibly the most insightful piece of the play regarding their death and the explanation of it. The ancient grudge immediately sets the ominous tone of the play. This allows the audience to understand that their deathRead More William Shakespeares Romeo and Juliet Essay1690 Words   |  7 PagesWilliam Shakespeares Romeo and Juliet Although the story of Romeo and Juliet is over 500 years old, it is as relevant and appealing today as it was when first performed. Although dated, the story of Romeo and Juliet still holds great appeal and relevance to today’s society, despite the differences in morals and values between William Shakespeare’s audience 500 years ago, and Baz Luhrmann’s audience today. The arising issues of order and authority, fate and love entertain/ed and appeals/edRead MoreWilliam Shakespeares Romeo and Juliet Essay1016 Words   |  5 PagesWilliam Shakespeares Romeo and Juliet Act One Scene Five is such an important scene because its the first time that the two lovers, Romeo and Juliet meet. When they see each other for the first time, they fall in love straight away and is the start of the main point of the play. When Romeo sees Juliet for the first time he makes two comments about how pretty she is O, she doth teach the torches to burn bright! and I neer saw true beauty till this night, and heRead MoreWilliam Shakespeares Romeo and Juliet Essay602 Words   |  3 PagesWilliam Shakespeares Romeo and Juliet â€Å"Romeo and Juliet† is a romantic tragedy written by William Shakespeare in 1595, which is over 400 years ago. Romeo and Juliet are â€Å"two star-crossed lovers†, who fell in love at first sight and struggle through circumstances, which ends with their death. There are some characters that are to blame for their deaths and some more than others. The Montagues are someway to blame for the deaths of Romeo and Juliet because

Communication And Critical Thinking Samples †MyAssignmenthelp.com

Question: Discuss about the Communication And Critical Thinking. Answer: Introduction Critical Thinking is the ability of various user to analyze the thinking nature, provide evidence of the ideas. It is a multi step process which can be defined as fast process where an individual can observe , analyze and present their new ideas and add it all into present understanding (Jackson Chapman, 2012). It can be applied in a large number of regions such as reading, written work and discussions. It is a real life model on which people can build more efficient problem solving skills which will ultimately valuable for the organization. It will ultimately improve interpreting skills and problem solving skills (Jackson Chapman, 2012). The ultimate goal is to follow various logical steps and conclude at a particular decision. The important points for decision-making are approach, save time, better communication, decision making and reason(Alsagoff et al., 2012) Approach: With this critical thinking method one can develop awareness about various new techniques of approaching a problem. It minimizes the use of standard problem solving technique(Alsagoff et al., 2012) Save time: Critical analysis help in saving time. It is relevant to know that all the information helps in decision making, on the contrary one can differentiate between relevant and irrelevant ones. Critical analysis helps in setting priority of time and resources by analyzing essentiality of various process (Jackson Chapman, 2012). Improving Communication: It teaches people how to analyze and build evidence for any source. It ultimately aims to produce effective communicator (Jackson Chapman, 2012). Decision making : It mainly works with critical thinking to make it more easier for anyone. A person generally works with more analytics and leaves behind intuition and guesswork (Alsagoff et al., 2012) Reason: It will help to become a more reasoned and appropriate problem solver. One can run two types of reasoning that is inductive and deductive. The usage of the inductive and deductive type depends on its usage. Prioritizing decision in various reasons and logic over emotion or guesswork will ultimately led to effective problem solving (Arends, 2014). Critical Thinking Critical thinking is nothing but a series of multistep process. It is defined as a fast process where people can observe , judge and present new ideas and sum it to current understanding. It can be applied in a variety of platform ranging from reading to discussion (Halpern, 2014). It is not considered as a negative process in spite of the fact that it has critical thinking has many criticism. It is more useful to link critical thinking with various standards and criteria. It can be considered more than a problem which can be used to build successful more efficiently decision making techniques which will ultimately bring benefit to the organization. It is focuses the application of logic for better and reasoned decision making. Many times critical thinking is misjudged as criticism (Kim et al., 2013). It mainly follows a sequential logical step and arrive at a appropriate conclusion. It also involves the evaluation of various sources like data, facts, observed behaviors and research finding. Good thinkers can draw conclusion from a set of data containing information for making a solution of a problem and decision making (Kim et al. ,2013). Some examples of critical thinking are, a plumber who uses critical thinking techniques to judge which material is appropriate for a particular job, similarly a job seekers uses his critical thinking to judge vacancies in various firms and then he decides the suitable organization for his application (Halpern, 2014). Critical thinking is mainly considered as a process of putting questions to data containing important information (Liu, Frankel Roohr, 2014). For example when a student reads the information in a textbook then he can put questions like what a leader or a professor or his classmate says about a particular topic. The word logic is derived from Greek word logike, which means art of reasoning (Halpern, 2014). By using a logic a person can judge what is good or bad for him. It also helps in the distinction of good or bad reasoning, truth and falsehood. By the help of logic one can evaluate new thinkings and to make good decisions (Arends, 2014). List of Critical thinking Analysis: It refers to the ability of judging something and then one can understand its meaning and its representations(Armstrong et al., 2015). Clarification: It not only the ability to summarize information and to state in such a way that it is easily understandable to people (Arends, 2014). Evaluation: These skills are mainly related to accessing or judging the period of an idea (Fairclough, 2014). Explanation: Explanation can be considered similar to clarification and it mainly focuses on the ability to clearly reveal information and even include ones perspective to that particular data containing vital information (Armstrong et al., 2015). Inference: This mainly focuses on the ability bring out conclusion from the information that is provided to the people. Interpretation: It mainly focuses on the understanding of required information. It also infers to communicate the meaning of a information that is clearly understandable by various audiences (Liu, Frankel Roohr, 2014). Judgment: Similar to evaluation, judgment can be considered as an idea or piece of important information (Fairclough, 2014). Objectivity: It mainly focuses on evaluating an idea without biasing it further. Problem Solving: It is an another important technique or skill that can be considered for judging or analyzing of problem, generating a particular solution, its implementation and after that accessing it ( Fairclough, 2014). Reasoning: It refers thinking of a problem or question logically. Importance of teaching critical thinking Critical thinking can be consider as an important skill for fresh graduate to check its necessity in workplace. During their research or study, students should use critical thinking for development of their knowledge. It is also vital for students while making decisions from variety of given choices while choosing activities for development of skill and techniques (Dwyer, Hogan Stewart, 2014). It enables students to take decision to make an output for knowledge, developing techniques which is used by learner and gradually decreases their dependency on other various University. When this type of critical thinking is integrated with current knowledge then it can led to the formation of new ideas and knowledge (Armstrong et al., 2015). Critical thinking plays a key role in the life of other graduate techniques or outcomes of learning such as solving of problem, making of important decision and communication (Dwyer, Hogan Stewart, 2014). Critical thinking should not be misunderstanding with problem solving. Critical thinking is generally considered as an important component of problem solving. Teaching Critical Thinking Critical thinking can be easily taught to people. Teaching of critical thinking mainly involves breaking down of processes. Each step must be explained and practiced which will ultimately benefit the students (Dwyer, Hogan Stewart, 2014). The academic plays a key role as a facilitator to provide students to develop an understanding of critical thinking (McPeck, 2016). Then they must allow students a particular span of time for its practice and to receive feedback from it (Moore, 2013). Technical critical thinking mainly comprises of two parts, firstly providing students a critical thinking process and secondly providing an opportunity to various students for the application of this process. During set up of student task the following points of critical thinking should be considered like it should be enough small to stop its effects on the student, should be non-aggressive like it should not include topics where students are uncomfortable in expressing their point of view (Liu, Frankel Rohr, 2014). Time is generally considered to as an important factor of critical thinking. It generally depends on time for its well understanding (McPeck, 2016). Various students also depend on time for development of the important skills for critical thinking (Moore, 2013). The important steps of critical thinking are reflect, Question, Contextualize, evaluate, analyze and observe (Borglin Fagerstrm, 2012). Tools Required For Technical Critical Thinking Critical thinking is considered to be a fundamental factor for working scholarly. Various universities around the globe is responsible for teaching theses skills in form of some degree through some academics (Wallace Wray, 2016). Nowadays various universities have units that provide support to students in development of critical thinking techniques ( Wild Han, 2014). With the help of critical thinking process various students provide a clear idea which can help in the assistance of their analysis (Terry, 2012). There are certain factors that are included in critical thinking are analyzing of a problem with the help of written essay within a organization, learning of various problem, various case studies, various simulation, integrated learning of work through placement and practices. For example critical thinking in the field of health can be considered treating the various patients with proper medicine. The student must be familiar with the various working policies and ethics rela ted to it (Borglin Fagerstrm, 2012). Critical Thinking and Academic Writing Students have developed critical thinking techniques they just need to put these things in their readings and draw a conclusion from their course. Critical thinking is very helpful to students as it changes the way of reading from passive form to active form (Moore, 2013). Various universities round the globe also provides a large amount of resource for promoting of critical teaching technology in their journals of academic and newspaper article (Price Harrington, 2015). It also aims to provide students with variety of texts that aims to encourage direct learning in that point. It also aims to provide an opportunity for recognizing critical thinking in many domains (Borglin Fagerstrm, 2012). Critical Thinking and Academic Writing Students are capable of analyzing that what they have read they should start forming various formula which is considered as an important part of their written argument. It ultimately aims to provide critical thinking for their academic and assignment writing Yang Wu, 2012). Various universities round the globe has a list of question that the students can utilize while applying critical thinking techniques to their academic writings. It can help in framing the structure of question to promote critical thinking required for skill development (Cederblom, 2012). Assessing Critical Thinking During assessing of critical thinking various academic must return to the point that it needs certain. For ensuring robustness in the performance critical thinking must be taught to various students. There are certain step involved in critical thinking that are observing, Analyzing, Evaluating, Questioning, Contextualization and Reflection. Observe stage mainly involves in gathering of a number of resources or using resources from a variety of sources. Analyzing stage mainly consist of identifying all the important themes. Evaluation stage mainly focuses on identification of arguments that are needed for an opinion (Nosich, 2012). Questing stage mainly involves putting all the required question on the given topic. Contextualization phase mainly involves analysis and evaluation of the given context. Reflect phase mainly consist of various question that are posted. Both of the holistic and analytic rubrics are easily accessible for critical thinking. Analytic rubrics is generally considered as an important parameter for enabling a process which can mark an easy access to various parameters of critical thinking (Nosich, 2012). Various universities round the globe use a list of critical thinking rubrics. Rubrics can be used in various domains of critical like self assessment of critical thinking rubric and holistic critical thinking rubric. Critical thinking is generally considered in setting priority of outcome to higher education (Nosich, 2012). Critical thinking is considered to be important factor for free thinking and solving of problem in a better way in both lives that is professional and personal. Critical thinking can be considered as an important factor for examination of issue by breaking a problem into pieces and its evaluation in a proper way (Cederblom, 2012). Putting question with the answers to get a clear idea about the world around it focuses it to critical thinking. In various enquiry based instruction various teacher put questions where student can draw idea and conclusion about a topic. Critical thinking in writing can be considered as a new technique. Writing critical thinking converts a student from passive learner to active learner. With the help of writing technique student can use it to critically analyze various ingredient of critical thinking (Clifford, 2013). Employers from various organization look for fresh college pass out who have sharp and good critical thinking techniques that must be applied to various vocational based region. With the help of careful planning of task and activities, academics provide a important platform which is used for the development of critical thinking techniques in various students With the help of act of writing student can put their focus and thoughts before putting all their thoughts in the ir paper. As soon as the students are capable of analyzing that they have read they should start forming various formula which is considered as an important part of their written argument. Writing techniques gives a range of benefits to students. Opportunities for a group of people include decision, case studies, task relate work , reviews and various debate relate to it (Price Harrington, 2015). Students are generally exposed to different region for clarification of their ideas. Student response from various activities need thinking of new critical goals which are consider as an important parameter for students (Parkay, Anctil Hass, 2014). It is vital to put a clear idea for evaluation of critical thinking. Critical thinking helps in putting student and teacher towards a common target. It helps in evaluation of various skills and techniques used by various students and teacher from various industries. It helps in setting up of evidence, statements, graphics and question and also help in asking different questions, draw a conclusion from it , it also helps in explanation of assumption and various reasons. It is also important to note that it is an very important tool required for any course (Cederblom, 2012). It is very useful by students in any course of action so it can check the required criteria for it. It also helps in distribution of assignments that give freedom to st udents to receive guidance from various universities round the globe (Price Harrington, 2015).. This will ultimately improve the quality of work and it will ultimately improve the quality of their new idea and writing (Clifford, 2013). Conclusion Critical thinking can be used for addition of various activity of the scholar. It contains many skills that can be used for development of skills through time and experience. Students from various universities must be taken in account in many ways to facilate development of leaning outcomes. Employers from various organization look for fresh college pass out who have sharp and remarkable critical thinking techniques and skills which must be applied to various vocational based activities. Careful planning of task and activities in academics aims to provide a wonderful platform that can be used in the updating the critical thinking techniques of various students. Students can develop it further as a part of professional activities and learning of various lifelong techniques (Clifford, 2013). References Alsagoff, L., McKay, S. L., Hu, G., Renandya, W. A. (Eds.). (2012).Principles and practices for teaching English as an international language. Routledge. Arends, R. (2014).Learning to teach. McGraw-Hill Higher Education. Armstrong, G., Kotler, P., Harker, M., Brennan, R. (2015).Marketing: an introduction. Pearson Education. Borglin, G., Fagerstrm, C. (2012). Nursing students' understanding of critical thinking and appraisal and academic writing: A descriptive, qualitative study.Nurse Education in Practice,12(6), 356-360. Cederblom, J. B. (2012). Critical reasoning: Understanding and criticizing arguments and theories. Clifford, J. (2013).Returns. Harvard University Press. Dwyer, C. P., Hogan, M. J., Stewart, I. (2014). An integrated critical thinking framework for the 21st century.Thinking Skills and Creativity,12, 43-52. Fairclough, N. (2014).Critical language awareness. Routledge. Halpern, D. F. (2014).Critical thinking across the curriculum: A brief edition of thought knowledge. Routledge. Jackson, D., Chapman, E. (2012). Non-technical skill gaps in Australian business graduates.Education+ Training,54(2/3), 95-113. Kim, K., Sharma, P., Land, S. M., Furlong, K. P. (2013). Effects of active learning on enhancing student critical thinking in an undergraduate general science course.Innovative Higher Education,38(3), 223-235. Liu, O. L., Frankel, L., Roohr, K. C. (2014). Assessing Critical Thinking in Higher Education: Current State and Directions for Next?Generation Assessment.ETS Research Report Series,2014(1), 1-23. McPeck, J. E. (2016).Critical thinking and education. Routledge. Moore, T. (2013). Critical thinking: Seven definitions in search of a concept.Studies in Higher Education,38(4), 506-522. Nosich, G. M. (2012). Learning to think things through: A guide to critical thinking across the curriculum. Parkay, F. W., Anctil, E. J., Hass, G. (2014).Curriculum leadership: Readings for developing quality educational programs. Prentice Hall. Price, B., Harrington, A. (2015).Critical thinking and writing for nursing students. Learning Matters. Terry, D. R. (2012). Assessing critical-thinking skills using articles from the popular press.Journal of College Science Teaching,42(1), 66. Wallace, M., Wray, A. (2016).Critical reading and writing for postgraduates. Sage. Wild, J. J., Wild, K. L., Han, J. C. (2014).International business. Pearson Education Limited. Yang, Y. T. C., Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study.Computers Education,59(2), 339-352.

Organizational Development Concepts Theories

Introduction One company that can be said to have changed the automobile industry is Toyota Motor Corporation (TMC). Since its establishment in the year 1937, Toyota Motor Corporation has evolved to become one of the best car selling companies in the world. At the same time, Toyota is estimated to provide employment opportunities to about 317,000 people at the moment, working as dedicated employees of the company.Advertising We will write a custom term paper sample on Organizational Development Concepts Theories specifically for you for only $16.05 $11/page Learn More Major activities of Toyota Company started after the Second World War, when the company started to design and manufacture automobiles in large number. The history of Toyota Company is associated with Kiichiro Toyoda who was an excellent inventor and established Toyoda Automatic Loom Company that largely relied on his prolific designs (Toyoland, n.d). As part to generate more capital resour ces, the company Kiichiro Toyoda licensed part of the designs to the British and the generated money was used to establish Toyota Motor Company, an idea that received government’s support due to its military applications (Toyoland, n.d). Before the establishment of the company, Japanese armies relied on imported trucks, and as a result of depression that affected the world and the country at the same time, resources to import trucks became scarce (Toyoland, n.d). As a result, domestic production was seen as an avenue to reduce costs, create employment opportunities, and empower the country to be self-reliance (Toyoland, n.d). Some of the automobile designs by Toyota Motor Corporation in the history include: Model A1 and G1 models, model AA, sedans, phaetons or model AB, Toyota model, GB truck, G1 truck, Toyopet or the model SA, SD models, RH model, Landcruiser, Crown, Corona, Avalon, Camry, and Lexus (Toyoland, n.d). Toyota at the same time throughout history has been able to establish plants in other regions of the world specifically in Latin America and USA. Today, Toyota Motors has evolved as the global largest designer and â€Å"manufacturer of automobiles, both in unit sales and net sales† (Toyoland, n.d). For instance in USA alone Toyota has succeeded in eclipsing Honda and sustained fierce competition to GM and Ford motors (Toyoland, n.d). Further, in 2002, Toyota Motors incorporated 2010 Global vision, which according to the company is a vision aimed at achieving mobility needs in away that considers and respects environment and the people (Toyoland, n.d). Major themes in this Global vision include â€Å"Toward a recycle-oriented society, toward the age of IT and ubiquitous networks, toward a mature society, and toward motorization on a global scale† (Toyoland, n.d, p.1).Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Toyota’s Organizational Structure and strategy Richard D. Daft, writing in the book titled ‘Organizational Theory and Design’ observes that in defining what organizational structure is, it is important to put into consideration three important aspects: organization structure constitute formal reporting relationships that include number of levels in the hierarchy and span of control of managers and supervisors (Daft, 2009). Second, organizational structure establishes the grouping together of individuals into departments and of departments into total organization. Lastly, organizational structure constitutes the design of systems to ensure effective communication, coordination, and integration of efforts across departments (Daft, 2009). According to the author, these three elements involve both the vertical and horizontal aspects of organizing, with each representing a structure that is more appropriate in certain specific organizational orientation. Accordingly, an ideal struct ure should be in a position to encourage employees to provide horizontal information and coordination where and when it is needed (Daft, 2009). From 2003, Toyota Motors was seen to be causing ripples in the automobile industry as it undertook initiatives at high speed catching up with the industry’s perennial leaders and dominant players like GM, Ford, and Chrysler (Griffin and Moorhead, 2009). Many people viewed this as a risk strategy, which upon failure would have severe negative impacts on Toyota Motors. However, on gradual note, the strategy has been working out as some instances of literature postulate that Toyota Motors has been able to outperform one or two of these companies (Griffin and Moorhead, 2009). As the strategy appeared successful, Toyota put in place strategies to re-invent itself and one of the re-invention strategies was to introduce new designs. One of the changes that has characterized Toyota introduced by the management include introduction of a number of new designs such as introduction of Prius hybrid model in 2004 (Griffin and Moorhead, 2009). When the success of this model was realized, Toyota was motivated to introduce another hybrid luxury sport-utility vehicle known as the RX 400h and today the company offers these two designs in the world’s market estimated to be about 50 per cent (Griffin and Moorhead, 2009). Accompanying Toyota’s introduction of new designs in the marketing is the company’s well-established and known reputation that, on wider global scale characterizes the company as one of the world’s leading corporation to be involved in massive cost cutting. The company has continuously invented and improved guided by the kaizen (continuous improvement) philosophy. Kaizen has further been strengthened by the company’s kanban (just-in-time inventory) systems (Griffin and Moorhead, 2009).Advertising We will write a custom term paper sample on Organizational Development Concepts Theories specifically for you for only $16.05 $11/page Learn More The understanding of these two concepts is that the company’s managers should continuously search for diligent ways of reducing expenses. At the same time, Toyota has engaged in making numerous low-tech changes that are aimed at bringing about cost savings while at the same time, be able to improve speed and quality (Griffin and Moorhead, 2009). Toyota’s urge and need for change is not only anchored in its favor for designs, processes and technology but also the company has undertaken broad initiatives to update and ‘repackage’ its organizational structure by replacing some of its top managers (Griffin and Moorhead, 2009). At the same time, the company is integrating some of its far-flung divisions such as the business unit. With the coming of Watanabe as the new CEO after retire of Fujio Cho in 2005; change at Toyota has become an inevitable aspect as the new CEO pa ys attention to the aspects of cost cutting and quality control measures (Griffin and Moorhead, 2009). Watanabe has characteristically embarked on shuffling organization’s managers as part of his wider aim of having new and fresh blood in the top management of the company. To make these changes more meaningful and genuine, the Company’s leadership is at the time involved in updating the organization’s culture. For a long time, Toyota Motors has been accused and viewed by many to be too conservative especially in its design, too focused on the Japanese market, as well as too timid and slow in adopting revolutionary innovations (Griffin and Moorhead, 2009). As a show of changes taking place at Toyota, Maryanne Keller, an auto industry consultant noted that Toyota’s CEO was more focused and determined t pushing for more reforms, more openness, more alliances, more speed, and more risk taking (Griffin and Moorhead, 2009). Today these changes continue to bore fruits since from 2007 although the world witnessed financial turmoil in terms of recession profits margins at Toyota increased by 4,7 per cent. Further, the company has invested about $16 billion in cash to enhance its research and development together with growth and as today it stands, re-invention constitute and define Toyota’s winning strategy (Griffin and Moorhead, 2009). Organization change process Today, organization change is seen to be inevitable feature especially given the competitive environment that businesses are being subjected to (Harigopal, 2006). Change in general manifest itself in two forms: intended change and unintended change. Intended also known as planned change usually takes place with aim of bringing about systematic change in an organization in order to increase or improver organization’s effectiveness (Harigopal, 2006).Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Numerous models exist today that explain how change process can be undertaken and such models include â€Å"Lewin’s model of change, the planning model, the action research model, and the integrative planning model† (Harigopal, 2006). With regard to objectives of this research, attention will be paid to two major models: Lewin change model and integrative planning model. Lewin change model postulates that change constitutes processes of modifying the forces that tend to keep a system’ behavior stable and that change can be planned by modifying the existing state through either increasing the forces pushing for change or reducing the forces that maintain the current state or even in some instances apply a combination of both (Harigopal, 2006). Further, this model postulates that there are different levels at which change can occur in an organization. These levels of change are individual, with aim of changing individuals’ behavior, values, skills, and beha vior (Harigopal, 2006). In addition, there is structural and systems change, where the aim is to change or modify work design, reporting relationships, and information systems and even reward systems (Harigopal, 2006). Third level of change can take place at the organizational level where realization of change may be manifested in change of leadership styles, interpersonal relations, decision-making, and other aspects at this level (Harigopal, 2006). On the hand, integrative model of planned change postulate that an organization exists in different states at different times and that planned change can occur from one state to another (Harigopal, 2006). Integrative model of planned consists four phases that include exploration phase, in which the organization makes a decision on whether to plan for specific changes and allocate resources for that particular change. Next phase is the planning phase in which planning for change starts and usually comes about as a result of particular pr oblem facing the organization. After diagnosis of the particular problem to be modified, planning process sets in. Third phase is the action phase where changes derived from planning are implemented at this stage. It is within this phase that the organization aims to transform from its current state to the desired future state. Last phase is the integration phase in which changes are incorporated as part of regular organizational functioning after undergoing successful implementation. The new change behavior in the organization become reinforced through feedback, incentives, and reward system (Harigopal, 2006). Organizational changes at Toyota Motors In 2009, Toyota Motor Corporation announced major change initiatives as part of its organizational change (Toyota Motors Corporation, 2009). The organization change undertaken by the company rested on the theme of â€Å"reinforcing necessary functions and implementing that contribute to more efficient organizational operations to bette r respond to priority issues of each individual field and group† (Toyota Motors Corporation, 2009, p.1). Types of changes that the company anticipated to pursue included the following: Business Development Group The change to be introduced was to see the business development division being merged with marine business division; the two form a new division known as Business Development Division the Marine Unit Business Division (Toyota Motors Corporation, 2009). The aim of this initiative was to see the use of resources between the two divisions carried out more â€Å"effectively and increase the efficiency of the unit business† (Toyota Motors Corporation, 2009). Purchasing Group The company’s purchasing planning department, the global purchasing promotion division and the parts of purchasing division were to be integrated and re-organized into the new created Purchasing Administration Department together with Purchasing Planning Division (Toyota Motors Corporation , 2009). The purpose of this initiative was to ensure consolidation and centralization of purchasing issues and needs into the new Purchasing Administration Department in order to improve and strengthen the global strategies and project management (Toyota Motors Corporation, 2009). Japan Sales Operations Group The initiative to be implemented in the company was to see elimination of the Japan Advertisement and Marketing Division where the functions performed by this division were to be transferred to the new Toyota Marketing Japan Company Limited (Toyota Motors Corporation, 2009). The aim of this strategy was to see much emphasis and focus is directed towards activities that target Japan Market while art the same time be able to reinforce the identified and specific activities (Toyota Motors Corporation, 2009). Middle East, Africa, and Latin America Operations Group Accordingly, the company intended to create a new division, with the purpose of this initiative centering on â€Å"co nsolidating the product planning, profit management, affiliate management and business planning functions of the Middle East, Africa and Latin America Operations Group in the Middle East, Africa, Latin America and Caribbean Planning Division in order to increase momentum and efficiency of operations† (Toyota Motors Corporation, 2009, p.1). Customer Service Operations Group Change here was to involve the Service Parts Administration Division where this unit as to be transferred to the new established Customer Service Operations Group. The major purpose of this initiative was to ensure there is closer achievement and â€Å"collaboration with parts and accessories divisions in Japan and overseas (in the service-parts segment) to achieve more timely supply and establish quality assurance standards† (Toyota Motors Corporation, 2009). How success Toyota will be able to realize these changes? First, it must be realized that Toyota Motors has pursued strategies of lean manufact uring system where the company’s production system in built on the principle of ‘just-in-time’ production (Bauer and Erdogan, n.d). The essence of this principle is that raw materials and other supplies are exactly delivered to the plant when production is to take place and this has avoided tendencies to waste resources. At the same time, emphasis has been put on the importance of efficiency on the part of the employees specifically those located on the front lines (Bauer and Erdogan, n.d). Assembly workers have been empowered in decision-making processes to take appropriate action when production line experiences a problem. Toyota Company has also been able to enact its change programmes by receiving help from its human resource strategies, culture and structure (Bauer and Erdogan, n.d). For the human resource, Toyota has employee programs and initiatives that are see employment opportunity more permanent and stable, there is also â€Å"high investment in train ing and development, and internal promotions, all promoting a sense of employee ownership of the process† (Bauer and Erdogan, n.d). With regard to culture, Toyota company has put more emphasis on the learning and modesty specifically by incorporating past successes in the company that isolate them from other competitors (Bauer and Erdogan, n.d). For example, the company requires and support employees to be experts in everything they do and as a result, the issue of specialization has been encouraged in the organization. From these aspects, Toyota Motors has evolved and established a effective structure that fosters internal communication. Further, meetings in the company are frequent being held after â€Å"every two days to coordinate the relations between chief engineers and functional managers† (Bauer and Erdogan, n.d). â€Å" Other key aspects in the organization that facilitate effective functioning in the organization include effective communication channels such as presence of module development teams tasked with the role of harmonizing organizational operations and processes. These aspects have characteristically made Toyota Motors appear unique among auto companies since it is able to remain traditional and bureaucratic while at the same time striving to be agile and innovative (Bauer and Erdogan, n.d). The culture of the company focuses and emphasizes continuous and constant learning and improvement with employees being given opportunity to analyze gaps in the expected performance and therefore be able to change. Conclusion Organizational structure is the key aspects to the success or failure of change in an organization. To fit into the challenges of dynamism in the environment organizations will be forced to undergo change if they aspire to remain competitive. Although there are two types of change – planned and unplanned – it is the planned one, which has the capacity to bring meaningful change to the organization. What is important is for the various organizations anticipating or planning for change to carry out the process more diligently. There is need to carry out environmental scanning before appropriating the necessary change needs and strategies. Key and formidable internal structures should be able to support the change process and such can result due to presence of change-oriented management. When it appears, the management is not ready for change or re-organization then it becomes necessary for such management team to be substituted with more change-oriented management. All in all change process is seen to be a tedious process that sometimes will results into failure but this should be an excuse not to undertake change. All organizations should be prepared to embrace and employees of the company or organization should be involved and even incorporated into change decisions for the whole process to succeed. References Bauer, T. and Erdogan, B. (N.d). Organizational Behavior. Retrieved from https://catalog.flatworldknowledge.com/catalog/editions/bauer_3-organizational-behavior-3-0 Daft, R. L. (2009). Organization Theory and Design. OH: Cengage Learning. Griffin, R. W. and Moorhead, G. (2009). Organizational Behavior: Managing People and Organizations. OH: Cengage Learning. Harigopal, K. (2006). Management of organizational change: leveraging transformation. NY: SAGE. Toyoland. (N.d). Toyota history: corporate and automotive. Retrieved from https://www.toyoland.com/history.html Toyota Motors Corporation. 2009. Toyota Announces Organizational Changes. Retrieved from http://www2.toyota.co.jp/en/news/09/12/1222_2.html This term paper on Organizational Development Concepts Theories was written and submitted by user Shane Maxwell to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.