Pablo Picasso and Michelangelo Buonarroti

Introduction Pablo Picasso was a Spanish painter who lived in the nineteenth and the twentieth centuries. He was born in the year 1881 and died in the year 1973 having been majorly involved in the fields of painting and sculpture. Though born in Spain, Picasso lived most of his life in France. Michelangelo Bounarroti was on the other hand an Italian who was also gifted in the field of painting and sculpture. He was also involved in other arts such as poetry and in the field of engineering. He lived from the year 1475 to the year 1564.Advertising We will write a custom essay sample on Pablo Picasso and Michelangelo Buonarroti specifically for you for only $16.05 $11/page Learn More This paper seeks to discuss the two artists mentioned above. The paper will look into the biographies of these personalities with the view of identifying the similarities and differences that existed between them. Individual biographies are examined after which the similarities and differences are drawn out. Pablo Picasso Pablo was born in the Spanish town of Malaga. His father was called Blasco. Pablo’s interest and exploration in arts can be attributed to his father’s influence as his father was well established in the field of arts. Blasco was actually a professional in the field of arts as he is reported to have been a professor in one of the art schools in Spain. He was also a painter and a curator. It is most likely this paternal influence that drove Picasso into practicing arts. Following this influence, Picasso was enrolled in an art school in the city of Madrid in order to advance his skills. His efforts and desire to study at this level did not however bear fruit and he was forced to cut short his studies before even completing his first year of study. At the age of nineteen, Picasso left Spain for Paris in France where he was to stay with a friend. During this time and under their arrangement, between Picasso and his friend, Picas so did his painting works at night while his friend worked during the day a situation that made him to burn most of his paintings in order generate heat in the cold nights (Ghare 1). The following half a century of Pablo’s life was majorly dominated with painting with specialization in variety of styles each at a time. Picasso’s social life was not characterized with significant stability as expected in most societies. He had a number of love relationships that rarely worked out for him in terms of marriage. Though his first engagement was realized in the year 1904, Picasso only managed to get into marriage when he was approaching fifty years of age.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More His marriage also failed to work as he was involved in an extra marital affair which together with the different lifestyles that his wife and he lived, led to their separation. Though he further had a number of relationships, he never married again after this until the year 1961 when he married just to avenge on a woman that had left him. He later died in the year 1973 (Ghare 1). Michelangelo Bounarroti Michelangelo was born in the year 1475 as a second born child to Ludovico and Neri. Following her mother’s health condition which was not steady, Michelangelo was placed under special nursing condition. His mother’s attention to him was further cut by her death when he was only six years of age. Though he developed interest in arts at a younger age, his farther did not like the idea which he considered as a peasant’s activity. Michelangelo was then sent by his father to a grammar school following the intellectual level that he noticed in Michelangelo. It is in this school that Michelangelo met a friend who encouraged him venture into arts. At the age of thirteen, he was enlisted to work at a painting workshop before he later went to school to stu dy arts. He then tried to study human anatomy where he used dead bodies before he realized that the dead bodies were inducing negative effects into his life (Michelangelo 1). By the year 1505, Michelangelo had been an established painter who was recognized by high authorities such as the papacy. He was for this reason enlisted in the year 1508 to work on a tomb for the papacy. He worked on many high profile assignments. His services were also enlisted by the government of Florence. He later left Florence for Rome following a level of hostility that he received from the administration and citizens following some misunderstandings. He also ventured in other fields such as architecture and literature. His social life was however full of isolation. He confessed his loneliness when he admitted not to be having friends and that he was spending much time in his paintings to an extent that he did not even have enough time for eating. He later died in isolation with no relative around to tak e care of him or his property. His nephew, however, arrived after his body had been disposed off and carried the remains together with his belongings to Florence (Michelangelo 1). Similarities between Pablo Picasso and Michelangelo One of the similarities that is realized between the two artists, Michelangelo and Picasso are their characteristic movements from their original residence to foreign lands. Michelangelo is, for example, identified to have moved from Florence to Rome. Following his artistic skills, Michelangelo was invited to stay in Medici where he practiced his painting.Advertising We will write a custom essay sample on Pablo Picasso and Michelangelo Buonarroti specifically for you for only $16.05 $11/page Learn More Lorenzo, who took him to the palace, however died and the situation changed forcing Michelangelo to return to his father’s house where he stayed before he later moved to Rome where he again practiced his art. Though no c lear reason is given for Michelangelo’s first movement to Rome, it is clear that he left his original residence in Florence for Rome where he significantly expressed his artistic talent (Pal 2). Similarly, Picasso left his original country, Spain, and moved to France where he stayed and did his paintings. His movement to France took place in the year 1901. Another similar feature of the two artists is the level of dependence that was exhibited in their lives. In the case of Michelangelo, he was taken in to the palace where he stayed until the death of Lorenzo. After the painful loss of Lorenzo, he resorted to staying with his father for some time before moving to Rome again in the hands of other people. He therefore revealed a level of dependence in his early life though he had been economically empowered through his ability to paint. Pablo Picasso also revealed the level of dependence in his life in Spain and France. When he arrived in France, Pablo moved to stay with a frie nd. The condition in which they were living appeared to be restrictive since the two people were not able to sleep at the same time. Their sleeping in turns, one person during the day while another during the night, is an indication that the facility in the house was limited. Pablo, however, still held on to staying with the friend. He thus failed to independently settle in his own house (Michelangelo 1). Another similarity that existed between the two individuals is their profession that was painting. Pablo is represented to have been a professional painter by the year 1894. Some of his paintings included â€Å"the first communion and portrait of aunt pepa† (Michelangelo 1) which appeared in his earlier paintings in the nineteenth century. His life was dominated with painting as he practiced the art up to almost his time of death. He painted his first major painting at the age of about thirteen years; Pablo was continually in the field of painting till the year 1971 when his last significant painting was realized before his death in the year 1973.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More He thus devoted his life to painting. Michelangelo was also a renowned painter. He can similarly be said to have started his painting career at the age of thirteen when his father gave up on his resistance that he was not fit for painting. He was thus established as a popular painter in Florence and also learnt a lot before he was taken in by Lorenzo. He was also involved in his painting career until almost his time of death. The two artists are also reported to have had poor social lives. Though they lived in different times and localities, their relationships were not strong as their devotion to their profession which took most of their time. Though Pablo is reported to have had engagements and was even married with children, these relationships lacked a strong foundation and all of them. Pablo’s last marriage was also not based on feelings and emotions, but was rather on a revenge mission over another woman who had left him. Michelangelo is also expressed as an individual who never had a life apart from his painting. This is much evidenced after his death when only one of his nephews was available as his closest relative to help in taking care of his funeral arrangements. The history of the painter is very silent on his relations. One of the articles that are beloved to have been written by Michelangelo actually confirmed his social loneliness. He is reported to have confessed that he lacked friends and that he actually did not need such friends. This attitude is by implication given to relatives who seemed never to be close to him until after his death when a nephew came for his remains. His remains being granted to his nephew according to his wish that his body and property be delivered to his closest relative indicated that he never had a wife and thus no children (Ghare 1). Differences between Pablo Picasso and Michelangelo Buonarroti Just as a number of similarities are exhibited in the biographies of the two artists, their histories at the same time reveals a lot of differences. One of the differences in the lives of Picasso and Michelangelo was the manner in which they entered into the art of painting. Pablo’s entry into the art of painting is revealed to have been an influence from his father who was a professor in arts. His father was also a painter and worked in a museum, an exposure that could have played a role in influencing Picasso into arts and painting. Picasso’s parents also took the initiative to establish him as an artist, most likely a painter, as they registered him in an art school so that he could study and develop artistic skills. On the contrary, Michelangelo was drawn into art and painting by personal instincts. His attraction into arts was more of an in born property that could not even be suppressed by his father who did all he could to divert his interest arts. This is majorly because his father despised drawing and arts. Another difference between the two artists was their paternal ho mes, where they worked and the period in which they lived. While Michelangelo was born, lived and worked in Italian towns in the fifteenth and the sixteenth centuries, Picasso was born in Spain in the nineteenth century but later lived and worked in France in the twentieth century. Their level of social relationships also differed in that as Picasso was able to at least engage in relationships that even led to marriages, Michelangelo was never associated in any known relationship (Michelangelo 1). Conclusion Picasso and Michelangelo were both renowned painters. Their lives exhibited a significant level of both similarities and contrasts. They are still remembered for their prowess in the world of art. The level of dedications and talent made it possible for them to make great works of art. Works Cited Ghare, Madhavi. Pablo Picasso biography. Buzzle, 2011. Web. https://arthearty.com/pablo-picasso-biography Michelangelo. Michelangelo. Michelangelo, n.d. Web. Pal, Loswego. Michelangelo Buonarroti. Pal Loswego, n.d. Web. This essay on Pablo Picasso and Michelangelo Buonarroti was written and submitted by user Rihanna Key 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.

King Lear Sample Essay

King Lear Sample EssayKing Lear is one of the best plays in English literature and composition. In particular, it is one of the best plays in all of English literature. This play and its author has been portrayed by several actors, including William Shakespeare himself.The play is not about any one single character; it is a play about several characters at the same time. This is an amazing fact about the play that the play is not just about a single character but is about many different characters all at the same time. This is an incredible feat that is achieved by the playwright Shakespeare.And yet, what makes the play such a favorite of English literature is the fact that the characters have been able to relate with each other. What makes the characters all relate with each other is the setting which helps them all relate with each other and communicate with each other.In addition, the setting in King Lear enables the reader to follow along with the events of the play and see how t he characters are affected by the events of the play. The setting in King Lear is also remarkable because the action takes place in a town where people eat meals everyday and the characters eat meals too.King Lear is one of the best plays in English literature and composition because it deals with themes such as war, religion, and nationality. The theme of war is displayed clearly in the conflict that was fought in the town and the characters in the play are described in terms of their relation to war.And yet, another feature of the play that make it so popular is that it discusses important subjects such as religion, language, art, education, and art. The issues that were discussed in the play are things that need to be dealt with in the society today. All in all, King Lear is one of the best plays in English literature and composition. This is one of the best plays in English literature and composition in the history of the play.

Arthur Millers use of the stage directions Essay Example

Arthur Millers use of the stage directions Essay Example Arthur Millers use of the stage directions Paper Arthur Millers use of the stage directions Paper Explore Arthur Millers use of the stage directions in Act 1 of The Crucible to create drama and inform the audience about the nature of the society in Salem The Crucible is a play written in the early 1950s based on the truth of the accusations and trials of witchcraft in Salem around 1692. The main story line of the Crucible concentrates on a group of girls who are believed to have had an encounter with witchcraft. People of Salem were unable to find any evidence of medical illness, which these days we may class as psychosomatic, so they had no other option but to blame the dramatic change of behaviour of these girls on the Devil or Satan. This led to trials and convictions, hanging and jail sentences. Miller used real data and facts, from past convictions and court records to create characters based on the actual events. He admits however that very little was known of the characters; They may therefore be taken as creations of my own, drawn to the best of my ability in conformity with their known behaviour. In The Crucible, Arthur Miller uses drama to capture the audience in an exciting play based on witchcraft and lies. Although history tells us that the events and the people were real, he develops and manipulates the facts and characters to suit his interpretation of events. Miller uses stage directions to set the scene; he describes the tone of voice as being either loud or quiet to reflect the characters personality or emotion, such as calm, despair, anger, fear etc. Miller is able to manipulate the audience by setting these scenes giving the story a highly charged emotional feel to it. The sets and costumes are used to depict the 1600s and the attitudes and beliefs of the Puritans. Miller leads us to believe with his descriptions that this was a simple life style and any type of luxuries would be seen as sinful. The direction is excellent in the way it describes the characters tone of voice, the screaming, the shouting and the rising panic as the story progresses. To fully understand the story, it is important to have knowledge of the social and historical context.

Word Choice Allusion vs. Illusion

Word Choice Allusion vs. Illusion Word Choice: Allusion vs. Illusion â€Å"Allusion† and â€Å"illusion† are both fairly rare words. They also sound similar, making it is easy to confuse them if you’ve never seen them written down. But these terms have very different meanings, so make sure your work is error free by checking out our guide to how they should be used. Allusion (Indirect Reference) An â€Å"allusion† is an indirect reference to something. For example, the title of David Foster Wallace’s novel Infinite Jest is taken from a line in Hamlet. This is an â€Å"allusion† to Shakespeare – rather than a direct reference – because Wallace does not mention Shakespeare or Hamlet in the novel. And while â€Å"allusion† is a noun, the verb form of this word is â€Å"allude†: The title of the novel alludes to Act 5, Scene 1 of Hamlet. Again, the key here is the idea of referencing something indirectly. Illusion (Mistaken Perception or Belief) The word â€Å"illusion† usually refers to a mistaken sense perception, such as a mirage. As such, we could say something like: He saw the hazy outline of an oasis, but he knew it was an illusion. This idea of seeing or sensing something that isn’t really there is also why we say magic tricks are â€Å"illusions,† as well as why we call trick images optical illusions. But we can also use â€Å"illusion† to describe a false belief: I was laboring under an illusion to think I could run a marathon. Here, â€Å"laboring under an illusion† means acting on a mistaken belief. Summary: Allusion or Illusion These words have many letters in common, but they differ in meaning: An allusion is an indirect reference to something. An illusion is a mistaken sense perception or belief. One trick to remembering this difference is the phrase â€Å"Optical illusions will make you ill.† This can remind you that â€Å"illusion† starts will an â€Å"i,† like the word â€Å"ill.† But if you’d like to make extra sure your writing is always error free, you can always ask a proofreader.

Tesla Motors Annual Analysis Essay Example | Topics and Well Written Essays - 1750 words

Tesla Motors Annual Analysis - Essay Example Extraordinary events are able to affect the financial standing of any given company because they are unforeseen and unplanned expenses. Natural disasters or things outside the company’s control can cost the company without it being able to plan or cater for the expenses. In the 2013 annual report, Tesla Motors did not report any extraordinary events that affected their financial standing. However, in the notes to financial statements, the company indicated that it has subsequent events, law suits as a result of environmental liabilities and assertion of intellectual property infringement claims by third parties against them in the form of letters. This may have adverse material effects and impacts on their brand, operations, cash flows, prospects and financial standing or position.The two years presented indicates a continued growth and expansion for Tesla Motors over the period. These expansions are both globally as well as nationally as shown by the trends in the companyâ₠¬â„¢s assets and liabilities. Despite the economic hardships experienced in the past ten years, the company increase has been steady. Due to the company’s global expansion and acquisition of new-retail locations, there has been a steady increase in its assets. As the assets increases, liabilities also increase, however, the company’s assets are larger that its liabilities are hence making it to be in good financial standing. The company is therefore capable of meeting their bills and to continue in this trend.

International Human Resource Management CZ18 Essay

International Human Resource Management CZ18 - Essay Example There is a very close relationship between national culture and the human resource management as the document analyzes. The essay analyzes the impact of national cultural on the human resource management. The national culture framework by Hofstede attributes national culture to aspects such as collectiveness versus individualism, power distance, uncertainty avoidance as well as femininity versus masculinity. The national culture of various countries will handle these aspects from different points of view. These aspects entail the feelings of people and human thinking which tends to create basic problems in every society that every society is expected solve. These problems, however, manifest in varying dimensions from one country to the other. Selection, as well as recruitment, is a chief function of the human resource management. Before an organization starts the process of recruiting and selecting, it is essential for the human resource professional to carry out an analysis of that country’s national culture (Davila & Elvira 2008). If the national culture of that nation is individualistic in nature, the human resource management professionals have to develop strategies that are in line with the national culture of that country. In a nation that uses individualism, the HR professionals will have an assurance that the employees they acquire are transferable to any part of that nation as well as outside that nation. This is because these people are concentrating on their individual career only and are not expected to take care of their immediate family. However, if the cultural dimension of a particular nation is collective in nature, the HR professionals have to come up with strategies bearing in mind that the people they will attain are family conscious. This clearly shows that for the business will acquire the employees as per the culture of the respective nature. Moreover, the

Personal Leadership Skills Analysis

Personal Leadership Skills Analysis For this essay I have audited my leadership skills using theoretical models and referred to specific situations and experiences. This encompasses personal, academic and professional reflections and explores opportunities for my career paths and personal development with an Action Plan for the future. This has required critical evaluation of my own development needs in light of my own aspirations, establishing an understanding of my transferrable skills and how these can be enhanced. For this I have considered situations in which my leadership traits, styles and skills have been utilised to help create successful outcomes. Background My career path has involved working closely with and taking an interest in people, both clients and colleagues alike. In developing my management skills, I am continually pursuing further ways of improving the effectiveness of these interactions which is immensely rewarding for me. On leaving school, my first employment was within the travel industry. From the outset, I sought to improve skills and enjoyed the challenge of meeting the needs of customers, budgetary targets, training of staff, problem solving, through to the opening and management of a travel agency branch several years later. Apart from the GCSE qualifications gained at school, any further academic or professional learning has been gained whilst in employment. The skills and achievements in my personal life are equally transferrable to my work life. For example, as Chairman of a genealogical society for several years and public speaking engagements both serve as reminders that I have organisational, research and presentation abilities which I can and should be utilising and developing along my career path. I am a prison officer and, three years ago, I learnt that my establishment was funding a Foundation Degree in Offender Management. My initial reaction was one of excitement as I had, for several years, considered some form of Higher Education by way of personal and professional development, but had never explored the options. It was a source of immense satisfaction to pass the course and achieve Distinction grade. My learning journey, experiences and personal developments, undertaken in the last three years, would take more than the word count of this essay allows, yet there are key points to reflect on in order to analyse my own leadership skills and continue their development. Theoretical Models and Personal Experience of Reflection in my Professional Development: From my earliest days in retail employment, then Care Work and on to prison officer, I have been fascinated by people and behaviour. Working alongside others, as well as empowering and training gives me great personal and professional satisfaction. Using reflective models such as Gibbs (1998), shown in Appendix III, I came to realise that how I interpret situations influences my interactions with others. As I will illustrate, this relates directly to my personality style and how I manage people and situations. Linked to this is the importance I place on how I am viewed by others and naturally seek collaborative and open relationships. Many of these values are found in Carnegie (1938), listed in Appendix I. The Study Skills Self-Assessment which I completed on 23 October 2007 (Appendix II) highlighted three main employability skills I need to develop as: Improving own learning and performance Application of number (data collection and interpretation) Information and technology proficiency Alongside these, to develop, are my personal attributes of Self confidence Flexibility and adaptability Judgement In this assessment I also reflected on my own specific weaknesses which include being too self-critical and not praising my own achievements enough which can affect my ability to be objective about my performance. I have a strong underpinning need to defend others and leap to their rescue which I have come to see as a hindrance to my own development and of those I seek to help. This is a particularly important area for me to address as future management roles will require me to allow others to take their own personal responsibility and only offer guidance as appropriate. This rescuer style is schema-related and I have considered schema theory and how this applies to me. Beck, (1967:233), described a schema as ..a cognitive structure for screening, coding, and evaluating the stimuli that impinge  on the organism. In short, schemas are the filters or core beliefs we have about ourselves or the world around us which influence how we interpret different situations in our lives. The nature of the work I do in offender rehabilitation requires me to undertake regular de-briefing, supervision, yearly health reviews and bi-monthly counselling. This, together with schema theory and other therapy models I use with prisoners, which I have also applied to myself, means I spend a lot of time being introspective and sharing reflections with colleagues. This helps define practical steps for a successful future but also enables me to gain wider perspectives in understanding, leading and managing others with a range of resources and situational analysis capabilities. Whereas, in the past and even recently, I have questioned the decision making processes of management, this has reshaped into a desire to gain a holistic overview of the work environment. Understanding the way we think and manage ourselves and others has been an important facet of my learning over the last three years. Straker (2008) who expands on the work of Gardner (2006) was helpful in appreciating that how we interact with people, at all levels, and is crucial for self development. Overcoming objections to understanding others, for fear that this might disprove our own theories about ourselves and the world are key hurdles of which I must continually be mindful. Negative experiences in this have resulted in an unhealthy view of the workplace but, as I said earlier, the benefits of a more engaging view have proved beneficial in my work and personal well being. As well as using Gibbs Reflective Cycle (1998), Kolb (1984) also helped me to evaluate experiences and test hypotheses but I did not find it took me to the point of action whereas Gibbs sets out the plan for ongoing development which is crucial for me so as not to remain procrastinating. Moon (2004) has been a useful resource on reflective practice, reminding me that reflection is not just important in itself, but must also lead to positive change, In observing what gets in the way, rather than being stuck in analysis, to move beyond and set goals for positive development has been essential learning for me and has been a surprising benefit which I had not expected several years ago. Leadership Employability Skills I recently completed an Employability Skills self assessment exercise which we first undertook in the first semester of the Foundation Degree. On doing this, I compared the results from the two. It was encouraging that one of my main developments appears to have been in problem solving and I consider my Higher Education studies over the last three years as contributing to my deeper analysing abilities. In light of earlier descriptions of my learning journey and reflective logs, it is gratifying to see that I have come a long way in, not only overcoming my own obstacles to learning, but making measured and significant achievement which then enables me to guide others in their roles. Among the key learning experiences for me, alongside the above, are a recognition of the roles of others, networking and effective communication. My career path has involved working closely with and taking an interest in people, both clients and colleagues alike. This was particularly apparent when I recently updated my Curriculum Vitae (Appendix IV), which was last compiled almost fifteen years ago. In developing my management skills throughout my degree studies, I have discovered further ways of improving the effectiveness of these interactions which is immensely rewarding for me. Through networking with management and departments for resources on researching prison policy, security and management skills, I am now feeling positive and motivated to succeed in career development. Not only is this important from a practical, self-development perspective, but also the fulfilling sense of achievement this will bring. Until recently, I was Supervisor of the Core Sex Offender Treatment Programme which was an important role in developing my leadership skills, promoting staff well-being as well as guiding staffs professional development. Another important aspect of this was to remain flexible yet consistent in balancing these needs whilst focussing on the goals of the establishment Business Plan and Key Performance Target (KPT) priorities. This mirrors Handy (1987) who argues for such flexibility in his Trust Control Theory. I find myself taking the opportunity to develop the skills of others very seriously and is personally rewarding and empowering. The values I attribute to this mirror those of Kandola and Fullerton (1994) in their Mosaic Vision which I have included in Appendix V. In Transactional Analysis Theory (Bern, 1961), every individuals personality is made up of three parts Parent, Adult and Child. An assessment of my own revealed a predominantly Nurturing Parent relationship style which is immensely rewarding personally, but can prove emotionally draining and is not without its practical problems. However, developing assertiveness skills in establishing my own identity and skills base has the benefit of overcoming any negative rumination and keeps lines of communication open. An example of achieving this was in challenging my line manager over my yearly performance review where I was rated Achieved and not Exceeded which I felt was deserved. I could have overlooked this and ruminated unhelpfully, believing him to be responsible for not recognising my achievements, but chose instead to manage my manager and argued my case. I found the www.h2training.com website interesting which had useful strategies for reminding me how to maintain my own degree of self-determination. Quoting from this site: Its unreasonable to expect your manager to be entirely responsible for accelerating your career: ultimately, its your own responsibility. Remember that an expectation is also resentment waiting to happen, and it is very difficult to hide resentment. http://h2training.com/managing_manager_tips.html [accessed November 2010] Suffice to say, my performance record was amended accordingly. I recently had to step down from Sex Offender Treatment work which I found difficult to accept. I, therefore, reappraised my personal development and used reflective skills (Kolb, 1984 and Beck 1967) to help evaluate the experiences and to understand how I was interpreting them. By doing this, I was able to negotiate a role within the drugs support team after originally being offered an office based assessment position which I would have found unfulfilling. Indeed, on reflection, assertiveness and negotiation are two core management attributes which are now part of my skills set. Drawing together the range of experience and interests I have enjoyed over successive years keeps me, first and foremost, actively engaged in working for and alongside others. My role as a drugs support worker requires the key skills I possess with the realisation and expectation that they can be further developed with a particular emphasis on evaluating the management requirements of this work. This is encouraging and, in this period of change, I have come to realise the importance of job satisfaction as a key motivator for me. An important element of my professional life is to uphold personal and corporate values of decency and ethical practice including cultural diversity. I was pleased to be able to highlight these values in my Diversity Foundation Degree project from January 2009 where I made recommendations for valuing the diversity of staff and prisoners and improving ethical practice in Programmes Awareness training at Full Sutton. This was well received by the treatment management team resulting in the training being strengthened in this area. On sharing the findings of my Transactional Analysis with a work colleague, my nurturing parent style was acknowledged and confirmed through my perceived empathic nature. In looking at my management style, it is important that I maintain a balance between this and being careful not to go into White Knight schema-driven mode, where I need to defend others at all costs. Developing a style which cares for others yet enables them to function on their own merits allows me to function better as a genuinely caring person in my work and as a leader. Maslows Hierarchy of Needs theory (1943), reminds me that my own needs count as well as those of other people. In other words, putting other people first all the time is detrimental to my own well-being and valuing myself is, in itself, a key assertiveness skill. I continually remind myself of the announcements on aircraft during safety briefings where, in the event of oxygen masks being deployed, you are instructed to put your own on first before aiding anyone else. If you dont, you might pass out beforehand and then no one is saved. Critically evaluating My Leadership and Management Style Some years ago, a colleague of mine who has since retired, told me his thoughts on a particular Senior Manager. He used a phrase which, though meant in a derogatory sense, I have never forgotten. He said ..as a leader of men, I would only follow him out of curiosity. This colleague had spent many distinguished years in the Armed Services as a Regimental Sergeant Major and had been in the Prison Service for around 15 years. He had, therefore, some considerable experience of different management and leadership styles. Using established theory I continually analyse my own strengths and weaknesses in areas of leadership and management. Fayol (1916) highlighted five commons elements of management which are essential to the role. These include the ability to look to the future, to be organised and co-ordinate the organisational objectives, leading (though he defined it as commanding which is unhelpfully autocratic) and, finally, to control the above elements using all means at his or her disposal. Whilst this was written at the beginning of the last century, the basic tenets of management Fayol lists are still valid though ones own personality also engenders an effective workforce which can achieve results. The latter is personally important as I seek to have followers rather than delegates and makes me, as a manager, more of a leader. I recently completed the Myers Briggs Personality Type Questionnaire. Having done this a couple of years ago, I decided to redo this using an internet-based assessment resource (www.teamtechnology.co.uk) [accessed 15 September 2010], which produced a comprehensive 200 page report. Summary in Appendix VI The results proved very interesting and formed a cohesive assessment which affirmed the beliefs about my personality and leadership attributes gained over the last few years. This was confirmed through the initial questionnaire together with a separate subtest which had similar outcomes and, interestingly, the results were very similar to my previous assessment two years previously. Essentially, I have a strong focus on values, feelings, compassion and important beliefs where current experiences hold great learning importance. Team values are high and my role in ensuring the well-being of those with whom I work is important to me. There are, however, elements of this personality type which I am aware can be problematic if not managed appropriately. I do have a tendency to avoid conflict yet can be stubborn where my own values come into conflict with corporate ideals in which I run the risk of failing in objectivity. These are negative traits which I have been consciously working on over the last few years and serve to remind me that, whilst having a default style, this does not preclude effective working on these to the benefit of all concerned. Interestingly, the top two best matches of jobs for me based on enjoyment are actor and musician; for match came out as counsellor and customer care and a combination of match and enjoyment came out as counsellor and actor. All of these I have both experience and interest in and the traits from these have indeed shaped my leadership style. The Humanist approach described by McGregor (1964) looked at how individual attitudes can affect behaviour. He purported that there are 2 types of leader (using an X and Y continuum ranging from a negative to positive view of subordinates respectively). The latter, he showed, have a greater chance of effective performance from the workforce through a nurturing approach which I can identify with. A reflective log from December 2009 is included in Appendix VII. Again, as with most models, there is a typical style for each individual manager but even the most open and supportive one can revert on occasions to X-typical strategies and responses. This can be somewhat confusing and lacking in continuity for the workforce and, potentially unsettling as I will illustrate later in this essay. The model is similar to Tannenbaum and Schmidt (1958) who use the continuum from Authoritarian Task Orientation to Democratic Relationship Orientation where I operate towards the latter and Goleman (2000) on which I identify with the Affiliative (people come first) stage. Operational leaders, as covered by Maxwell (2002) have great value to an organisation in providing stability, devising systems and solving problems with positive engagement. However, because of their focus on detail they can overlook the bigger picture, sometimes lack motivation and are not effective in dealing with conflict. Very often, paraphrasing Maxwell here, operational leaders are not very good at getting their hands dirty but readily raise the flag at the moment of achievement. Thankfully, whilst viewing myself as an operational leader, I do like to share in tasks as well as delegate. John Adair (2002) in his range of leadership treatises, (which, incidently, build on the previous models of Maslow (1943), Herzberg (1964) and Fayol (1916) highlights three key management responsibilities under his banner of Action Centred leadership. Achieving the task Managing the team or group Managing individuals Whilst advocating a shared responsibility between the individual and external factors, it does not, however, take stock of the individual in the leadership role which I view as crucial. A similar but more complex model I have become interested in, is known as Crew Resource Management (CRM) which was originally devised by NASA to explore the human factors in civil aviation accidents in the 1970s. Several industries have adopted and adapted their own models accordingly and my interest will culminate in a dissertation for my Degree on the benefits of adopting a CRM approach to Prison Service critical incidents. Tasks or people? Workforce or Team ? It is clear that leadership is different to management though a good leader will have good management skills. In considering whether I impose myself as leader to focus on task or allow the team to flourish utilising their own skills, I completed the T-P leadership questionnaire (Appendix VIII). This scored exactly midway between the two, highlighting my awareness and flexibility to respond to both important aspects. How we respond to a leader gives some indication of our own skills and that of the one in the supervisory role. As one who aims to lead by inspiration, I am more inclined to follow Kolbs (1984) model of learning and encourage people to adapt concrete way of doing things to update their skills base and find more effective ways of working (feeling, watching, thinking, doing). An autocratic leader would be less inclined to allow such flexibility and attempt to ensure compliance from those who might be more inclined to kick and scream in and against the process. An effective leader should also take individual learning styles into account as no one method fits all. Honey and Mumfords Learning Style Inventory (1982), highlights the differences that exist, as I have found even within small teams, yet we all work together and effectively, notwithstanding that everyones experience of being under the same leadership will be different. One of the most important sources of reflection in considering my own style of leadership, plus a reinforcement of my own beliefs and values, is represented in the Style Theory of Leadership developed by Blake and Mouton (1964). This, essentially, follows on from McGregors X-Y theory and is more relevant to those predominantly on the Y axis and where a level of trust in management structure exists in the workplace. However, Blake and Mouton explored the benefits of those that put tasks before people and vice versa. Ultimately they considered whether concern for people or concern for production was more important for leaders. As with other models, the day to day style of individuals in leadership roles can vary but everyone has their own default mode. Where productivity appears more important than the maintenance and well-being of the staff, I can find myself at odds with the management and perceived ethos of the establishment at which I work. With the Blake Mouton model, I was relieved to have my default leadership style confirmed as Team Leader. This is indicative of high concern for both people and production where emphasis is placed on a spirit of teamwork and mutual co-operation. This also engenders a safe environment in which commitment from all sides is more readily forthcoming. However, in completing a recent practical assessment for a promotion board I failed to attain the required grade. I knew this as soon as the assessment was over, though I had to wait two months for the official result. In fact, I knew during the assessment, I was reacting totally contrary to my normal sense of priorities when faced with a constant stream of problems to solve. I found myself focussing primarily on the tasks and not enough on the personnel. For example, when faced with a member of staff who was emotionally upset at a domestic issue, I asked if he was okay to continue to get his landing unlocked and would look to help him with his problem later. Afterwards I learnt that the assessors were looking for Utopian responses in all scenarios assuming all needs could be immediately provided so I could have put staff welfare first, getting his role covered immediately so he could then get home to sort his issues. However, I reverted to my current work role where the pressure to meet deadlines sometimes overrides well-being. As this was completely at odds with how I believed I would normally have reacted, I was left feeling ill at ease and questioned why I persisted in this way when I am naturally Y (using McGregors model, 1960) and more team focused than task orientated (Blake Mouton, 1964). Whilst I may not fully understand why, at least it is a recognised trait à ¢Ã¢â€š ¬Ã‚ ¦..theory X managers (or indeed theory Y managers displaying theory X are primarily results oriented Internet source http://www.businessballs.com/mcgregor.htm [October 2010] On reflection, I am convinced that the culture and environment of the higher management structure (which demands and focuses on results and targets) filters down and, no matter how much one tries to resist or even kick against it, it permeates ones own work practice after a while. The climate in which I work consistently places emphasis on the meeting of Key Performance Targets (KPTs) and now, the Service Level Agreement (SLA). In meeting these as well as ever increasing budgetary constraints, every facet of work culture is placed under the microscope and, wherever possible, cut, yet the targets must be met regardless. However, no matter the circumstances in which we find ourselves or expectations laid at our office door, it is how we respond that is important and the acceptance of our personal responsibility to be channelled into effective working. An important element of relationships, at all levels including personal and business, is trust. Where one perceives this to be eroded or not present due to conflict in aims or values, it can have a destructive affect on effective co-working. As can be seen above, this is something I am struggling with in the corporate ethos where I am constantly second-guessing the motives behind management decision-making. However, to be an effective manager, I am mindful of maintaining a healthy approach to embracing the mission of the workplace even though I may not fully understand or have access to the full rationale behind the decision making processes from Higher Management. As a leader, I have to convey to those I wish to work effectively under me, that this mission is achievable and in the common interest despite my own such uncertainties. Maintaining personal integrity and establishing trust are essential in my personal, professional and leadership identity. Straker (2008:208) talks of transaction cost and trust boundaries. Essentially he argues that trust, if allowed to erode or not fostered within an organisation can impact on delivery and there has to be a cost on both sides to re-establish this. As he says .. the overall cost can be minimised with up-front investment in, and subsequent maintenance of, trust. If one does not have that sense of belonging within the trust group then there is something wrong with the work relationship and part of effective management and leadership performance is to be pro-active in fostering trust and encouraging people to enter the trust boundary. It begs the question, therefore, who and under what conditions will we follow? Should we be expected to lead and expect blind faith? What criteria and principles should be presented in order for others to set out on the journey with us ? Handy (1987) suggests that in order for an outcome to remain constant, the Trust-Control balance might need to shift between leader and subordinates and I can see merits in this as relationships, as well as work pressures, are fluid in nature. There are three established styles of leadership: autocratic, paternalistic and democratic. History records successful leaders who have exhibited all of the above. Each style can work and produce results but demands a flexibility on the part of the workforce to fit in with the style and it is that response which can be acknowledged and worked with or not as the case may be, As for my own style, confirmed as a nurturing parental approach, this has immense benefits for myself and for those who work under me as they feel supported and, more importantly in my opinion, affirmed in their roles with their own skills base recognised and developed. As with any style there are costs and, as I am finding, where my own sense of values conflicts with the demands laid upon me, this can have a detrimental effect to my own sense of purpose within the organisation. It is important, therefore, that structures and lines of communication are open which allow for that expression of view. However, this, in itself, is not without the potential cost. As I found when raising my head above the parapet on several occasions, to express concern and personal frustration with the direction expected by senior managers, it can blot ones copybook. Again, it is important for me to consider how much of this is down to my own personal perception and how able I am to see my subordinates perspective and, crucially, the aims and focus of the establishment delivery objectives. Conclusion In terms of future roles, I am best placed to consider managerial positions. The Foundation Degree and BA(Hons) are regarded as valuable qualifications both for their content relevant to the Criminal Justice System and Leadership and Management but also symbolising the desire and commitment I have and have shown for continued self development (Appendix IX). In the final analysis, the human dynamic is the most beneficial resource in the workplace but it is also the most fickle and, at times, fragile. To lead is a privilege and to follow is an opportunity. I can only strive to make myself worthy of the trust placed in me to, not only get the job done, but to enable others to be the very best they can be and, in the process, ensure I am followed out of respect and not coercion or, indeed, curiosity. Appendices: I. Excerpt from Carnegie (1938) II. Study Skills Self Assessment III. Gibbs (1998) Reflective Cycle IV. Curriculum Vitae V. Kandola and Fullerton (1994) Mosaic Vision VI. Myers Briggs Personality Type Questionnaire VII. Reflective Log on McGregor X,Y Theory VIII. T-P Leadership Questionnaire IX. Professional Development Plan Appendix I Excerpts from How To Win Friends and Influence People Carnegie (1938) Fundamental Techniques in Handling People Dont criticize, condemn, or complain. Give honest and sincere appreciation. Arouse in the other person an eager want. Six Ways to Make People Like You Become genuinely interested in other people. Smile. Remember that a mans Name is to him the sweetest and most important sound in any language. Be a good listener. Encourage others to talk about themselves. Talk in the terms of the other mans interest. Make the other person feel important and do it sincerely Twelve Ways to Win People to Your Way of Thinking Avoid arguments. Show respect for the other persons opinions. Never tell someone they are wrong. If youre wrong, admit it quickly and emphatically. Begin in a friendly way. Start with questions the other person will answer yes to. Let the other person do the talking. Let the other person feel the idea is his/hers. Try honestly to see things from the other persons point of view. Sympathize with the other person. Appeal to noble motives. Dramatize your ideas. Throw down a challenge. Be a Leader: How to Change People Without Giving Offense or Arousing Resentment Begin with praise and honest appreciation. Call attention to other peoples mistakes indirectly. Talk about your own mistakes first. Ask questions instead of directly giving orders. Let the other person save face. Praise every improvement. Give them a fine reputation to live up to. Encourage them by making their faults seem easy to correct. Make the other person happy about doing what you suggest. Appendix II. Study Skills Self Assessment Appendix III. Gibbs (1998) Reflective Cycle Appendix IV. Curriculum Vitae Appendix V My Personal and Professional Values Related to The Mosaic Vision (Kandola and Fullerton, 1994) Mission and values (I tend to have a rescuer style in