Contributions to Misunderstanding Psychology Essay

Rose (1992) has accused psychology of â€Å"Engineering the Human Soul† (p. 351). This is a very odd statement for a sociologist to make because science, whether hard or social, by definition, requires conclusions to be based on use of the scientific method. Alas, the hypothesis that there is a human soul is one that that the scientific method cannot address because there is no way to provide empirical evidence that either confirms or disconfirms it. Indeed, even the phrenologists Gall and Spurzheim (discussed below), who mapped the brain into areas controlling all sorts of human attributes, found an area for â€Å"spirituality† (Myers, 2004), but not for the soul. Rose is, however, in the company of a medical internist with a Ph. D. from Yale in physical chemistry, i. e. , Collins (2007, as cited in Snyder, 2007), who has claimed there is evidence that â€Å"moral law is implanted in our brains by God† (p. 6). Nonetheless, despite psychology being unable to engineer an entity for which there is no scientific evidence, one purpose of this paper is to argue that Rose (1992), along with other critics of psychological research, has failed to recognize that the continued influence of the studies of individual differences beyond the early part of the last century, mainly the development of tests to measure intelligence, i. e. , IQ testing, has not been on psychology, but on education. Indeed, later psychological research on intelligence and cognitive development has been largely ignored in education (Perlmutter & Burrell, 1999). There is no disagreement that IQ testing had and continues to have a negative influence on education, but this paper addresses the waning of the influences of IQ testing within psychology itself not long after the development of these tests. What is psychology? Rose (1992) defined psychology as the study of individual differences, based on a â€Å"paradigmatic technique of . . . the psychological ‘test’ . . . (pp. 358-359). The goal of psychology, according to Rose, is â€Å"the isolation, intensification, and inscription of human difference† (p. 359). This definition is not the same as the one used in most textbooks on introductory psychology, where the discipline is defined as â€Å"the science of behavior and mental processes† (Myers, 2004). While psychological questions have been of interest from the time of the ancient Greek philosophers, psychology as a science did not develop until the latter part of the 19th century (Myers, 2004). Psychologists eventually conducted research in areas that began in other disciplines – and also came to be blamed for the wretched excesses of still other disciplines, notably education. In the early 19th century, phrenologists Gall and Spurzheim mapped out brain areas supposedly controlling attributes from acquisitiveness to sublimity and measured people on these attributes by feeling bumps on their heads (Myers, 2004). Despite the embarrassment phrenology caused scientists, late in the 19th century French and German neurologists, notably Brocca and Wertheimer, provided evidence of left-hemisphere dominance in tasks involving language (Deutsch & Springer, 1997). They used autopsy findings of those who suffered language deficits following strokes to areas in the left cerebral hemisphere (the dominant hemisphere for more than 90% and 70% of right- and left-handed people respectively). These findings were followed by further research on deficits in spatial abilities following strokes in the right cerebral (usually non-dominant) hemisphere (Deutsch & Springer, 1997). In the next century, researchers studied the performance of those who underwent a surgical procedure where the connecting fibers (the corpus colossus) between the two hemispheres were severed to control the spread of severe seizures (Deutsch & Springer, 1999). Later research, using equipment such as evoked potentials, was conducted using samples from the general population. The research provided evidence not that only one hemisphere was activated during performance of most tasks but evidence that one hemisphere was more activated than the other, for example, in language comprehension, the left hemisphere is more activated, but the right hemisphere also is activated in comprehending the emotional, metaphoric, and humorous content of language (Deutsch & Springer, 1997). Individual differences also were rare, for example, listening to music results in greater activation in the right than left hemisphere, except there is the reverse pattern for trained musicians (Deutsch & Springer, 1999). However, the history of research related to the cerebral hemispheres is an example of psychologists falsely being blamed for the nonsense propagated by those in education that there were left- and right-brained people – and teachers somehow were supposed to adjust their teaching for their right-brained students (Connell, 1990). In outlining the history of psychology, introductory textbooks place its beginnings in Wundt’s establishment of a laboratory in Vienna in 1879 for the purpose of applying the scientific method to the study of human mental processes: â€Å"On a December day in 1879 . . . Wundt was seeking to measure . . . the fastest and simplest mental processes. Thus began what many consider psychology’s first experiment† (Myers, 2004, p. 4). However, those in other disciplines, such as Rose (1992), seem to believe not only that psychology began – and ended – with the early work of those studying individual differences, but also that research in psychology actually is used in education. Individual Differences One important difference between the early work of neurologists on the human cerebral hemispheres described above and early work on individual differences is that the former research was based on beginning with basic or shared mental processes. Put another way, the law of parsimony is that main effects are studied prior to interactions (Kirk, 1995). The early work on individual differences in intelligence began prior to research on basic cognitive processing. Galton’s definition of intelligence (White, 2006) was based on an assumption drawn from Darwin’s evolutionary theory of the survival of the fittest, both between- and within-species (1859, as cited in Myers, 2004). Between-species, humans clearly are advantaged with superior intellect. However, if human intelligence had been defined as those characteristics that increase the probability of an individual’s survival, predominant attributes would be those related to the attainment of economic and political power. From the beginnings of civilization, world history has been a struggle for power, with members of prevailing powerful groups inhumanely dominating members of less powerful groups (Braudel & Mayne, 2003), a concept perhaps best expressed by John Travolta in Saturday Night Fever as â€Å"everybody always has to have somebody to dump on† (Wexler, 1977). Being powerful certainly does enhance one’s chances of survival, but how did anyone reach the conclusion that power was related to what we usually think of as intellect?

How Do You Get People to Like You Essay

Be polite. Be yourself. That way, people like you for who you are. Many of us mistakenly believe that it’s wrong or conceited, to think we have any good qualities. We may spend a lot of time berating ourselves for our negative qualities, thinking that self criticism is the key to improving our performance. However, a constant focus on our supposed shortcomings can hinder our efforts to make friends with other people. How can we have the confidence to make new friends if we think we don’t have much to offer? How can we believe that others could like us if we believe our inner being is flawed? Or if we think we are too boring to interest anyone else? We may wonder what anyone else would see in us if we don’t see any good in ourselves. In order for others to be attracted to us, they must be able to easily see our best qualities. If we focus on our good qualities we will have much more confidence that we have something of value to offer in a relationship. If you wish to be socially successful, it’s important to accept the fact that not everybody is going to like you under all circumstances. Not everyone is going to like the package you come in, especially on first meeting you. Every person has a unique pattern of likes and dislikes which were formed long before they met you. Don’t think you have to condemn yourself as a failure if it seems that someone else doesn’t like you. If someone seems to dislike you, the reason for that dislike might have little or nothing to do with you. The person who doesn’t like you might be fearful, or shallow, or busy or shy. Perhaps you and that person are simply a mismatch for each other at this particular time. Don’t take yourself out of the game by deciding that your flaws are bigger than your assets. In fact, some of the very qualities you consider to be flaws may be irresistible to someone else. For all the factors that might cause one person to reject you, there are at least as many factors that will work in your favor with someone else. You might be thirty pounds over your ideal weight, but you may have a wonderful laugh and a huge zest for life. There are many people to whom your extra pounds will literally be invisible. You may drive a shabby car, but you might be a great dancer and a loyal friend. There are people out there looking for loyalty, or fun, or sweetness, or wit, and the package it comes in is not important. If you are worried that you are not beautiful enough to attract friends, keep in mind that not everyone is looking for physical beauty in their friends. You can decide to feel inferior because you don’t have much money and you don’t drive a nice car. You can believe that this is the reason that you don’t have many friends in your life. On the other hand, if you are very wealthy you may be suspicious that everyone is after your money and that nobody really likes you as a person. The point is, you can fixate on just about anything and believe it’s the reason you do not have friends and cannot make any. Here is an easy way to remind yourself of what your good qualities are: write down a list of your good qualities and review it often. Don’t just think in your mind about what your good qualities might be, actually make the effort to write the list. The act of writing helps to reinforce the strength of the ideas in your mind. Don’t be embarrassed to give yourself credit for your good points. If you don’t have any idea what your good points might be, you might want to ask some of the people you know. When you compile your list of good qualities, be as generous in your praise as your best friend in the whole wide world would be! If you don’t have any best friends yet, imagine in your mind a wise and loving friend who knows you truly and appreciates you. What would that person say are your good points? Here are some ideas that might be applicable to you. Feel free to adjust this list for yourself and add to it. My good qualities are: †¢I’m kind †¢I never gossip †¢I go out of my way to help others †¢I’m good with numbers †¢I have a calm disposition †¢I know a lot about sports You can keep your list with you and read it over every day. Add to it whenever you think of new good qualities you discover in yourself. Be alert for compliments that other people give you. The positive qualities that others see in you can go on your list as well. When you are out there meeting people, frequently remind yourself of all the wonderful qualities you have. It’s only a matter of time before you meet other people who will appreciate them too! Learn to relax. Instead of berating yourself for some perceived shortcoming, concentrate on the good qualities you have to offer. Realize that there is an audience for your particular combination of gifts, and go looking for those people who will appreciate them.

A View of the Human Physique As Illustrated Through Different Art Works

A View of the Human Physique As Illustrated Through Different Art Works The following works of art all depict the human body: Woman of Willendorf (Paleolithic, 28,000-25,000 BCE), Pharaoh Menkaure and Queen Khamerernebty (Egypt, 2490-2472 BCE), and the Dying warriors of both the east and west pediments of the Temple of Aphaia (Archaic into Classical Greece, 480 and 490 BCE, respectfully). The broad ideas these figures can be associated with, paired with their smaller level details, together demonstrate how cultural ideals regarding body image change and develop over time. The Woman of Willendorf, sometimes called â€Å"Nude Woman,† is one of the oldest pieces of art found. She is eleven centimeters tall and made of limestone. We know very little about her and cannot make any grand conclusions (though we have â€Å"assigned† meaning to her to satisfy these holes). A few other figurines from the last Ice Age have been discovered, and they were of women as well, highlighting curvature and breasts. The Woman of Willendorf has been associated with fertility, given the name Venus, who is goddess of love and fertility. The figure does not have any facial detail. We do have, however, extremely exaggerated breasts and stomach, and the detail of the vulva. This could certainly lead us to the thought that fertility is indeed the symbol here. What does this indicate? Maybe robust women were more fertile and were the idealized size. Maybe a woman’s main purpose was fertility alone. Maybe larger women were considered healthy. We do not have muc h to go by, but this is where we can consider human sculpture history more or less to begin. The Egyptian statue of Pharaoh Menkaure and Queen Khamerernebty provides us with a representation of a high-figure male and female during the Pyramid ages. Menkaure and his queen stand side by side, made in sandstone, emerging forward with both their left feet outward (most female figures would not do this, which indicates that Queen Khamerernebty could in fact be Menkaure’s Queen-Mother.) They look forward and their almost-stoic faces give a sense of â€Å"other world† – they are in motion, stepping into eternity, and we are watching them in all their beauty. Menkaure has a very detailed face which feels unique. He has smooth skin with no imperfections and a hardy structure: he is quite the image of youth. He wears a traditional pharaoh headpiece, the royal beard in place, and holds the ceremonial cloths – he is in normal pharaoh stature, and this artwork celebrates him. His queen is constructed beautifully. She has a mature body with breasts shown through her clinging clothing, and again, a detailed, unique face. These figures are beautiful and we look at them in amazement, but they are not exactly idealized like typical royal artwork. They are individuals, set in these roles. We can compare this Egyptian art to artwork from earlier periods: we have developed ideals, styles in art based on the literal trends of Egyptian culture, and furthermore, different meanings and purposes of artwork: this sculpture would function as a piece to ensure rebirth for the king during afterlife. The Dying Warriors of both the East and West Pediments of the Temple of Aphaia provide us with a look at the evolution of Greek sculpture in particular. In 490 BCE, the West Pediment figure was made. It is just one part of a lively Trojan War-scene pediment. We see this warrior fallen; he has been impaled in the chest. He is trying to remove the weapon from his chest though he will probably die, all the while sporting his archaic smile common to the art period (to enliven the work of art; not to portray a particular emotion). His legs are flailing in a sort of schematic, perfected way – it is like a pose. This artwork symbolizes a wounded warrior, but it does not do so realistically. It symbolizes a wounded warrior using limited expression and the current standards – both capabilities and ideals – regarding displaying the full body. On the East Pediment, approximately ten years later BCE, we have a far more complex rendering of a hurting warrior. Not only is our body more realistic in its muscle and skin transitions, but we have bodily movement that is believable. The artist thought about what it was like to fall, and this work expresses that very concept. We also lose our archaic smile, as this marks the beginning of the Classical Period in Greece. The face looks a bit tired, and is downward as the soldier tries to hoist himself up with his shield – another object added to the imagery of the scene. We feel this defeat, and through the Hellenistic Period and beyond, emotional concepts which it seems are skimmed here, are explored much more in-depth. We have looked at a limited number of representations of how cultural ideals around the body change over time. Developing cultures evolve to appreciate certain aspects of the human body, in specific ways and to represent defined values or messages. Some 30,000 years ago, what we now call the â€Å"Woman of Willendorf† depicted a human being, specifically a woman, and a robust one. Maybe this translates to an ideal, or to a symbolism or affiliation with fertility. Fast forward many cultures, and we have Egyptian pharaohs being portrayed. We see political hierarchy and religion, defined body ideals, and individualism having developed, all of which are being represented through art. Fast forward further, and we have established war politics displayed in art openly, fierce propaganda exploration and growing expressions of detail, liveliness, and eventually, concepts of emotion and imperfection.

Just and Unjust wars Essay Example | Topics and Well Written Essays - 1500 words

Just and Unjust wars - Essay Example Assassination involves treachery, betrayal and infidelity. Gross has argued that assassination is not allowed in the regulations of armed clashes and that it can be considered as murder by deceitful means (245). This indicates that if there is no kind of treachery involved, there would be nothing wrong with assassination. The author makes it clear in his argument that assassination is not always a result of betrayal but is also evidence of morality of premeditated killing of the individuals. Some researchers use the terms â€Å"assassination† and â€Å"targeted killing† interchangeably in order to avoid linking treachery with assassination. The ethical legitimacy of targeted killing can be described when it is compared to other methods of fighting against terrorism, which can be massive invasion and destroying the complete infrastructure of terrorists. Many experts claim that the real war method would be the invasion rather than targeted killings, because it bears the a ctual concept of war. Invading a civilian area leads to a more number of deaths and casualties of common innocent people. With targeted killing the damage is reduced; hence, it is the preferable method as it saves innocent lives and keeps the damage low (Gross 115). There have been various arguments to justify tyrannicide. Unless tyrannicide is linked with an effort to change the regime entirely, it is expected to result in repressions of the general public greatly. Assassination is considered to be a careful choice when aiming at preventing and ending the war against terrorism. This might be applicable in some cases, but assassination has not been preferred because there are other less harmful and less objectionable methods like tyrannicide (Lenin 60-62). Discuss Collateral Damage, Providing a Conceptual Definition First, and Then an Illustration of It, by Using Examples Drawn from Different Fields and Different Historical Periods The term â€Å"collateral damage† was first used by the US army during the Second Gulf War. Collateral damage can be described as civilian casualties due to bombings of allied military forces. By describing losses of civilian lives and properties, the officials redirect the criticism against the military for a high death count of common people (Hashmi 125-127). Though the phrase has its roots in the military background, it has also been interchangeably used in common language. The business world is fond of the usage of this term for unintentional damage caused by an action. For example, if an organization shifts its offices to a new city, the losses suffered by the local businesses can be termed as collateral damage. The abrupt or unexpected closing of a section or division of a company due to financial crisis can also be termed as collateral damage, as the employees would lose their means of income. This damage will be considered as significant, but the losses will be still acceptable if compared to the advantages and profit s of taking action. Many experts believe that focussing only on the deaths of common people as a way of accessing a military operation is not a flawless approach. The US military’s protests against body count have its roots in Vietnam, where there were no links of enemy death count to the overall success of a mission. Many researchers and analysts argue that failure of a mission cannot be determined by the total death count of civilians.

ABC Hospital Staff Allocation Essay Example | Topics and Well Written Essays - 8000 words

ABC Hospital Staff Allocation - Essay Example This research will begin with the statement that at the start of every new year, hospital owners face a difficult challenge. This is the construction of a feasible timetable that satisfies patient and institutional needs. The difficulty of this challenge is to consider patient needs and satisfy them as much as possible. During the registration period, patients complete a registration form which includes any specific requirements or needs to be considere. Once the registration phase is completed, the hospital owner needs to separate patients with needs from the rest of the group and prioritize them during the hospital scheduling phase. The timetabling of the hospital can take a lot of time to construct considering the amount of patients enrolled. The owner’s aim is to satisfy the patient’s needs as much as possible. The resulting timetable, which was created manually with a piece of paper and a pen, may not satisfy all constraints as much as it could. More research was d one in order to find the most appropriate software and programming language that can handle constraints accordingly. Gathering knowledge from books on the subject and websites through internet searching helped gain an understanding of the constraint logic programming principles and methodologies. In order to get familiar with the software and the programming language the researched was mainly focused on its programming principles and capabilities. Constraint Logic Programming is based upon integrating Constraint Solving and Logic Programming. Combination of the two types of programming makes it both expressive and flexible and in some cases more efficient than other programming languages. After having attained knowledge and understanding of this type of programming, a program was constructed to satisfy the needs of the patients in order to create a hospital schedule for the hospital. Different approaches were tried in order to develop such an application and findings and results of this development are shown in the next pages. Appendix B contains the rest of the elements necessary to the

Existentialism Essay Example | Topics and Well Written Essays - 1500 words

Existentialism - Essay Example Furthermore, the essence of incorporating the concepts of existentialism has adverse effects in life especially when there is less understanding of the mitigating beliefs of deaths. Moreover, it should be noted that the use of concepts helps in understanding the goals and aspirations of people and the state to attain happiness. There are several interesting issues pertaining to existentialism in the context of ethics and morality. Therefore, ethics in the view of existentialism includes the recommendation of concepts of wrong conduct and its succeeding concepts. On that account, there are different operational areas of ethics in the way that they apply in existentialism. This is in the form of the individual choices that people make especially in their conducts and rights in life. Morality on the other hand deals with the differentiation of actions, decisions and actions that determine whether something is either right or wrong. Similarly, it also reflects on the ethics of doing well in society that has varied choices in life (Earnshaw 177). Therefore, existentialism as noted by Jean Sartre on responsibility is based on the concepts such as the absurd, facticity and authenticity among others. This means that people are expected to live in accordance with the individual self without compromising on others rights and freedoms. Furthermore, there is also the aspect of the absurd that deals with deriving meaning from the structures of life especially in the maintenance of morality and ethics. There is also the perspective nihilism that explores the philosophical doctrines of life’s meanings and its objective meaning. On that account, there is existential nihilism that makes attempts at deducing meaning of life in terms of purpose, intrinsic value and meaning. Additionally, there is also the voice of moral nihilists who affirm the absence of morality in the realms of existence. They also insist that knowledge of what is wrong and right remains with the moral decisions of the individual especially on the given conditions of life. Therefore, according to Nietzsche, nihilism is the complete definition of emptying the world in order to find its meaning, essential value and comprehensible value (Earnshaw 174). By saying God is Dead; Nietzsche meant that there was over-reliance on religion to gain a moral understanding for the western world. On that account, in relation to absurdity as described by Camus, life is devoid of meaning and is defined by meaninglessness. Camus believes that life is characterized by absurdity that should not be defined by an over-reliance on God. However, there is also authenticity that pertains with discovering the self and living to those standards. This means people should avoid the acts of imitation in going about their duties on the grounds of finding a purpose in life. However, it differs from sincerity and honesty in the sense that there is no compatibility of goals in life. In other words, these two goals hi ghlight the case of finding for an authentic life that is closer to self-freedom. Freedom in this sense is defined in context of determining a uniqueness that is paramount in existing with others. Alternatively, it is not crucial to be a crowd-follower as espoused by Heidegger in the quest for a strong individuality. Instead, one should create his own path that is not controlled by the conventions of life such as normal morals and ethics (Earnshaw 173). Additionally, authenticity

Response to Intervention Term Paper Example | Topics and Well Written Essays - 1000 words

Response to Intervention - Term Paper Example RTI once again bring the focus back to the endeavor of improving the performance of the students of all shades and hues while adhering to a common system. Response to Intervention Response to Intervention or RTI is a program for academic intervention adhered to in the United States of America. The main objective of RTI is to extend systematic and organized intervention to the students who have difficulty learning, at an early stage. The primary advantage of RTI is that it dilutes the chances of academic failure by resorting to research based intensive interventions for children who have learning difficulties (Brown-Chidsey & Steege, 2005, p. 3). RTI allows for a systematic and frequent appraisal and measurement of the performance of such students. RTI also helps the accrual of data and information that could be used to make educational decisions on a long term basis. RTI primarily resorts to such interventions that tend to be scientific in their nature and scope and that had been fou nd to be effective and successful in randomized controlled trials (Brown-Chidsey & Steege, 2005). ... It is very important to intervene early in a student’s learning experience. It enables the educators and parents to respond the specific needs of the children who may evince signs of having learning difficulties, thereby helping these children to be successful in their early learning endeavors (Brown-Chidsey & Steege, 2005, p. 22). Intervention into the learning experiences of the students at an early stage helps the educators and parents to prevent the problem from getting out of control. This allows the educators to identify students who may be open to the risk of having learning disabilities. The response and recognition provision inherent in Response to Intervention enable the teachers and parents to adhere to scientific strategies aimed at helping such children, right from the start. This early intervention prevents many young students from being academic failures, or being selected for advanced and more formal evaluations or being subjected to special education programs (Brown-Chidsey & Steege, 2005, p. 100). Early intervention enables the teachers to promptly respond to the specific needs of the students and the students are not required to fail before they are subjected to apt interventions. Response to Intervention approach has many salient benefits. First and foremost, the most important benefit of the Response to Intervention approach is that the students having difficulty learning do not have to succumb to the standard â€Å"wait to fail† criteria before their problem gets recognized. This enables these students to receive help while affiliating to a general education setting. Considering the scarce resources accessible to the contemporary education system and the high cost of extending special education, Response to

Math Assignment Example | Topics and Well Written Essays - 250 words

Math - Assignment Example The food industry then converts 10 ounces to grams by multiplying each ounce by 29 grams. Hence the total weight of the products is 290 grams. And if there are 9 grams of fat the percentage of fat is 9/290Ãâ€"100%=3.1% The procedure used by the food industry is misleading. The correct way to calculate the fat content is to multiply the number of grams of fat by 9 to get the calories. (Each gram of fat is converted to 9 calories). Next divide the fat content by the total calories and multiply by 100% to get the percentage of calories derived from fat. In this case the label stated that 10 ounce serving contained a total of calories. Most of the people are health conscious and want to eat food items that are fat free. They get inclined towards the fat free label on the food item that they purchase and regard that they are consuming the products that are useful for fat reduction. But this may be misleading and the fact is that despite what their labels say, actually do contain some amount of trans- fat per serving. (â€Å"10 Surprising Foods That Contain Trans Fat†, 2012) The use of terms like â€Å"low fat† can be misleading: â€Å"90 per cent fat free† means 10 per cent fat, not that it contains 10 percent of the fat that a competitor’s products might have. (Reynolds, p.207) Cereal: Let us take the cereal Ambrosial Venetian Vineyard Granola which has 230 calories and 7 g of fat per 1/2 cup serving, it contains 5 g of fiber, 6 g of protein, and 10% of your daily dose of iron.(Benner, 2011) From the above calculations it is clear that the customers shall have fair knowledge on the food items that they purchase and we can see that according to the Food Standards Code, â€Å"it is proposed that all claims will have to be scientifically substantiated and not misleading. Foods will also have to meet certain criteria to be eligible to carry health

Why do constructivists believe that identity matters Do you agree Essay

Why do constructivists believe that identity matters Do you agree Critically evaluate - Essay Example It is with this respect that Constructivism as a theory tries to explain how humans learn and construct their knowledge and understanding of their environment. Checkel (1998) found that knowledge acquisition is a continuous active process whereby learners tend to construct or develop ideas which are normally based on their previous and current knowledge. In order to make decisions, learners depend on cognitive structure to formulate hypothesis and come up with decisions based on the selected information. Klotz and Lynch (2007) described cognitive structure as a mental structure that gives a learner’s experience some organization and meaning. Although learners always come across new experiences, constructivists believe that an individual possesses internal power to give meaning to their new experiences (McGrew, 2011a). McGrew (2011b) further argues that the power resides only within an individual and not within the institution that surrounds them. Alexander Wendt’s theory of constructivism is based on the identity concept of an individual in the process of knowledge acquisition (Checkel, 1998). Identity being the core concept of Constructivism theory, Price and Reus-Smit (1998) defined it as an aspect that uniquely distinguishes an individual from the rest. An aspect that an individual tends to take pride in and which more or less cannot be changed. Checkel (1998) found that identity is influenced by the learner’s background and cultural origin, since people adapt what they come across in the society they are raised in. In this regard, society plays a major role in molding up an individual’s identity because learners build up knowledge based on their perspective of the experiences they encounter. Finnemore (2011) states that it is also necessary to put into account the cultural background of an individual in their process of learning since it helps in shaping out the knowledge that they create. Due to the diversity of cultures, individuals tend to

Indian Education Essay Example for Free

Indian Education Essay A strong education system is the cornerstone of any countrys growth and prosperity. Over the last decade, India has made great strides in strengthening its primary education system. The District Information System for Education (DISE) reported in 2012 that 95% of Indias rural populations are within one kilometer of primary schools. The 2011 Annual Status of Education Report (ASER), which tracks trends in rural education, indicated that enrollment rates among primary-school-aged children were about 93%, with little difference by gender. However, behind the veil of such promising statistics, the learning outcomes of Indias children show little progress. The country ranked 63 out of 64 in the latest Program for International Student Assessment (PISA) study, with some of its best schools ranked about average among those surveyed. The 2011 ASER stated that only 48. 2% of students in the fifth grade can read at the second grade level. The number of students completing their primary education with inadequate numeracy and literacy skills is startling. To see this manifest in an economic sense, one may attribute Indias productivity growth lagging behind that of East Asian economies to a lack of progress in the foundational elements of countrywide, high-quality education. Indias private-schooled, English-speaking urban elite may attract global attention, but they are in the minority. The vast majority of Indian children attend government-run primary schools in rural areas. In 2008-2009, rural India accounted for more than 88% of Indias primary-school students, of whom over 87% were enrolled in government-run schools. This is where we see some of the nations toughest challenges. A Diverse Set of Problems Indias education system has not achieved strong learning outcomes for reasons that are as diverse and nuanced as the country itself. Key among these reasons is poor teaching quality, which results from a multitude of factors. Inadequate Teacher Qualification and Support: Teachers working in primary schools across rural India have a difficult job. Dhir Jhingran, a senior civil servant in the Indian Administrative Service, with more than two decades of experience in rural primary education, explained the multiple challenges they face: Teachers have to teach multiple grades, textbooks are pitched far above the comprehension level of students, and each classroom has children with different levels of learning achievements. Anurag Behar, CEO of the Azim Premji Foundation, an education non-profit, noted that the average school teacher in India does not get adequate pre-service or in-service education, nor does she get the support to overcome these problems. Compounding this is the relatively low educational qualifications of many teachers themselves. In 2008-2009, on average, 45% of these teachers had not studied beyond the 12th grade. Low Teacher Motivation and High Absenteeism: A key factor affecting the quality of primary education appears to be low levels of teacher motivation. In 2002-2003, 25% of primary-school teachers in rural India were absent on any given day. The impact of absenteeism is exacerbated by the fact that the average primary school in India has a workforce of no more than three teachers. At a school for girls in rural Rajasthan, we observed this problem first hand: Of the eight teachers assigned, only five were present. The three who were actually teaching were juggling eight different grades. The obvious reason remuneration does not appear to be a driver. In fact, both education experts and ordinary citizens argue that government-employed school teachers are paid relatively well. UNESCO surveys from as early as 2004 indicated that the annual statutory salary of primary school teachers in India with 15 years experience was more than $14,000, adjusted for purchasing power. This was significantly higher than the then-statutory salaries of $3,000 in China and Indonesia, and the Indian GDP per capita in 2004, which was $3,100. Indian primary-school teachers may not be underpaid, but some argue that they may be overworked. For Vivekanand Upadhyay, a seasoned educator and language professor at a leading national University, one reason for the lack of motivation is that primary school teachers employed by the government, particularly in rural India, are required to perform a wide range of duties completely unrelated to imparting education. These duties including administering government programs such as immunization clinics, assisting with data-collection for the national census, and staffing polling stations during elections in addition to their teaching responsibilities, place significant demands on teachers time. Another disheartening factor has been a highly bureaucratic administrative system that discourages bold decision making and makes implementation difficult. For example, as Jhingran observed, it is difficult to test new practices on a small scale before rolling them out: If a new program has been developed, the philosophy is that every school must have it. Such indiscriminate application often means that teachers are implementing programs without understanding their key principles and ultimate goals. Flawed Teaching Methodology: In India, rote learning has been institutionalized as a teaching methodology. Primary school teachers in rural India often try to educate students by making them repeat sections of text over and over again, said Jhingran. Often they do not explain the meaning of the text, which results in stunted reading comprehension skills over the course of the childrens education. For example, many students in grades two and three in one particular school struggle to read individual words, but can neatly copy entire paragraphs from their textbooks into their notebooks as though they were drawing pictures. Linguistic Diversity: Finally, Indias linguistic diversity creates unique challenges for the nations education system. The countrys 22 official languages and hundreds of spoken dialects often differ considerably from the official language of the state or region. Jhingran commented that the teacher not only has to account for varying learning abilities within the classroom, but also dialectic nuances which affect students comprehension of the subject matter. Government-school-educated children from rural India struggle to speak even basic sentences in English. Students with rural primary schooling are at a significant disadvantage as they transition to higher education, because Indias best universities teach exclusively in English, said Upadhyay. Part of the problem is that there is no one to teach them. As Chandrakanta Khatwar, an experienced middle school teacher in a rural government-run school in Rajasthan, asked: When teachers themselves know little English, especially spoken English, how will students learn? A Parallel, Non-governmental Education Universe Since the late 1980s, government efforts to augment rural primary education have been supplemented by the emergence of an intervention-based non-governmental system that spans multiple institutional types. While private schools have emerged as a parallel system over the last two decades, their impact is limited because they serve less than 13% of Indias rural primary-school children. However, do private schools really make a difference? Some studies have found a small, but statistically significant, private school advantage in rural India. Behar was skeptical about the superiority of private rural schools over their government-run counterparts, noting, Once we control for a childs socioeconomic background, private schools add little-to-no value. In many ways, private schools are in much worse shape. However, according to Khatwar, more and more parents in small towns are choosing to send their children to private schools if they can afford it perhaps with good reason, because, on average, the number of students in each classroom in private schools is often smaller and school heads exert greater control over teachers. Some organizations are attempting to innovate with new formats and systems of education. Avasara Academy, a new school for girls, is a private institution whose mission is to mold leaders from among the best and brightest girls in India, regardless of their background. While admission is merit-based, the school intends to draw half its students from disadvantaged rural and urban backgrounds, awarding them full scholarships. In addition, it is developing a special curriculum that encourages excellence beyond academics. Avasara seeks to identify high potential young women and guide them along a powerful journey of leadership development. We expect that our graduates will form a network of leaders who will collaborate to drive positive change across the country, explained Mangala Nanda, humanities department chair for Avasara. While still in the early stages of its development, Avasaras successful implementation would provide a viable model for high-quality, accessible education and integration across socioeconomic boundaries. Governmental Efforts The Indian government at every level recognizes the need for educational reform and has made a conscientious effort to achieve it. The midday-meal plan, for example, is a highly publicized nationwide program through which government school children across India are provided with a midday meal every day of the school week. The program is largely considered a success. A study in 2011 by Rajshri Jayaraman and Dora Simroth found that grade one enrollment increased by 20. 8% simply if a midday meal was offered. According to Behar, The Indian government has worked very hard to provide rural schools with adequate infrastructure, something that was critically lacking a few decades ago. For instance, DISE reported in 2012 that more than 91% of primary schools have drinking-water facilities and 86% of schools built in the last 10 years have a school building. However, there is still a long way to go: Only 52% of primary schools have a girls toilet, and just 32% are connected to the electricity grid. In 2012, the Central Government enacted the Right to Education (RTE) Act, under which every child between the ages of six and 14 receives a free and compulsory education. In addition to regulating access to education, the act contains certain provisions that could positively impact the quality of education. According to Jhingran, one of its major achievements has been the dramatic reduction of non-teaching duties assigned to government school teachers, freeing up valuable time and lowering absenteeism. Partnering with the Government Over the past few decades, many organizations have begun working with government schools and teachers to improve learning outcomes. Pratham, a joint venture between UNICEF and the Municipal Corporation of Mumbai, runs multiple programs to supplement school education, such as learning support classes, libraries and additional learning resources. A hallmark of these initiatives is that Pratham engages volunteers from local communities and trains them to run these programs. Another important initiative that has resulted from Pratham is the annual ASER, an assessment that measures reading and arithmetic abilities by surveying more than 600,000 children across 16,000 villages in India. This remarkable exercise in data-gathering constitutes the foundation for informed decision-making and benchmarking. Other initiatives address teaching quality by placing specially trained teachers in government schools. Teach for India, modeled after the Teach for America program, was introduced in 2006. Young, motivated Indian college graduates and professionals apply for two-year fellowships to teach at government-run and low-income private schools that lack sufficient resources. An important distinction of Teach for India is that instruction is, by design, always in English. As Mohit Arora, fellowship recruitment manager for Teach for India, noted, the organizations philosophy on this point is that learning English is essential to future success, as English in todays world is more than just a language. It is a skill set. Students who do not speak English may have some difficulty initially, but the organization has made learning at these schools experiential and therefore engaging. The dynamics of one particular grade 3 Teach for India classroom were in stark contrast to other classrooms at the same school students were listening intently, contributing in class, answering questions beyond the textbook and demonstrating a strong command over English. The challenge is scaling this model to rural India. Still other organizations focus on capacity development of teachers in government schools, such as the Azim Premji Foundation. As CEO, Behar is categorical in his view that the foundation works in partnership with the government, and that it does not believe in supplanting the government school system. The foundation has established scores of institutes at the district level that provide in-service education and also empower teachers to learn from each other. For example, Behar described a voluntary teacher forum in a district of Rajasthan, initially organized by the Azim Premji Foundation, but now being run increasingly independently by teachers in the district. The Future of Primary Education in India Education in India has improved dramatically over the last three decades. Schools are accessible to most children, both student enrollment and attendance are at their highest level, and teachers are adequately remunerated. The RTE Act guarantees a quality education to a wider range of students than ever before. However, challenges in implementing and monitoring high standards in teaching and learning outcomes across regional, cultural and socioeconomic subsets prevent India from fully achieving this goal. In addition, teacher support and scalability of high-performing teaching professionals in disparate areas, funding allocation for schools in remote districts and limited use of technology in the classroom remain barriers to reforming primary education. Indias growth story remains one of the most anticipated global economic trends, and its fulfillment relies on a well-educated and skilled workforce. Improving education is a critical area of investment and focus if the country wants to sustain economic growth and harness its young workforce. A weak foundation in primary education can derail the lives, careers and productivity of tens of millions of its citizens. Already, a significant proportion of the adult workforce in India is severely under-equipped to perform skilled and semi-skilled jobs. As Rajesh Sawhney, former president of Reliance Entertainment and founder of GSF Superangels, noted, No one is unemployed in India; there are just a lot of people who are unemployable. Furthermore, in order to develop India as a consumer market of global standards, it is imperative that all of its children reap the full benefits of a high-quality education. Otherwise, large segments of the population in rural India will continue to have low purchasing power, find themselves in highly leveraged scenarios and, more often than not, continue to make a living through agricultural means. While some of this can be attributed to deficiencies in secondary and tertiary education, the root of these issues lies in low-quality primary education.

Effect of Different Leadership Styles on Organisation

Effect of Different Leadership Styles on Organisation Management summary In this thesis the relationship between the predominant leadership styles in the academic literature, transformational and transactional leadership, and organization citizenship behaviour will be discussed and analyzed. In the transformational leadership   style the leader motivates and inspires followers by gaining their trust and respect. The leader communicates the goals, visions and missions in a clear way and stimulates his followers to go beyond the call of duty. Transactional leadership is based on an exchange relationship between the leader and followers. Followers receive rewards when they perform according to the standards and requirements set by their leader. Organizational citizenship behaviour concerns those voluntary acts performed by   individual employees that are of a discretionary and voluntary nature and contribute to the effectiveness of the organization. However, when organizations exert citizenship pressures on their employees this might have some serious consequences on their workforce. These high levels of pressure to be a good citizen can result in job stress, work-family conflicts, work-leisure conflicts and might even result in quitting intensions among employees. This thesis will also focus on the desirability of OCBs within the organization and the dangers of citizenship pressures. Chapter 1.Introduction to the thesis 1.1 Problem Indication Organizational Citizenship Behaviour (OCB) has been a popular subject among several fields of study for the past couple of decades. OCBs are positive, individual and voluntary acts performed by employees which go beyond their job descriptions and are not directly rewarded or monitored (Organ, 1988). According to Katz Kahn (1966) these kinds of behaviour are important to organizations because organizations depend on behaviour of their employees that go further than their job description even though these behaviours are not actively monitored and enforced. Because of the voluntary nature of the positive acts the theory of OCBs seems to be very positive for both the individuals within an organization and the effectiveness of the organization as whole. OCB has been linked with loyalty, obedience, voluntarism, helping behaviours, altruism and other positive traits in many previous studies throughout the years (Bolino, Turnley, Niehoff, 2004; Organ, Podsakoff, MacKenzie, 2006). But recent studies have also investigated the â€Å"darker side† of OCB. The problem lies with the discretionary and voluntary nature of OCB. There are situations in which employees feel like OCB is expected of them, this citizenship pressure can lead to job stress, work conflicts and even quitting intensions (Bolino,Turnley, Gilstrap, Suazo, 2010). The first part of this thesis will go further into the dynamics of OCB and will look at both the positive and negative side of OCB. The second part of this thesis will address the relation between leadership st yles and OCB. Leadership styles are of great influence on the OCBs of employees (Bass, 1985; Burns, 1978). In the studies of Bass (1985) and Burns (1978)   a distinction has been made between transformational and transactional leadership. These different styles of leadership have different implications on the degree of OCB among the employees (Bass, 1985; Burns, 1978). 1.2 Problem statement The problem statement of this thesis is formulated in one single question: How do the different styles of leadership influence organizational citizenship behaviour ? 1.3 Research Questions The research questions that are derived from the problem indication are: To what degree is OCB desired within an organization? What is the influence of transactional leadership on OCB? What is the influence of transformational leadership on OCB? 1.4 Methodology The type of research that will be conducted for this thesis is a descriptive research. The thesis will be a literature study which means secondary sources will be gathered and researched (Sekaran, 2008). An analysis of the different variables will be made in order to find the answers to the formulated research questions. The links between the different variables researched in this thesis can be the basis for further empirical research. The main concepts of the research are organizational citizenship behaviour and the transformational (or charismatic) (Yukl, 1999) and transactional leadership types. 1.5 Structure In this thesis the relationship between the two predominant leadership styles and OCB within an organization will be analyzed. The first chapter will get into the dynamics of OCB in order to determine whether or not and to what degree OCB is desirable. This means that both the positive and negative sides of OCB within an organization will be balanced in this chapter. At the end of chapter one the first research question of this thesis will be answered. Chapter two and three will link transformational and transactional leadership with OCB. In these chapters it will become clear how the different styles of leadership stimulate OCB and which leadership style results in the largest amount of OCBs. After these chapters the answer to the problem statement is given in the conclusion. Furthermore, limitations of this research and managerial and academic implications will be discussed. Chapter 2. Organizational Citizenship Behaviour 2.1 Introduction Organizational citizenship behaviour is a topic that has fascinated many researchers and managers for the last couple of decades since Bateman and Organ (1983) were the first to address this topic in 1983. Nowadays in times of economical crises OCB remains an interesting subject, because in a race of the survival of the fittest organizations rely on good citizens to survive. However, recent studies of the past couple of years have reported some negative implications of OCB and have questioned the desirability of OCB (Bolino, Gilstrap, Turnley Suazo, 2010; Korgaard, Meglino, Lester Jeong, 2010; Van Dyne Ellis, 2004). Vardi and Weitz (2003) have reported on the concept of organizational misbehaviour (OMB) as a counterpart to OCB in their studies. In this chapter both the positive and negative implications of OCB and citizenship pressures exerted by the organizations will be discussed.   In order to answer the question whether or not OCB is desirable within an organization the concept of organizational citizenship behaviour has to be explained.. OCB can be defined as â€Å"individual behaviour that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functioning of an organization†, according to the study of Organ (1988, p. 4). OCB is behaviour of a constructive nature by the employee, which is not a part of the formal job description (Organ, 1988). According to Moorman, Blakely and Niehoff (1988) employees will engage in OCBs when they feel that that behaviour is justified by the positive actions of the organization and are consistent with the treatment and commitment of the organization. Employees feel the need to repay the organization for the positive treatment and commitment they receive throughout the relationship (Moorman et al., 1988). Research of Kidder (1998) and Stamper and Van Dyne (2001) argues that employees that have a long-term relationship with a firm perform more OCBs than temporary or part-time workers. 2.2 The sunny side of OCB Podsakoff, MacKenzie, Paine and Bachrach (2000) distinguished thirty forms of citizenship behaviours from the literature on OCB and grouped them in seven dimensions; helping behaviour, sportsmanship, organizational compliance, organizational loyalty, self development, civic virtue and individual initiative. Helping behaviours are voluntary behaviours that help fellow colleagues prevent or solve work related problems. This kind of behaviour includes supporting and cheering for fellow employees and also peacemaking activities when there are times of conflict and struggles between employees (Organ, 1988). Organizational compliance is a form of OCB which regards the following and obeying of organizational procedures and rules by the employees (Borman Motowidlo, 1993). Organizational compliance argues that good citizens follow the rules and procedures of the organization instinctively and precisely, even when they know that they are not being supervised or monitored (Podsakoff et al., 2000).  Ã‚   Podsakoff et al. (2000) state that organizational compliance is a form of OCB even though it is expected from subordinates to act according the rules and regulations of the company, because in many cases employees do not act according these rules and regulations when they know that they are not being observed or monitored. Thus, according to Podsakoff et al. (2000) employees that follow up the rules and regulations very precisely even when they know that they are not being supervised can be viewed as very good organizational citizens. Sportmanship is a type of OCB which describes the process of coping with all the inevitable problems and inconveniences that are bound to happen at work without complaining (Organ, 1990). According to Podsakoff, et al., (2000) good sportsmanship occurs when employees refrain from complaining when other colleagues cause inconveniences for them. ‘Good sports are willing to make personal sacrifices in the interest of the group and do not showcase a negative attitude when things are not going their way. Furthermore, ‘good sports do not get offended when their suggestions and ideas are not followed up by the rest of the employees in their working environment. Individual initiative is regarded as OCB when a person goes that far beyond the expected level of task-related behaviours that these behaviours can be viewed as voluntary (Podsakoff et al., 2000).   When employees engage in individual initiative they showcase extra effort and enthusiasm in order to increase their task performance or the performance of the organization as a whole. They voluntarily come up with new ideas and innovations in order to increase organizational effectiveness and encourage fellow colleagues to act in the same way (Podsakoff, et al., 2000). Organizational loyalty refers to the strong commitment of employees to the organization throughout the good and the bad times (Graham, 1991), defending the organization against threats from the outside and promoting the organization to people outside the organization (Borman Motowidlo, 1997; George Jones 1997). According to the research of Podsakoff et al. (2000) civic virtue(Organ, 1988)means that employees recognize that they are part of a larger whole and they acknowledge and accept the responsibilities for the effective functioning of their organization. The employees actively look out for opportunities and threats in the environment of their organization. They participate actively in the decision making process of the organization and are constantly acting out of the interest of the company while putting their personal interests aside (Podsakoff et al., 2000).   Self development is citizenship behaviour that occurs when employees voluntarily undertake actions in order to learn and improve their skills, knowledge and capabilities (Podsakoff et al., 2000). The study of George and Brief (1992) states that self development might consist of employees participating in advanced training course, employees undertaking actions in order to keep up with the latest developments in their field; or employees might even learn an entirely new set of skills. Self development behaviour is good citizenship behaviour because employees try to improve and increase their personal contributions to the performance and effectiveness of the organization (George Brief, 1992). These seven dimensions of OCB all describe positive acts and contributions from the employees which benefit the organization. According to Organ Konovsky (1989) these combined contributions of individual employees increase organization effectiveness significantly over time. Because of the positive nature of these citizenship behaviours organizations try to stimulate OCBs among their employees. These citizenship pressures lead to higher levels of OCB within the organization, which is essentially favourable for the company (Bolino,Turnley, Gilstrap Suazo, 2010). However, the stimulation of citizenship behaviours can have a negative effect on the employees because the citizenship pressure to please the organization can result in job stress, quitting intensions and work-family and work-leisure conflicts (Bolino et al., 2010; Greenhaus Beutell, 1985; Reich, 2001; Sauter Murphy, 1995). 2.3 The dark side of OCB One could argue that OCB has a lot of positive implications for an organization based on the dimensions described by Podsakoff et al.(2000). Recent studies however have also shed light on the darker side of OCB (Bolino et al.,2010; Korsgaard Meglino, Lester, Jeong,2010; Van Dyne Ellis, 2004; Vigoda-Gadot, 2006). Organ (1988) implies that OCB is solely a positive phenomenon within an organization, because of the discretionary and voluntary nature of OCB. Furthermore, Organ (1988, p. 4) argues that â€Å"OCB promotes the effective functioning of an organization†. Vigoda-Gadot (2006, p. 79) concludes from the definition of OCB by Organ (1988) that it implies that â€Å"OCB consists of informal contributions that a participant can choose to make or withhold, without the regard to considerations of sanctions or formal incentives†. However, recent studies have countered the discretionary nature of OCB. Korsgaard et al. (2010, p. 277), argue that OCB is â€Å"based on the norm of reciprocity: the obligation to reciprocate the benefits already received from another (â€Å"paying you back†) and the expected reciprocity that ones actions will stimulate future benefits from another (â€Å"paying me forward†).† Vardi and Weitz (2003) have mentioned the concept of organizational misbehaviour (OMB) in their studies as a counterpart to OCB. Organizational misbehaviour is behaviour of a social nature   that harms the interest of the organization.   According to Vardi and Weitz (2003) there are five types of organizational misbehaviour; intra-personal misbehaviour, inter-personal misbehaviour, property misbehaviour, production misbehaviour and political misbehaviour.   OMB can be viewed as the real dark side of employee behaviours. 2.3.1 Citizenship pressure Citizenship pressure occurs when employees feel the pressure to engage in OCBs because their employer tries to stimulate that behaviour by informal compensation (Bolino,Turnley, Girlstrap Suazo, 2010).Citizenship pressure is a phenomenon that differs from individual to individual and it is of a subjective nature (Bolino, et al.,2010). Employees that are regarded as high-self monitors are more likely to give in to citizenship pressures and engage more in citizenship behaviours, because those employees value their image and the way they are perceived by their co-workers and supervisors (Blakely, Andrews, Fuller, 2003). The study of Bolino et al. (2010) has shown that citizenship pressure leads to higher levels of OCB of employees within an organization. Hence, the studies of Korsgaard, et al.(2010) and Bolino, et al.(2010) question both the discretionary and voluntary nature of OCB. Research has shown that managers do take OCBs into account when evaluating their employees and making other decisions (Podsakoff, et al.,2000) Van Dyne and Ellis (2004) state that with citizenship pressure, behaviour that was once voluntary and discretionary can become an obligation. Van Dyne and Ellis (2004) mention the phenomenon of job creep, this situation occurs when employees constantly feel the pressure to do more than their job actually requires of them. The duties of the employees are slowly increased without official recognition of the organization and in time are expected of the employees (Van Dyne Ellis, 2004). Although citizenship pressure may be a positive phenomenon from an organizations point of view because it leads to more OCB, it also is associated with negative consequences for the employees and their organization (Bolino, et al.,2010). The amounts of job stress experienced by the employees are likely to increase in the case of high levels of citizenship pressures (Bolinio, et al.,2010).   Job stress occurs when employees do not have the capabilities and resources that are needed to fulfil their job requirements. The incapability to fulfil these job demands will lead to negative consequences for the emotional and physical state of the employees who experience high levels of job stress (Sauter Murphy, 1995). According to Bolino, Turnley, Gilstrap, Suazo (2010) employees who experience citizenship pressures to behave as a good citizen of the organization may also feel the pressures at home to be a good partner and parent. This work-family conflict is a role conflict that occurs when the work role demands that are required from an employee are not compatible with the demands of the family (Greenhaus Beutell, 1985).   Work-family conflicts may arise when the partners of the employees have difficulties in understanding why their partner chooses to engage in OCBs that are technically not required of them and are not formally rewarded rather than to spend time with their family (Edwards Rothbard, 2000). Research of Flynn (1996) shows that in a situation of high citizenship pressures employees with less demanding family situations engage in more citizenship behaviours than married employees with more responsibilities towards their families. Another conflict related to citizenship pressure is the work-leisure conflict. This conflict arises when employees experience difficulties in balancing their work demands with their personal life and leisure time (Bolino, et al.,2010). The study of Reich (2001) states that employees who are physically away from their working environment, may still be mentally connected to their job. According to Bolino, et al.(2010) these employees experience a conflict between their desires for free time in their personal lives and the desire to be a good organizational citizen in order to receive the benefits that come with that kind of status. The employees who feel citizenship pressures may not enjoy their free time because they are worrying about the situation and problems at work. Furthermore, they may be troubled by the fact that their co-workers might surpass them in terms of productivity and value for the organization when they enjoy their personal time or they may be experiencing feelings o f guilt because they are not working (Reich, 2001). This may lead to an increasing tendency among employees to keep in contact with their work office, by means of mobile phones, pagers or email, in order to remain available for their colleagues and superiors (Reich, 2001). These types of conflict caused by citizenship pressure, like the work-leisure conflict and the work-family conflict and the phenomenon of job stress, contribute to the job quitting intensions among the employees (Bolino et al.,2010). The dark side of OCB can be accounted to the citizenship pressures exerted by the organization. When an organization pressures   employees to perform citizenship behaviours this can result in negative consequences for the state of mind of the employees (Bolino et al., 2010; Edwards Rothbard, 2000; Greenhaus Beutell, 1985; Reich, 2001). This in turn can lead to decreases in productivity and effectiveness for the organization, because employees in a bad state of mind are more likely to leave the organization or work inefficiently (Bolino et al., 2010). 2.4 Desirability of OCB within the organization OCB in its core essence is desirable for organizations because those citizenship behaviours are linked with helping behaviours, loyalty and commitment to the organization, the following of rules and regulations, creativity and innovation and going the extra mile (Podsakoff, et al.,2000) .   These citizenship behaviours are characterized as positive contributions to an organization and its productivity, effectiveness and social climate (Moorman et al., 1988; Organ, 1988; Podsakoff, et al.,2000). This makes it difficult for one to argue that citizenship behaviours are not desirable within an organization. However, there is also a darker side to OCB. These negative side effects of OCB occur when the voluntary and discretionary nature of citizenship behaviours is removed because of citizenship pressures exerted by the organization on their employees (Bolino et al.,2010; Korsgaard et al.2010) . Citizenship pressures can result in job stress, work-family conflicts, work-leisure conflicts and eventually in quitting intensions among employees (Bolino et al., 2010; Edwards Rothbard, 2000; Greenhaus Beutell, 1985; Reich, 2001).   Effectiveness and productivity of employees decrease when they experience job stress or work-family or work leisure conflicts, which in turn also has a negative influence on the company as a whole (Bolino, et al.,2010). In conclusion, one could argue that citizenship behaviours are a positive and desired phenomenon for an organization when the negative consequences of citizenship pressures exerted by the organization are not taken into account. However, citizenship pressures result in more OCBs among employees and thus organizations are inclined to exert those pressures on their employees (Bolino et al.,2010). Thus, organizations have to balance the positive and negative consequences of citizenship pressures and OCBs in order to maximize   the value of the employees for the company. Because citizenship pressures has different outcomes for each individual employee, the organization and group leaders could benefit from a thorough analysis of their workforce (Bolino et al., 2010). For instance, employees who are considered to be high self-monitors are more likely to engage in citizenship behaviours when they feel citizenship pressure, because they care about how they are being perceived by their co-w orkers and leaders (Blakely et al., 2003) Chapter 3.The transformational and transactional leadership styles 3.1 Introduction Leadership has always been an interesting topic for researchers from different fields. According to Tannenbaum, Weschler and Masarik (1961, p. 24) leadership is: â€Å"interpersonal influence exercised in situations and directed, through the communication process, toward the attainment of a specified goal or goals†. According to Wayne, Shore Liden (1997) leadership is important because the exchange between a manager and his follower   is the most important factor in determining employee behaviour. In the literature a distinction has been made by Burns (1978) and Bass (1985) between transactional leadership and transformational leadership. Burns (1978) reports that transactional and transformation leadership are complete opposites. Bass (1985), however, argues that transformational leaders may also use transactional leadership behaviours in certain situations. The concepts of transactional and transformational leadership will be explained in this chapter. 3.2 Transactional leadership The study of Bass (1985) shows that transactional leaders make the tasks and responsibilities of the followers clear and also promise the followers compensation for when their tasks are performed according to the standards. According to Deluga (1990) transactional leadership is an exchange process in which rewards and punishments are administered. Transactional leaders exchange financial rewards for productivity or deny rewards when the productivity of the followers is lacking (Bass Riggio, 2006). The relationship between the leader and his followers in a system of transactional leadership is focused on self interest and based on mutual dependency (Lagamarsino Cardona, 2003). Bass (1990) concludes in his research that there are four different types of transactional leadership. Contingent reward: The leader sets up a contract based on performance and rewards, solid performance is compensated with rewards. When goals are met the employees will get recognition for their accomplishments. Contingent reward leader behaviours have shown to have a positive relation with performance and follower attitudes (Avolio, Waldman Einstein, 1988; Waldman, Bass Yammarino, 1990). Laissez-Faire: In this particular form of transactional leadership the leader avoids making decisions and steps away from any responsibilities. The subordinates have to fulfil their tasks on their own. According to Dubinsky, Yammarino, Jolson, Spangler (1995) this type of leader is indifferent, frequently absent,   inattentive and does not influence the workforce. Management by exception (active): The leader actively looks for errors and mistakes in the work process. When the tasks performance of the employees is not on the required level the leader will intervene and he will try to put the employees back on the right track. Management by exception (passive): The leader only undertakes actions when the level of output and requirements and standards are not met by his subordinates. All these types of transactional leadership lack leadership behaviours that motivate employees to be the best they can be for the organization and to go the extra mile for colleagues and superiors. 3.3 Transformational leadership The transformational leadership theory of Bass (1985) states that transformational leadership creates a bond of trust between the leader and followers, motivating employees to achieve beyond expectations. According to Bass (1985) transformational leadership activates employees higher-order needs and lets them act out of the interest of the company. Transformational leaders are able to motivate their followers to the degree that they not only increase their task performance but also engage in OCBs that help the organization to function in an effective way (Smith, Organ, Near, 1983). Transformational leaders motivate their subordinates to come up with creative and innovative for difficult issues within the organization (Bass, 1985). Furthermore, in the transformational leadership style the leaders encourage their followers to go the extra mile for the organization and they reach out to their employees with constructive feedback (Bass, 1985).   Transformational leaders make their mis sions and goals clear to their followers and they convince the followers to act out of interest of the company (Piccolo Colquitt, 2006). Employees who are able to link their own success with that of the company and can identify with the values and goals of the organization are more likely to add value to the organization (Podsakoff, MacKenzie, Moorman, Fetter, 1990). Bass (1985) states in his research that when a manager acts like a transformational leader he will be perceived as a more satisfying and effective leader than a transactional leader. Furthermore, according to the studies of Bass (1985), employees report that they are more willing to put in extra effort and time for managers who behave as transformational leaders. Bass Avolio (1993) and Pillai (1995) have reported in their studies that there is a positive relationship between transformational leadership and employee satisfaction, and between transformational leadership and in-role behaviours that lead to job performan ce. According to Yukl (1999) transformational leadership can be viewed as the equivalent of charismatic leadership. In their research, Avolio Bass (2002) distinguished four different components of transformational leadership. Idealized influence: The leaders are admired, respected and trusted by their followers. The leaders are seen as examples/ role-models by the followers and the followers are inspired to emulate their actions. The leaders also put their followers interests above their own interest which earns them trust and respect. Idealized influence, or the charismatic dimension of transformational leadership (Bass, 1985), is often described as the most important component of transformational leadership (Waldman, Bass, Yammarino, 1990). Charismatic leaders receive respect and trust from their followers, because they create a sense of pride among their followers and communicate clear visions and missions (Bass, 1985).   Inspirational motivation: The leaders motivate their followers by attaching meaning and challenge to their work. The leader shows optimism and enthusiasm which stimulates individual and team spirit among the followers. Individualized consideration: The leaders take the needs and desires of the individual followers into account. The followers receive individual support from their leader in order to grow and develop and achieve higher goals. Intellectual stimulation: The followers are encouraged to be creative and innovative by their leaders. New approaches and new ideas are stimulated in order to get creative solutions to existing problems. Out of the box thinking is rewarded and it is not a shame to make errors. Chapter 4. The influence of transactional and transformational leadership on OCB 4.1 Introduction The predominant style of leadership in an organization has a great influence on the amount and types of OCBs performed by the employees within the organization. Bass (1990) described an experiment in a working area for convicted inmates. In this workplace the inmates had to produce several different types of products for in and outside the prison walls. One group of their supervisors received training in order to become transformational leaders, and the other group received a transactional leadership training. The inmates that were supervised by groups of transformational leaders performed better than those that were supervised by the transactional leaders. Not only did they perform better in the areas of productivity, absence and behaviour, the inmates also engaged in more citizenship behaviours. Furthermore, Bass (1990) states in his research that managers who are viewed as the high performers by their supervisors, also were viewed to be of a more transformational than transactional nature by their followers in a separate survey. In this chapter the relationship between transactional leadership, transformational leadership and organizational citizenship behaviour will be discussed. 4.2 Transactional leadership and OCB The transactional leadership style is based on an exchange relation between leaders and their followers. Employees are rewarded or punished based on whether or not their performance is according to the standards that were set by their transactional supervisors (Bass, 1985; Bass Riggio, 2006; Deluga, 1990). Because transactional leadership is a system of mutual dependency between leaders and followers that is based on self interest (Lagamarsino Cordona, 2003) and primarily an exchange process, transactional leadership leads to a low amount of citizenship behaviours performed by employees. The four different types of transactional leadership (Bass, 1990) do not convince employees to perform the seven dimensions of citizenship behaviour (Podsakoff et al.,2000). In the laissez-faire leadership style the leader avoids making decisions and steps away from his responsibilities. The followers have to do their tasks on their own and there is hardly any communication with the leaders. The leader is frequently absent, inattentive and indifferent and does not influence the workforce (Dubinsky et al.,1995). It is obvious that this type of leader will not stimulate citizenship behaviours among his followers. The leaders who act according to the management by exception style (both passive and active) only intervene when their followers do not meet up with the requirements and standards that are set for them. The employees do no Effect of Different Leadership Styles on Organisation Effect of Different Leadership Styles on Organisation Management summary In this thesis the relationship between the predominant leadership styles in the academic literature, transformational and transactional leadership, and organization citizenship behaviour will be discussed and analyzed. In the transformational leadership   style the leader motivates and inspires followers by gaining their trust and respect. The leader communicates the goals, visions and missions in a clear way and stimulates his followers to go beyond the call of duty. Transactional leadership is based on an exchange relationship between the leader and followers. Followers receive rewards when they perform according to the standards and requirements set by their leader. Organizational citizenship behaviour concerns those voluntary acts performed by   individual employees that are of a discretionary and voluntary nature and contribute to the effectiveness of the organization. However, when organizations exert citizenship pressures on their employees this might have some serious consequences on their workforce. These high levels of pressure to be a good citizen can result in job stress, work-family conflicts, work-leisure conflicts and might even result in quitting intensions among employees. This thesis will also focus on the desirability of OCBs within the organization and the dangers of citizenship pressures. Chapter 1.Introduction to the thesis 1.1 Problem Indication Organizational Citizenship Behaviour (OCB) has been a popular subject among several fields of study for the past couple of decades. OCBs are positive, individual and voluntary acts performed by employees which go beyond their job descriptions and are not directly rewarded or monitored (Organ, 1988). According to Katz Kahn (1966) these kinds of behaviour are important to organizations because organizations depend on behaviour of their employees that go further than their job description even though these behaviours are not actively monitored and enforced. Because of the voluntary nature of the positive acts the theory of OCBs seems to be very positive for both the individuals within an organization and the effectiveness of the organization as whole. OCB has been linked with loyalty, obedience, voluntarism, helping behaviours, altruism and other positive traits in many previous studies throughout the years (Bolino, Turnley, Niehoff, 2004; Organ, Podsakoff, MacKenzie, 2006). But recent studies have also investigated the â€Å"darker side† of OCB. The problem lies with the discretionary and voluntary nature of OCB. There are situations in which employees feel like OCB is expected of them, this citizenship pressure can lead to job stress, work conflicts and even quitting intensions (Bolino,Turnley, Gilstrap, Suazo, 2010). The first part of this thesis will go further into the dynamics of OCB and will look at both the positive and negative side of OCB. The second part of this thesis will address the relation between leadership st yles and OCB. Leadership styles are of great influence on the OCBs of employees (Bass, 1985; Burns, 1978). In the studies of Bass (1985) and Burns (1978)   a distinction has been made between transformational and transactional leadership. These different styles of leadership have different implications on the degree of OCB among the employees (Bass, 1985; Burns, 1978). 1.2 Problem statement The problem statement of this thesis is formulated in one single question: How do the different styles of leadership influence organizational citizenship behaviour ? 1.3 Research Questions The research questions that are derived from the problem indication are: To what degree is OCB desired within an organization? What is the influence of transactional leadership on OCB? What is the influence of transformational leadership on OCB? 1.4 Methodology The type of research that will be conducted for this thesis is a descriptive research. The thesis will be a literature study which means secondary sources will be gathered and researched (Sekaran, 2008). An analysis of the different variables will be made in order to find the answers to the formulated research questions. The links between the different variables researched in this thesis can be the basis for further empirical research. The main concepts of the research are organizational citizenship behaviour and the transformational (or charismatic) (Yukl, 1999) and transactional leadership types. 1.5 Structure In this thesis the relationship between the two predominant leadership styles and OCB within an organization will be analyzed. The first chapter will get into the dynamics of OCB in order to determine whether or not and to what degree OCB is desirable. This means that both the positive and negative sides of OCB within an organization will be balanced in this chapter. At the end of chapter one the first research question of this thesis will be answered. Chapter two and three will link transformational and transactional leadership with OCB. In these chapters it will become clear how the different styles of leadership stimulate OCB and which leadership style results in the largest amount of OCBs. After these chapters the answer to the problem statement is given in the conclusion. Furthermore, limitations of this research and managerial and academic implications will be discussed. Chapter 2. Organizational Citizenship Behaviour 2.1 Introduction Organizational citizenship behaviour is a topic that has fascinated many researchers and managers for the last couple of decades since Bateman and Organ (1983) were the first to address this topic in 1983. Nowadays in times of economical crises OCB remains an interesting subject, because in a race of the survival of the fittest organizations rely on good citizens to survive. However, recent studies of the past couple of years have reported some negative implications of OCB and have questioned the desirability of OCB (Bolino, Gilstrap, Turnley Suazo, 2010; Korgaard, Meglino, Lester Jeong, 2010; Van Dyne Ellis, 2004). Vardi and Weitz (2003) have reported on the concept of organizational misbehaviour (OMB) as a counterpart to OCB in their studies. In this chapter both the positive and negative implications of OCB and citizenship pressures exerted by the organizations will be discussed.   In order to answer the question whether or not OCB is desirable within an organization the concept of organizational citizenship behaviour has to be explained.. OCB can be defined as â€Å"individual behaviour that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functioning of an organization†, according to the study of Organ (1988, p. 4). OCB is behaviour of a constructive nature by the employee, which is not a part of the formal job description (Organ, 1988). According to Moorman, Blakely and Niehoff (1988) employees will engage in OCBs when they feel that that behaviour is justified by the positive actions of the organization and are consistent with the treatment and commitment of the organization. Employees feel the need to repay the organization for the positive treatment and commitment they receive throughout the relationship (Moorman et al., 1988). Research of Kidder (1998) and Stamper and Van Dyne (2001) argues that employees that have a long-term relationship with a firm perform more OCBs than temporary or part-time workers. 2.2 The sunny side of OCB Podsakoff, MacKenzie, Paine and Bachrach (2000) distinguished thirty forms of citizenship behaviours from the literature on OCB and grouped them in seven dimensions; helping behaviour, sportsmanship, organizational compliance, organizational loyalty, self development, civic virtue and individual initiative. Helping behaviours are voluntary behaviours that help fellow colleagues prevent or solve work related problems. This kind of behaviour includes supporting and cheering for fellow employees and also peacemaking activities when there are times of conflict and struggles between employees (Organ, 1988). Organizational compliance is a form of OCB which regards the following and obeying of organizational procedures and rules by the employees (Borman Motowidlo, 1993). Organizational compliance argues that good citizens follow the rules and procedures of the organization instinctively and precisely, even when they know that they are not being supervised or monitored (Podsakoff et al., 2000).  Ã‚   Podsakoff et al. (2000) state that organizational compliance is a form of OCB even though it is expected from subordinates to act according the rules and regulations of the company, because in many cases employees do not act according these rules and regulations when they know that they are not being observed or monitored. Thus, according to Podsakoff et al. (2000) employees that follow up the rules and regulations very precisely even when they know that they are not being supervised can be viewed as very good organizational citizens. Sportmanship is a type of OCB which describes the process of coping with all the inevitable problems and inconveniences that are bound to happen at work without complaining (Organ, 1990). According to Podsakoff, et al., (2000) good sportsmanship occurs when employees refrain from complaining when other colleagues cause inconveniences for them. ‘Good sports are willing to make personal sacrifices in the interest of the group and do not showcase a negative attitude when things are not going their way. Furthermore, ‘good sports do not get offended when their suggestions and ideas are not followed up by the rest of the employees in their working environment. Individual initiative is regarded as OCB when a person goes that far beyond the expected level of task-related behaviours that these behaviours can be viewed as voluntary (Podsakoff et al., 2000).   When employees engage in individual initiative they showcase extra effort and enthusiasm in order to increase their task performance or the performance of the organization as a whole. They voluntarily come up with new ideas and innovations in order to increase organizational effectiveness and encourage fellow colleagues to act in the same way (Podsakoff, et al., 2000). Organizational loyalty refers to the strong commitment of employees to the organization throughout the good and the bad times (Graham, 1991), defending the organization against threats from the outside and promoting the organization to people outside the organization (Borman Motowidlo, 1997; George Jones 1997). According to the research of Podsakoff et al. (2000) civic virtue(Organ, 1988)means that employees recognize that they are part of a larger whole and they acknowledge and accept the responsibilities for the effective functioning of their organization. The employees actively look out for opportunities and threats in the environment of their organization. They participate actively in the decision making process of the organization and are constantly acting out of the interest of the company while putting their personal interests aside (Podsakoff et al., 2000).   Self development is citizenship behaviour that occurs when employees voluntarily undertake actions in order to learn and improve their skills, knowledge and capabilities (Podsakoff et al., 2000). The study of George and Brief (1992) states that self development might consist of employees participating in advanced training course, employees undertaking actions in order to keep up with the latest developments in their field; or employees might even learn an entirely new set of skills. Self development behaviour is good citizenship behaviour because employees try to improve and increase their personal contributions to the performance and effectiveness of the organization (George Brief, 1992). These seven dimensions of OCB all describe positive acts and contributions from the employees which benefit the organization. According to Organ Konovsky (1989) these combined contributions of individual employees increase organization effectiveness significantly over time. Because of the positive nature of these citizenship behaviours organizations try to stimulate OCBs among their employees. These citizenship pressures lead to higher levels of OCB within the organization, which is essentially favourable for the company (Bolino,Turnley, Gilstrap Suazo, 2010). However, the stimulation of citizenship behaviours can have a negative effect on the employees because the citizenship pressure to please the organization can result in job stress, quitting intensions and work-family and work-leisure conflicts (Bolino et al., 2010; Greenhaus Beutell, 1985; Reich, 2001; Sauter Murphy, 1995). 2.3 The dark side of OCB One could argue that OCB has a lot of positive implications for an organization based on the dimensions described by Podsakoff et al.(2000). Recent studies however have also shed light on the darker side of OCB (Bolino et al.,2010; Korsgaard Meglino, Lester, Jeong,2010; Van Dyne Ellis, 2004; Vigoda-Gadot, 2006). Organ (1988) implies that OCB is solely a positive phenomenon within an organization, because of the discretionary and voluntary nature of OCB. Furthermore, Organ (1988, p. 4) argues that â€Å"OCB promotes the effective functioning of an organization†. Vigoda-Gadot (2006, p. 79) concludes from the definition of OCB by Organ (1988) that it implies that â€Å"OCB consists of informal contributions that a participant can choose to make or withhold, without the regard to considerations of sanctions or formal incentives†. However, recent studies have countered the discretionary nature of OCB. Korsgaard et al. (2010, p. 277), argue that OCB is â€Å"based on the norm of reciprocity: the obligation to reciprocate the benefits already received from another (â€Å"paying you back†) and the expected reciprocity that ones actions will stimulate future benefits from another (â€Å"paying me forward†).† Vardi and Weitz (2003) have mentioned the concept of organizational misbehaviour (OMB) in their studies as a counterpart to OCB. Organizational misbehaviour is behaviour of a social nature   that harms the interest of the organization.   According to Vardi and Weitz (2003) there are five types of organizational misbehaviour; intra-personal misbehaviour, inter-personal misbehaviour, property misbehaviour, production misbehaviour and political misbehaviour.   OMB can be viewed as the real dark side of employee behaviours. 2.3.1 Citizenship pressure Citizenship pressure occurs when employees feel the pressure to engage in OCBs because their employer tries to stimulate that behaviour by informal compensation (Bolino,Turnley, Girlstrap Suazo, 2010).Citizenship pressure is a phenomenon that differs from individual to individual and it is of a subjective nature (Bolino, et al.,2010). Employees that are regarded as high-self monitors are more likely to give in to citizenship pressures and engage more in citizenship behaviours, because those employees value their image and the way they are perceived by their co-workers and supervisors (Blakely, Andrews, Fuller, 2003). The study of Bolino et al. (2010) has shown that citizenship pressure leads to higher levels of OCB of employees within an organization. Hence, the studies of Korsgaard, et al.(2010) and Bolino, et al.(2010) question both the discretionary and voluntary nature of OCB. Research has shown that managers do take OCBs into account when evaluating their employees and making other decisions (Podsakoff, et al.,2000) Van Dyne and Ellis (2004) state that with citizenship pressure, behaviour that was once voluntary and discretionary can become an obligation. Van Dyne and Ellis (2004) mention the phenomenon of job creep, this situation occurs when employees constantly feel the pressure to do more than their job actually requires of them. The duties of the employees are slowly increased without official recognition of the organization and in time are expected of the employees (Van Dyne Ellis, 2004). Although citizenship pressure may be a positive phenomenon from an organizations point of view because it leads to more OCB, it also is associated with negative consequences for the employees and their organization (Bolino, et al.,2010). The amounts of job stress experienced by the employees are likely to increase in the case of high levels of citizenship pressures (Bolinio, et al.,2010).   Job stress occurs when employees do not have the capabilities and resources that are needed to fulfil their job requirements. The incapability to fulfil these job demands will lead to negative consequences for the emotional and physical state of the employees who experience high levels of job stress (Sauter Murphy, 1995). According to Bolino, Turnley, Gilstrap, Suazo (2010) employees who experience citizenship pressures to behave as a good citizen of the organization may also feel the pressures at home to be a good partner and parent. This work-family conflict is a role conflict that occurs when the work role demands that are required from an employee are not compatible with the demands of the family (Greenhaus Beutell, 1985).   Work-family conflicts may arise when the partners of the employees have difficulties in understanding why their partner chooses to engage in OCBs that are technically not required of them and are not formally rewarded rather than to spend time with their family (Edwards Rothbard, 2000). Research of Flynn (1996) shows that in a situation of high citizenship pressures employees with less demanding family situations engage in more citizenship behaviours than married employees with more responsibilities towards their families. Another conflict related to citizenship pressure is the work-leisure conflict. This conflict arises when employees experience difficulties in balancing their work demands with their personal life and leisure time (Bolino, et al.,2010). The study of Reich (2001) states that employees who are physically away from their working environment, may still be mentally connected to their job. According to Bolino, et al.(2010) these employees experience a conflict between their desires for free time in their personal lives and the desire to be a good organizational citizen in order to receive the benefits that come with that kind of status. The employees who feel citizenship pressures may not enjoy their free time because they are worrying about the situation and problems at work. Furthermore, they may be troubled by the fact that their co-workers might surpass them in terms of productivity and value for the organization when they enjoy their personal time or they may be experiencing feelings o f guilt because they are not working (Reich, 2001). This may lead to an increasing tendency among employees to keep in contact with their work office, by means of mobile phones, pagers or email, in order to remain available for their colleagues and superiors (Reich, 2001). These types of conflict caused by citizenship pressure, like the work-leisure conflict and the work-family conflict and the phenomenon of job stress, contribute to the job quitting intensions among the employees (Bolino et al.,2010). The dark side of OCB can be accounted to the citizenship pressures exerted by the organization. When an organization pressures   employees to perform citizenship behaviours this can result in negative consequences for the state of mind of the employees (Bolino et al., 2010; Edwards Rothbard, 2000; Greenhaus Beutell, 1985; Reich, 2001). This in turn can lead to decreases in productivity and effectiveness for the organization, because employees in a bad state of mind are more likely to leave the organization or work inefficiently (Bolino et al., 2010). 2.4 Desirability of OCB within the organization OCB in its core essence is desirable for organizations because those citizenship behaviours are linked with helping behaviours, loyalty and commitment to the organization, the following of rules and regulations, creativity and innovation and going the extra mile (Podsakoff, et al.,2000) .   These citizenship behaviours are characterized as positive contributions to an organization and its productivity, effectiveness and social climate (Moorman et al., 1988; Organ, 1988; Podsakoff, et al.,2000). This makes it difficult for one to argue that citizenship behaviours are not desirable within an organization. However, there is also a darker side to OCB. These negative side effects of OCB occur when the voluntary and discretionary nature of citizenship behaviours is removed because of citizenship pressures exerted by the organization on their employees (Bolino et al.,2010; Korsgaard et al.2010) . Citizenship pressures can result in job stress, work-family conflicts, work-leisure conflicts and eventually in quitting intensions among employees (Bolino et al., 2010; Edwards Rothbard, 2000; Greenhaus Beutell, 1985; Reich, 2001).   Effectiveness and productivity of employees decrease when they experience job stress or work-family or work leisure conflicts, which in turn also has a negative influence on the company as a whole (Bolino, et al.,2010). In conclusion, one could argue that citizenship behaviours are a positive and desired phenomenon for an organization when the negative consequences of citizenship pressures exerted by the organization are not taken into account. However, citizenship pressures result in more OCBs among employees and thus organizations are inclined to exert those pressures on their employees (Bolino et al.,2010). Thus, organizations have to balance the positive and negative consequences of citizenship pressures and OCBs in order to maximize   the value of the employees for the company. Because citizenship pressures has different outcomes for each individual employee, the organization and group leaders could benefit from a thorough analysis of their workforce (Bolino et al., 2010). For instance, employees who are considered to be high self-monitors are more likely to engage in citizenship behaviours when they feel citizenship pressure, because they care about how they are being perceived by their co-w orkers and leaders (Blakely et al., 2003) Chapter 3.The transformational and transactional leadership styles 3.1 Introduction Leadership has always been an interesting topic for researchers from different fields. According to Tannenbaum, Weschler and Masarik (1961, p. 24) leadership is: â€Å"interpersonal influence exercised in situations and directed, through the communication process, toward the attainment of a specified goal or goals†. According to Wayne, Shore Liden (1997) leadership is important because the exchange between a manager and his follower   is the most important factor in determining employee behaviour. In the literature a distinction has been made by Burns (1978) and Bass (1985) between transactional leadership and transformational leadership. Burns (1978) reports that transactional and transformation leadership are complete opposites. Bass (1985), however, argues that transformational leaders may also use transactional leadership behaviours in certain situations. The concepts of transactional and transformational leadership will be explained in this chapter. 3.2 Transactional leadership The study of Bass (1985) shows that transactional leaders make the tasks and responsibilities of the followers clear and also promise the followers compensation for when their tasks are performed according to the standards. According to Deluga (1990) transactional leadership is an exchange process in which rewards and punishments are administered. Transactional leaders exchange financial rewards for productivity or deny rewards when the productivity of the followers is lacking (Bass Riggio, 2006). The relationship between the leader and his followers in a system of transactional leadership is focused on self interest and based on mutual dependency (Lagamarsino Cardona, 2003). Bass (1990) concludes in his research that there are four different types of transactional leadership. Contingent reward: The leader sets up a contract based on performance and rewards, solid performance is compensated with rewards. When goals are met the employees will get recognition for their accomplishments. Contingent reward leader behaviours have shown to have a positive relation with performance and follower attitudes (Avolio, Waldman Einstein, 1988; Waldman, Bass Yammarino, 1990). Laissez-Faire: In this particular form of transactional leadership the leader avoids making decisions and steps away from any responsibilities. The subordinates have to fulfil their tasks on their own. According to Dubinsky, Yammarino, Jolson, Spangler (1995) this type of leader is indifferent, frequently absent,   inattentive and does not influence the workforce. Management by exception (active): The leader actively looks for errors and mistakes in the work process. When the tasks performance of the employees is not on the required level the leader will intervene and he will try to put the employees back on the right track. Management by exception (passive): The leader only undertakes actions when the level of output and requirements and standards are not met by his subordinates. All these types of transactional leadership lack leadership behaviours that motivate employees to be the best they can be for the organization and to go the extra mile for colleagues and superiors. 3.3 Transformational leadership The transformational leadership theory of Bass (1985) states that transformational leadership creates a bond of trust between the leader and followers, motivating employees to achieve beyond expectations. According to Bass (1985) transformational leadership activates employees higher-order needs and lets them act out of the interest of the company. Transformational leaders are able to motivate their followers to the degree that they not only increase their task performance but also engage in OCBs that help the organization to function in an effective way (Smith, Organ, Near, 1983). Transformational leaders motivate their subordinates to come up with creative and innovative for difficult issues within the organization (Bass, 1985). Furthermore, in the transformational leadership style the leaders encourage their followers to go the extra mile for the organization and they reach out to their employees with constructive feedback (Bass, 1985).   Transformational leaders make their mis sions and goals clear to their followers and they convince the followers to act out of interest of the company (Piccolo Colquitt, 2006). Employees who are able to link their own success with that of the company and can identify with the values and goals of the organization are more likely to add value to the organization (Podsakoff, MacKenzie, Moorman, Fetter, 1990). Bass (1985) states in his research that when a manager acts like a transformational leader he will be perceived as a more satisfying and effective leader than a transactional leader. Furthermore, according to the studies of Bass (1985), employees report that they are more willing to put in extra effort and time for managers who behave as transformational leaders. Bass Avolio (1993) and Pillai (1995) have reported in their studies that there is a positive relationship between transformational leadership and employee satisfaction, and between transformational leadership and in-role behaviours that lead to job performan ce. According to Yukl (1999) transformational leadership can be viewed as the equivalent of charismatic leadership. In their research, Avolio Bass (2002) distinguished four different components of transformational leadership. Idealized influence: The leaders are admired, respected and trusted by their followers. The leaders are seen as examples/ role-models by the followers and the followers are inspired to emulate their actions. The leaders also put their followers interests above their own interest which earns them trust and respect. Idealized influence, or the charismatic dimension of transformational leadership (Bass, 1985), is often described as the most important component of transformational leadership (Waldman, Bass, Yammarino, 1990). Charismatic leaders receive respect and trust from their followers, because they create a sense of pride among their followers and communicate clear visions and missions (Bass, 1985).   Inspirational motivation: The leaders motivate their followers by attaching meaning and challenge to their work. The leader shows optimism and enthusiasm which stimulates individual and team spirit among the followers. Individualized consideration: The leaders take the needs and desires of the individual followers into account. The followers receive individual support from their leader in order to grow and develop and achieve higher goals. Intellectual stimulation: The followers are encouraged to be creative and innovative by their leaders. New approaches and new ideas are stimulated in order to get creative solutions to existing problems. Out of the box thinking is rewarded and it is not a shame to make errors. Chapter 4. The influence of transactional and transformational leadership on OCB 4.1 Introduction The predominant style of leadership in an organization has a great influence on the amount and types of OCBs performed by the employees within the organization. Bass (1990) described an experiment in a working area for convicted inmates. In this workplace the inmates had to produce several different types of products for in and outside the prison walls. One group of their supervisors received training in order to become transformational leaders, and the other group received a transactional leadership training. The inmates that were supervised by groups of transformational leaders performed better than those that were supervised by the transactional leaders. Not only did they perform better in the areas of productivity, absence and behaviour, the inmates also engaged in more citizenship behaviours. Furthermore, Bass (1990) states in his research that managers who are viewed as the high performers by their supervisors, also were viewed to be of a more transformational than transactional nature by their followers in a separate survey. In this chapter the relationship between transactional leadership, transformational leadership and organizational citizenship behaviour will be discussed. 4.2 Transactional leadership and OCB The transactional leadership style is based on an exchange relation between leaders and their followers. Employees are rewarded or punished based on whether or not their performance is according to the standards that were set by their transactional supervisors (Bass, 1985; Bass Riggio, 2006; Deluga, 1990). Because transactional leadership is a system of mutual dependency between leaders and followers that is based on self interest (Lagamarsino Cordona, 2003) and primarily an exchange process, transactional leadership leads to a low amount of citizenship behaviours performed by employees. The four different types of transactional leadership (Bass, 1990) do not convince employees to perform the seven dimensions of citizenship behaviour (Podsakoff et al.,2000). In the laissez-faire leadership style the leader avoids making decisions and steps away from his responsibilities. The followers have to do their tasks on their own and there is hardly any communication with the leaders. The leader is frequently absent, inattentive and indifferent and does not influence the workforce (Dubinsky et al.,1995). It is obvious that this type of leader will not stimulate citizenship behaviours among his followers. The leaders who act according to the management by exception style (both passive and active) only intervene when their followers do not meet up with the requirements and standards that are set for them. The employees do no