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ORGANIZATIONAL BEHAVIOR

Question 10 (Page 6)

What are effectiveness and efficiency, and how are they related to organizational behavior?

Effectiveness and efficiency are two main factors concerned in productivity of the organization and each individual.




Effectiveness concerning the achievement of goals, for example, last year our company had reached the target of sale in 5000 metric tons of stainless steel pipe. But it did not mean efficiency, it mentions the ratio of effective output to the input required to achieve it, so it is efficiency when the target reached in lower cost and the net profit had increased 5 percents

Similarly, it also can explain the productivity of each individual in the organization; For instance, John had sold 00 tons of stainless steel pipes in 800 US dollar in transportation cost. However Jack also had sold 00 tons of stainless steel pipes in 700 US dollar. As a result, John and Jack were effective, but Jack was more efficient than John, because Jack achieved his goal in lower cost.

One of organizational behavior‘s major concerns is productivity, which include the effectiveness and efficiency created by groups and each individual determine the profitability and the long term succeed of the firm.

Question 8 (Page 54)

What are the five steps in behavior modification?

Behavior modification is an application of reinforcement concept to individuals in the work setting. The five steps of behavior modification as below

(1) Identifying critical behaviors that make a significant impact on the employees job performance.

() Developing baseline data. This is obtained by determining the number of times the identified behavior is occurring in the present conditions.

() To perform a functional analysis to identify behavioral consequences of performance, this tells the manager the antecedent cues that emit the behavior and the consequences that are currently maintaining it.

(4) Developing and implementing an intervention strategy to strengthen desirable performance behaviors and weaken undesirable behaviors

(5) Evaluating performance improvement.

In order to clarify above theories, let take an example from HLAC steel company in Vietnam. By the beginning of year 00, HLAC had planned to upgrade its official paper work from hand writing to totally computerize. Previously, nearly 50 percents of paper works in the firm were handwriting; unfortunately those were not accurate and duplicate work, also time consuming. However, to become computerize was not such an easy matter that could be completed in short time. Moreover it should concern to the capacities of using computer of current old employees, therefore all of them had to be retrained. Also, the firm had issued many policies for encouraging employee to upgrade themselves, and reward high-level performance employees.

After three months restructure, almost 0 percents using computer well, the work completed faster and much more accurate, saving more time.

Question 6 (Page 8)

Are most people satisfied with their jobs? Explain

Job satisfaction is a general attitude toward one’s job; the difference between the amount of rewards workers receive and the amount they believe they should receive. The belief that satisfied employees is more productive than dissatisfied employees.

According to my own opinion, it isn’t any people satisfied their current existent job. There are many reasons to explain why they are satisfied and dissatisfied the job. Such as nature of the work, supervision, present pay, promotion opportunity, and relations with co-workers.

-The employees would like to work with their interesting job, and work that they are professional.

-The supervision of the manager would affect their work‘s efficiency.

-Employees always compare their salary with each other, why this paid more or why I paid less. They feel the inequality in their present pay.

-Employees work hard to have a better performance to get promotion opportunity and be paid more.

-If the worker in a department could build up good relationship, the workers are more satisfied and tend to work more effective. Because they do not feel lonely but they do feel they are stronger.

Psychologically, these factors are connected relatively. So the organizations with more satisfied employees tend to be more effective than organizations with less satisfied employees.

As a result, the manager should concern the job satisfaction of employees, whether they are happy with their job and current job condition, environment. Employee dissatisfaction can be expressed in a number of ways. For example, rather than quit, employees can complain, be insubordinate, steal organizational property, or shirk a part of their work responsibilities.

Question (Page 114) but just a and c

What behavioral predictions might you make if you know that an employee had (a) an external locus of control? (b) A low Mach score? (c) Low self-esteem? (d) A Type A personality?

(a) Theoretically, the employees who have external locus of control are the people who see their lives as being controlled by outside forces. They are opposed to internals, those who believes that they control their destinies. Moreover, external are more dissatisfied they job than internals, because they perceive themselves as having little control over those organizational outcomes that are important to them. Therefore external have higher absenteeism rates, are more alienated from the work setting and are less involved on their jobs.

As a result, the employees who have external locus of control are not suitable to be managers, because they believe themselves are controlled by outside forces, they can not control their lives by themselves and should be directed from others; so how can they control and manage their subordinates successfully. Externals should do well one some ready structured and routine job, accountant, for instance.

(c) Self-esteem mentions the degree of the liking and disliking of people. The people who have low self-esteems (SEs) are more susceptible to external influence than are high self-esteems, and they depend on the receipt of positive evaluation from others. They are more likely to seek approval from others and more prone to conform to the beliefs and behaviors of those they respect than are high SEs. In managerial positions, low SEs will tend to be concerned with pleasing others and, therefore, are less likely to takes unpopular stands than are high SEs, therefore, low SEs are not suitable to be a manager, they can not work and think independently and to be affected easily by outsiders.

In conclusion, personality of employees influence the organizational behaviors, the above are two of many types of personality, the workers who are external locus of control and low self-esteem, are not suitable to be managers. A manager should do four tasks planning, organizing, controlling and leading. However, above personality are passive people, they are more likely to be influenced susceptibly and directed by external factors. They are more appropriate to be are normal workers which do some daily routine jobs.

Question 5 (Page 14)

What is stereotyping? Give an example of how stereotyping can create perceptual distortion.

When we judge someone on the basis of our perception of the group to which he or she belongs, we are using the shortcut called stereotyping. In fact, this happened regularly in the organization, we fluently hear comments that represent stereotypes based on age, gender, age, race, ethnicity, and even weight “Women won’t relocate for a promotion”, “ men are not interested in child care”, “older worker can’t learn new skill”, “younger workers are less working experience” and so on.

However, things are not only positive, stereotypes have advantage in case it is accurate, it is a means of simplifying a complex world, and it permits us to maintain consistency. Oppositely, the problems of stereotypes are that they are wildspread, despite the fact that they may not contain a shred of truth or that they may be irrelevant. For instance, many businessmen believe that their relative is more loyalty to them than external recruitment and creditable. In my point of view, it depend of that individual s’ personality and capacity. If you delegate them some important tasks but without thinking about their ability. Some trouble would be made because they are not professional to the jobs even that would influence your regular operation of the organization. Moreover, in case they are cupidity that would make the organization cost more than external recruitment. This situation always happens in some organization of Asia countries.

Question 4 (Page 180)

Describe the three needs isolated by McClelland. How are they related to worker behavior?

In order to motivate employees to perform better, motivation is necessary for the organization, but what motivation methods is suitable to used, first of all the managers 0should realize the need of the worker. Formerly there are many theory describe the need, one of the most popular theories is McClelland‘s theory of needs which developed by David McClelland and his associates, the theory focuses on three needs achievement, power and affiliation.

1. Need for achievement The drive to excel, to achieve in relation to a set of standards, to strive to succeed. The employees who have the need for achievement would like to do challenge of working at a problem and accepting the personal responsibility for success or failure rather than leaving the outcome to chance or the actions of others. Therefore, they dislike the succeed by chance. This kind of employees more tends to work independently, such as personal seller.

. Need for power The need to make others behave in a way that they would not have behaved otherwise, Individuals high in need for power enjoy being “in charge”, strive for influence over other, prefer to be placed into competitive and status-oriented situation, and tend to be more concerned with prestige and gaining influence over others than with effective performance.

. Need for affiliation The desire for friendly and close interpersonal relationship. People in need for affiliation are desire to be liked and accepted by others and they strive for friendship, prefer cooperative situations rather than competitive ones, and desire relationships involving a high degree of mutual understanding.

Individuals high in need for power and affiliation are the best for management; a manager should contain the ability to in charge and make relationship to lower level subordinates.

Therefore, the employees who have different need will have different working behaviors, the top executive should concern to their needs in order to apply the suitable motivation.

Question 10 (Page 10)

What can you do, as a manager, to increase the likelihood that your employees will exert a high level of effort?

Obviously, people work for their needs and they hope the company that they are working can satisfy their needs. However employees have different needs. As a manager, should try to understand the individual s’ needs of each employee in order to motivate their work harder for the company.

Therefore, we couldn’t treat every employee all alike. The reason because of different needs of each other and diversify in experience, skill and abilities. It is challenge for how to motivate professional employees, contingent workers, the diversified workers, low-skilled service workers and people doing highly repetitive tasks. Moreover motivate a supervisor differ to lower workers.

Popularly, the organization motivate by setting goals and reward from performance. The reward is not always money; it can be a promotion, a trip, training course for upgrade their professional knowledges. For instance, motivating some low-skilled workers they are very hard working, the company can pay for them some suitable training course to improve their working-skills. In doing so, I think that can create their appreciation and loyalty to the company.

In conclusion, there are best motivation methods but only a suitable motivation method for the company to encourage the employees to exert a higher level of effort.

Question 1 (Page 76)

Contrast self-managed and cross-functional teams.

Self-managed work teams are groups of employees (typically 10 to 15 in number) who perform highly related or interdependent jobs and take on many of the responsibilities of their former supervisors. Typically, this includes planning and scheduling of work, assigning tasks to members, collective control over the pace of work, making operating decisions, taking action on problems, and working with suppliers and customers, even select their own members and have the members evaluate each other’s performance. As a result, supervisory positions take on decreased importance and may even be eliminated. Members of the team are different level of the organization; the team should select the suitable employees to join the team. For example, create a team to develop safety-working environment in the plant, so that the team need to select which employees are necessary to join the team such as human resource manager, security, representative of labor union, production manager, lower level employees in order to find out the safety problem of the factory and make solution and implement it within in a definite time.

Cross-functional teams, these are teams made up of employees from about the same hierarchical level, but from different work areas, who come together to accomplish a task. For example, creating a new cross-functional team to build up a new line for producing stainless steel tube. Therefore, members of the team should include finance, production, marketing, purchasing, R&D department and so on. The team has to combine all professional ideas together and implement the plan. However, It should be time-consuming in the beginning to understand each other of the members within the team.

Both cross-functional teams and self-managed teams are investigated for solving problem and accomplishing tasks, they are relied on the situation and then we should choose the appropriated one. Furthermore, good performance of team-working are deeply influenced by the reward of the organization.

Question 10 (Page 07)

What can managers do to improve their skills at providing performance feedback?

The chapter further suggests that the goal of perfect communication is unattainable, depending on the situation to carry out the suitable communication methods. For instance, differentiate in high-context culture and low-context culture country ‘s managers would behave variously to increase employees capacities at providing performance feedback.

Vietnam, which perceived is high-context culture country, usually communication channels are rely heavily on nonverbal and subtle situational cues in communication. And people are more emotion and afraid in losing face. Therefore, as a manager to provide feedback from their performances, face to face interviews are often used in order to understand directly the employees and also create job satisfaction of them. Such as praising good-performed employees and encourage bad performed employees, provide a chance for the bad one to perform better in the future.

Question 10 (Page 4)

Contrast the three type of trust. Relate them to your experience in personal relationships.

Trust is a positive expectation that another will not act opportunistically. There are three type of trust Deterrence-based, knowledge-based, and identification-based.

Deterrence-Based trust is based on fear of reprisal of the trust is violated, it will work only to the degree that punishment is possible, consequence are clear, and the punishment is actually imposed of the trust is violated. This form of trust can be found in a relationship between a new manager-employee relationship. As an employee, you typically trust a new boss even though there is little experience to base that trust on. Because this trust lies in the authority held by the boss and the punishment he or she can impose if you fail to fulfill your job-related obligations.

Knowledge-based trust is based on the behavioral predictability that comes from a history of interaction. It exists when you have adequate information about someone to understand them well enough to be able to accurately predict their behavior. This kind of trust can be upgraded from deterrence-based. Though a long duration working relationship can build up more trust, the manager can predict their employees s’ behaviors , on the other hand, employees can predict their manager behaviors.

Identification-Based trust is the highest level of trust is achieved when there is an emotional connection between the parties. It allows one party to act as an agent for the agent for the other and substitute for that person in interpersonal transactions. This trust exists because the parties understand each other’s intention and appreciate the other’s wants and desires. This mutual understanding is developed to the point that each can effectively act for the other. Additionally, this form of trust occasionally in organizations among people who have worked together for long periods of time and have a depth of experience that allows them to know each other inside and out. In this situation, the managers can feel free to delegate important tasks to their employees because they understand well them and believe their employees would fulfill their wants.

For my point of view, building up trust with manager and employee isn’t a thing can be completed within one or two months, it should take challenge and a long periods of time, maybe several years in order to upgrade their trustworthiness step by step. As I am a managing director of a joint stock company in Vietnam, to make employees trust you that you have to give them a chance to perform let them realize that you trust them, in doing so, we can create loyalty and appreciation of the employees. Moreover the trust also can move from deterrence-based to identification-based.

Question 5 (Page 76)

What creates dependency? Give an applied example.

Dependency is increased when the resource you control is important, scarce and nonsubstitutable.

Importance to create dependency, therefore , the thing(s) you control must be perceived as being important. Organizations,

Scarcity A resource needs to be perceived as scarce to create dependency.

Nonsubstitutability The more that a resource has no viable substitute, the more power that control over that resource provides

Absolutely, these three factors are the determinant of power of an organization, therefore, a leader of an organization should be dependency. Because a leader has a long term vision that other do not have. Not only strong in money but also need to have personal power. What you speak that all employees listen and act as like what you expect. For example, the chairman of HLAC Vietnam which is the first manufacture producing carbon steel tube and stainless steel tube. He always predict the market faster and more accurate than other and he have built up good reputation and well-known in steel industry in Vietnam, for that he is very easy to get financing support from the banks, so his business was very successful up to now. Moreover he always dream of setting up a steel making mill in Vietnam in the future. Inside the organization he have built the trust to all workers and he is also respectful by the workers. He always says that” If you don’t upgrade yourself, you will be failed”

In conclusion, being dependent need to be stand out in the organization, you need to control the resource that other can not upgrade in a short time. Such like above example, the individual personality, experience and long term vision are very important, also scarce and non-substitutable in an organization.

Question (Page 406)

Under what conditions might conflict be beneficial to a group?

There are two types of conflicts, functional and dysfunctional, functional conflict can supports the goals of the group and improves its performance. In order to keep conflict to be beneficial to the group, we look at some related conflicts task conflict that is the conflict over content and goals of the work, relationship conflict is the conflict based on interpersonal relationships and process conflict is the conflict over how work gets done.

First of all relationship conflict must be under controlled, avoid the friction and interpersonal hostilities inherent in relationship conflict increases personality clashes and decreases mutual understanding. On the other hand, low levels of process conflict and low to moderate levels of task conflict are functional. For process conflict to be productive, it must be kept low intense arguments about who should do what becomes dysfunctional when it create uncertainty about task roles, increases the time to complete tasks, and leads to members working at cross purposes. Low to moderate levels of task conflict consistently demonstrate a positive effect on group performance because it stimulates discussion of ideas that help groups perform better.

Below factors can make conflict have high performance

Situation Level of Conflict Type of conflict Units internal characteristics Unit performance outcome

A Low or none Dysfunctional Apathetic

Stagnant

Non-responsive to change

Lack of new ideas Low

B Optimal Functional Viable

Self-Critical

Innovative High

C High Dysfunctional Disruptive

Chaotic

Uncooperative Low



In conclusion, different level of conflict creates different unit performance outcomes. The optimal level is the best one could make high performance.

Question 1 (Page 4)

Why isn’t work specialization an unending source of increased productivity?

Work specialization or it can be called as division of labor, to describe the dgree to which tasks in the organization are subdivided into separate jobs. The essence of it is that, rather than an entire job being done by one individual, it is broken down into a number of steps, with each step being completed by a separate individual. In essence, individuals specialize in doing part of an activity rather than the entire activity.

Work specialization was mostly used and efficiently in industrialized countries. Management saw this as a means to make the most efficient use of its employees’ skill. Some tasks require highly developed skills and others can be performed by untrained workers, of course, skilled worker are paid more than unskilled workers, this way also could save cost efficiently.

However, because work specialization require employees do repetitive tasks, by the 160s, there came increasing evidence that a good thing can be carried too far, The point had been reached in some jobs at which the human diseconomies from specialization which surfaced as boredom, fatigue, stress, low productivity, poor quality, increased absenteeism and high turnover-more than offset the economic advantages. As a result, a number of companies found that by giving employees a variety of activities to do, allowing them to do a whole and complete job, and putting them into teams with interchangeable skills, they often achieved significantly higher output, with increased employee satisfaction.

Work specialization is very useful in production line and also very efficient and productivity, however, it lack of humanity, because human is not a machine and they have feeling, behavior, people sometime need some thing new and changing. Such like a Vietnamese could not each Vietnamese food all his or her life, some time he or she would to eat Chinese food or Italian food. That why specialization is not an unending source of increased productivity.

Question 6 (Page 468)

How could you design an office so as to increase the opportunity for employees to be productive?

Office design relied on the organization structure and what kind of industry you are doing. It could be formal or informal, it relate to the size, arrangement, privacy, even Feng Shui, especially Asian people when they arrange their house or office, they should look at which position can bring luck and more money to them.

For my opinion, my company is producing carbon steel tube and stainless steel tube, so the office should be structural and departmentalized, each department in charge a specific task. Each department will be provided enough facility for employees, such as computer, printer, telecommunication, internet access facility and optimal work desk. In order to provide employees enough condition to satisfy their working requirement.

Question 8 (Page 51)

What benefits can socialization provide for the organization? For the new employees?

No matter how good a job the organization does in recruiting and selection, new employees are not fully indoctrinated in the organizations’ culture, because they are unfamiliar with the organizations’ culture, therefore, socialization describes the process that adapts employees to the organizations’ culture.

To make employees get along with organization s’ culture. Normally it should pass thought three steps Prearrival, Encounter, Metamorphosis. The new employee masters the adjustments to his or her successfully performs his or her new roles, and makes the adjustments to his or her work group’s values and norms. This three-stage process has an impact on the new employee’s work productivity, commitment to the organization’s objectives, and eventual decision to stay with the organization decision to stay with the organization.

In practice, when a person has just come into a multinational company, he or she will be realized that there is different organizational culture from his or her former company which Vietnamese domestic company. If this person want to work in environment that he or she need to adapt its culture, therefore it is necessary to go through three-stage process to get along its culture step by step, for example, work environment is needed to communicate with English all the time, because multinational company‘s employees are come from various countries and they have their native languages. Therefore, English is the best choice for them in communication in order to let everyone understand. The new employees, no matter wherever they from, they should learn the organization’s culture to perform their tasks successfully and satisfy organization’s need.

Question 6 (Page 575)

What changes can an organization that has a history of “following the leader” make to foster innovation?

How can an organization become more innovative and to leave out the habit of “following the leader”? Therefore, the reason of changing is to make things different and make better outcomes. The most studied potential source of innovation is structural variables,

A comprehensive review of the structure innovation relationship leads to the following conclusions. First, organic structures positively influence innovation. Because they are lower in vertical differentiation, formalization, and centralization, organic organizations facilitate the flexibility, adaptation and cross-fertilization that make the adoption of innovations easier. Second, long tenure in management is associated with innovation. Managerial tenure apparently provides legitimacy and knowledge of how to accomplish tasks and obtain desired outcomes. Third, innovation is nurtured when there are slack resources. Having an abundance of resources allows an organization to afford to purchase innovations, bear the cost of instituting innovations, and absorb failures. Finally, interunit communication is high in innovative organizations. These organizations are high users of committees, task forces, cross-functional teams, and other mechanisms that facilitate interaction across departmental lines.

Innovative organizations tend to have similar cultures, they encourage experimentation. They reward both successes and failures. By doing so, the managers recognize that failures are a natural by-product of venturing into the unknown. For instance, in my company “HLAC stainless steel tube making company”, we reward the employees which have successfully installed a new machine and support the employees which haven’t worked out. Reduce the penalties and encourage them to take risk try more times.

In conclusion, to create innovation in organization that should flexibly provide more chances for employees are managers. As a result, the workers could apply the experiences in failure to perform better and become innovative. Moreover rewards are shouldn’t be forgotten in the processes.





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The new age of technology today is improving more every day. Sooner or later, we will have robots doing things for us such as cook for us, do our laundry, type our papers etc. In the early years we didnt have technology. Everybody used to do everything by hand. In the early 70s, computers we barely introduced to us, then in late 80s the internet and newer better satalites were introduce. Every since then. Then technology has been improving. Robots are getting introduce and soon everybody will have one. Electronic cars, Flying cars, Pocket computers are also getting introduce. Computers play an important part in security for this world. They do background checks, they monitor convinience stores etc. If computers were shutdown all over the world. We wouldnt be able to live. Computers control just about everything such as our utilities, security, boats, cars, satalites etc. We need those things, if we didnt have them the world would be chaos. Technology is aslo getting expensive these days. Soon, our cars will drive for us, the robots will do everything. We need those things, if we didnt have them the world would be chaos. Technology is aslo getting expensive these days. Soon, our cars will drive for us, the robots will do everything. Then technology has been improving. Robots are getting introduce and soon everybody will have one. Electronic cars, Flying cars, Pocket computers are also getting introduce.The new age of technology today is improving more every day. Sooner or later, we will have robots doing things for us such as cook for us, do our laundry, type our papers etc. In the early years we didnt have technology. Everybody used to do everything by hand. In the early years we didnt have technology. Everybody used to do everything by hand. In the early 70s, computers we barely introduced to us, then in late 80s the internet and newer better satalites were introduce.

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to kill a mockingbird was about mostly discrimination on blacks and how the whole town pretty much assumed that the balck man raped the guys daughter, which he didnt. aticus was gutsy enough to take the caue. now the deal with boo radly and the children was very extraodinary. when this whole time everybody though he was bad and is very harmfull. he was really a kind person anad loved the kids. the movie majorly differs from the book. the picture i develpoed in my mind was that boo radly wasnt supposed to be that like normal and he looked clean i expected him to be dirty and weird. the kids voices in the movie were really annoying. to kill a mockingbird was about mostly discrimination on blacks and how the whole town pretty much assumed that the balck man raped the guys daughter, which he didnt. aticus was gutsy enough to take the caue. now the deal with boo radly and the children was very extraodinary. when this whole time everybody though he was bad and is very harmfull. he was really a kind person anad loved the kids. the movie majorly differs from the book. the picture i develpoed in my mind was that boo radly wasnt supposed to be that like normal and he looked clean i expected him to be dirty and weird. the kids voices in the movie were really annoying. the ending was pretty good like im glad they killed the guy becase he was evil. he tried to kill the kids. im not sure about the title all i know is that in the movie atticus tells the girl that you do not ever kill a mockingbird when she had just got that slingshot of hers. its like you dont ever kill somebody just b false acusations and just beacsue of ther race or religion.


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The four basic functions of management are planning, organizing, leading, and controlling.


Planning is the first and primary management function. In the planning stage, objectives and goals are set and a plan is established, to determine the best way to obtain the objectives and goals. A good plan should provide the answers to the questions Which goals should be pursued? How should the goal be attained? How should resources be allocated? How will crisis be handed? Levels of planning include strategic, tactical, operational and crisis management.


Strategic plans are generally developed by senior management, and are detailed action steps mapped out to achieve strategic goals and usually have a time horizon of - 5 years. Strategic planning consist of six steps Developing a clear vision, creating a mission statement, developing forecasts, analyzing the competition, establishing goals and objectives, developing action plans. Once the strategic goals and objectives are set, then the company must develop an action plan, which tells how they will achieve them.


There are two types of action plans operational and tactical. Middle management generally develops tactical plans and outline major steps to achieve objectives are more specific and concrete, which are aimed at supporting the implementation of strategic plans with a usual time horizon of 1 - years. Tactical plans change more frequently than strategic plans. First-line managers and supervisors usually develop operational plans. Operational plans map out specifically what, and how, and support the tactical plans. Operational plans has a time horizon of no more than 1 year.The planning function determines how effective and efficient the organization is and determines the strategy of the organization.


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Crisis Management is a company planning ahead of time to address issues such as product failure or a break down in operations from a fire. The goal of crisis management is to keep the company running smoothly during and after a crisis.


The second management function is organizing. Organizing is the process of arranging resources to carry out the organizations plans. Organizing involves determining the task that need to be done, who will do them and how the task will be managed and coordinated. In organizing, managers create the structure of working relationships between organizational members that best allows them to work together and achieve goals.


Leading is the third function of management. In leading, managers determine direction, state a clear vision for employees to follow, and help employees understand the role they play in attaining goals. Leadership involves a manager using power, influence, vision, persuasion, and communication skills. The desired outcome of the leading function is a high level of motivation and commitment from employees to the organization.


Controlling is the fourth management function. Controlling is a four-step process of establishing performance standards based on the firms objectives, measuring and reporting actual performance, comparing the two, and taking corrective or preventive action as necessary.


These functions overlap and influence one other, meaning that one role or task can require more than one function.


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Teaching ESL for the first time


Make sure you know which lessons / chapters should be covered in a particular month. In conversation classes, find out which month it is (A,B,C or D) and in Semi-Intensive classes, whether it is East or West month. DO NOT teach lessons which are not assigned for that month.


You may not want to teach every activity / lesson in the book, but do make sure that you have covered all the key points and language objectives. Teach all the units for the month in the correct order, as these lessons are sequenced.


Don’t race through something and move onto the next thing until you are sure that your students have fully understood it, retained it, and are able to use it in everyday language. If it occasionally takes a class two days instead of one to cover a point then so be it. You have a couple of review / catch-up days at the end of the session.


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It contains vital information and material to photocopy. Many activities cannot be done without the material in the teachers’ guide. All the instructions, answers and tape scripts are in the teachers’ guide.


Many students are weak in listening and need the practice that the tapes provide. In conversation classes, the tapes that accompany the books are often the only practice that the students get; make sure you devote enough time to them.


Don’t worry if a lesson doesn’t fit exactly into a time period. Some classes have less to say on a topic, others have a lot. Conversation lessons, particularly at the higher levels, will vary in the amount of time needed to complete them. Some lessons may even go for two days. Always have a back-up activity in case there is a little time at the end.


Feel free to use your own activities to add to or supplement the activities in the books. Usually a class will need extra practice on something. Don’t ignore the other books in the school library; there are a lot of good materials there. The YBM books are designed to be culture-specific, however the other books in the library also carry a lot of appropriate material.


These are invaluable in helping you decide which students should be promoted to the next level and which should repeat the current level. Don’t hesitate to have a student repeat a level if he or she cannot manage the review lessons.





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Eating Disorders


Anyone that has stayed up late at night watching television is sure to have been bombarded by infomercials promising miraculous dieting programs. They promise unbelievable results in a remarkable short amount of time. The truth is they wouldn’t still be on for this long if they werent appealing to an audience. Let’s face it, when the average American is obese, of course there’s a market. I suppose it’s no joking matter, when for some, it’s the fear of being over weight that leads to dangerous eating disorders. The problem of obesity, or simply trying to avoid it, can develop to two weight-related disorders, anorexia nervosa and bulimia.


Obesity is being twenty percent above the average weight for a person of a certain height and the problem results from biological and social factors, or a mix of the two. Biological factors such as the natural change in glucose levels in the blood, telling us when we’re hungry. Part of the brain called the hypothalamus, regulates these glucose levels, so if it was damaged in some way, our natural weight set point, or the particular level of weight that the body strives to maintain, could be off center. Another biological factor that’s a major determinate in whether a person is obese or not is ther metabolism. People with a high metabolism rate can stuff themselves with all manners of food and not put on weight. On the other side of that coin are the unfortunate people with the low metabolism rate, who eat much less than the previous person and still constantly gain weight. Some social factors might be eating dessert when a person is already full, or serving the same quantities all the time, disregarding the current amount of exercise being done. A few others are tend to be a bit more psychological, such as coming home from a tough day and going to the fridge to gorge on a chocolate cake as a form of escape and to help deal with stress.


Anorexia nervosa is a sever eating disorder in which people refuse to eat, while denying that their behavior and appearance are unusual. The fact that ten percent of anorexics actually starve themselves to death summarizes the danger of this disorder quite well. It usually occurs following serious dieting, which somehow gets out of control. Food becomes to focus of life, and while people suffering from the disorder still refuse all but the smallest amounts of food, they seem to be obsessed with it. They’ll cook for friends, buy food frequently, and even collect cook books. The other eating disorder, bulimia, is when people binge on large quantities of food. Entire chickens and cakes will be eaten in a single sitting, but following the gorging the sufferers will start to feel guilty and depressed. Soon they’re sneaking off the restroom to induce vomiting, while some take laxatives to get the food out of their systems as soon as possible. The constant bingeing and use of laxatives can lead to heart failure, all the while the person’s weight has remained relatively constant.


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Both disorders are believed to be a constant battle to become as slender as possible, due to belief that their weight is some kind of gauge of social acceptance. Other causes are believed to be biological, such as some kind of chemical imbalance in the hypothalamus or pituitary gland. Dieting can be healthy but it has been found that as foreign countries become more westernized, making dieting more popular with its people, an apparent increase in eating disorders eventually follows. I’d personally believe that eating disorders are mainly psychological and an attempt to find some control, or to deal with stress and personal pain.


But what’s to be done to help someone that suffers from eating disorders? Especially if they’re a family member or loved on? First, help can’t be forced upon anyone that suffers from any kind of personal abuse. Talk to them and let them know that they have your complete support, and to look into the problem thoroughly. Research the disorder, know ever facet of it, knowledge is indeed power. The might be the time to look into some mode of recovery such as one-on-one therapy, group counseling, art therapy, church groups, or maybe something totally different and unique to the person.


Who would have thought decades ago that people would be killing themselves over their weight? It’s a strange would that has evolved or perhaps mutated from the dawn of time. Nevertheless, no matter the kind of disorder, it needs to be dealt with before it’s too late. Even though I can’t understand how something as silly as food could be such a problem for some people, to the point they’d let it kill them, no one wants to regret not helping a loved one when they had the chance.


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Media Reviews


Publishers Weekly


What courage must it have required to research and write this book? And who will read such a ghastly chronicle? Gourevitch who reported from Rwanda for the New Yorker, faces these questions up front The best reason I have come up with for looking more closely into Rwandas stories is that ignoring them makes me even more uncomfortable about existence and my place in it. The stories are unrelentingly horrifying and filled with the idiocy, the waste, the sheer wrongness of one group of Rwandans (Hutus) methodically exterminating another (Tutsis). With 800,000 people killed in 100 days, Gourevitch found many numbed Rwandans who had lost whole families to the machete....As the Rwandans try to rebuild their lives while awaiting the slow-moving justice system, the careful yet passionate advocacy of reporters like Gourevitch serves to remind both Rwandans and others that genocide occurred in this decade while the world looked on.


The New York Times


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Pol Pot .. . Hitler . . . Stalin . . . Idi Amin -- these have become familiar names in the directory of state criminality. We Wish to Inform You That Tomorrow We Will Be Killed With Our Families, Philip Gourevitchs harrowing account of the Rwandan massacres, makes one wonder if there will ever be a name that goes down indelibly in the mind as the master architect or agent of this -- even now -- unbelievable crime against humanity. Dr. Gerard? His father, Pastor Elizaphan Ntakirutimana? President Habyarimana? Or the formidable Mme. Agathe Kanzinga? The candidature is spread wide, though these are not names that cling easily to memory.


The real problem with the Rwandan carnage, as Gourevitch, a staff writer for The New Yorker, makes clear, is that it was not restricted to a crime of state. True, the massacres were meticulously planned and ruthlessly executed by the state, but the instrumentation was widespread and criminality thus collectivized. To capture the uniqueness of the Rwandan crime, one must imagine that nearly the entirety of the German population participated in the liquidation of the Jews, or that the Russian masses responded to Stalins war against the kulaks, armed themselves with picks and shovels and massacred the kulaks in village after village, instead of merely watching them being herded off to their eventual extermination.





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The Assassin


Lurking in the mist was a man with long black hair that flowed down onto his shoulders and onto the ground, which was running with water and mud. He was lying on a large slab of rock that was surrounded by long grass so as it was impossible to see him. His clothes were soaked, torn and tattered by the surrounding trees as he approached the house. His weapon of choice was simply an axe that was found lying dormant in the grass. A car passes, the assassin is lay there like a rock, with not even a hint of emotion or nervousness, his hand is as steady as the rock he is lay upon.


The house was very isolated, in the middle of nowhere and seemed to be perched on the edge of a mountain. The house itself was a cosy country retreat, with white walls and black beams, tastefully decorated and furnished. The garden was a little overgrown, but beautiful, the perfect setting for a weekend retreat for the successful people who can afford it. The whole house seemed to be in the darkness even though it was daytime; the thick cloud was blocking out the sun and putting the whole house in a very bleak, eerie darkness.


The assassin was still lying in wait, until a woman with a sports car pulled past and onto the muddy drive. The woman got out with her dog on the lead and moved swiftly into the house. The woman had long brown hair, and was very pretty. She looked wealthy, and seemed to have the confidence only wealth and success can bring. She went into the house, took off her shoes and coat and locked the door, she switched on the television and sat down on the sofa, At this point the assassin rises from the ground and picks up his newly sharpened axe.


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He calmly walks down the muddy hill; not even letting the slippery ground under foot start his nerves. He reaches the front door, and stands there quietly, his shadow projected onto the cream carpet. With a sudden bark the dog notices the assassin and lurches towards the door, the assassin lifts his axe and strikes through the door, the valley is filled with the sound of shattering glass. The axe follows through and strikes the dog, the once cream carpet turns to red. Startled by the noise the woman gets up and walks into the hallway, she turns to see the assassin inside her house standing over her dead dog with his bloodstained axe. She screams for a split second before the axe comes flying down the hall towards her. The final sound is the axe as it hits the wall, after going through the body of that once beautiful woman; the neat cream carpet in the hall is now red. The assassin walks past the body and into the lounge, where the safe is behind a picture above the fireplace. He confidently manages to crack the safe, removes the money, and coolly heads for the door, grabbing the murder weapon from the woman’s body as he goes. The door slams and the body falls to the floor, the assassin calmly walks back along the road and into the wilderness.





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Attributes of Effective School Leaders


Not the cry, but the flight of the wild duck, leads the flock to fly and follow. ~ Chinese Saying


In this assignment, after some preliminary contemplation about school leadership, I will consider the content of the six SHU evening course sessions I attended in June and July 00. Concurrently, as a secondary school subject team leader, I will reflect upon my practical experience of leadership, thinking about my strengths and weaknesses and possible steps I might take to become a more effective leader.


Clearly, in recent years, there has been a movement throughout the English speaking world to redefine and re-emphasise the role of school leadership. From New Zealand to Canada and from the United Kingdom to the United States, we see evidence of educationists writing passionately about how vital good leadership is in what has become a universal drive to raise standards in our schools. In the UK, we have seen the establishment of our National College for School Leadership (NCSL) and there is hardly a university Education faculty anywhere that is not focussing vividly on this area. In an NCSL website article, “Flavor of the Month or Serious Business?”, Vicki L. Phillips (000) marks this seachange in our thinking about educational leadership ‘For years school leadership has been more about organizing and managing the institution than about strengthening teaching and learning’.


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Some commentators appear to reserve the term “school leadership” specifically for headteachers while others have a broader view of leadership, appreciating that within any educational establishment there will be different tiers of leadership. To these analysts, the pyramidal model of hierarchical leadership is invariably just a convenient caricature. Changes in the organisational nomenclature of my own school have recently emphasised the pre-eminence of leadership as a tool for eliciting positive change. The Senior Management Team (SMT) have transmuted themselves into the Senior Leadership Team (SLT) while the Review and Planning Group (RPG), mainly populated by Heads of Departments and Heads of Year, is now known as The Leadership Team. Through this changed terminology, the school reveals that it is very much in tune with modern thinking about leadership.


The first teaching session (5/6/0) encouraged course participants to reflect upon their own characteristics both as leaders and as people. Undoubtedly, who we are is inextricably linked to how we will function as leaders. Kolb’s Learning Style Inventory (185) markedly suggested that my preferred learning style is via ‘concrete experience’. Honey and Mumford (1) would unquestionably categorise me as an ‘activist’. This concurs with my view of life and how I principally operate both as a teacher and as a human being. “The proof of the pudding is in the eating” and “Seeing is believing” are aphorisms to which I subscribe wholeheartedly. Yet, Kolb’s Inventory reminds one that there are other ways in which people who are leaders might function and that there will indeed be people whose percentile scores are more evenly distributed than mine.


I found Covey, Merrill and Merrill’s Time Management Matrix (14) to be an interesting reflective tool that reminds us how easy it is to squander precious leadership time while concomitantly encouraging us to think about the relative importance and urgency of the various tasks we find ourselves performing as leaders within schools. I agree with the underlying premise that effective leaders will consciously seek to make the best use of their limited time. I admit that as the Head of English at Yewlands, I have often found myself either “fire-fighting” problems or, rather like one of Pavlov’s dogs, reacting to immediate stimuli instead of standing back from the fray in order to proritise the use of my energies and survey the bigger picture.


Between the first and second teaching sessions, I completed a learning log of some six hundred words in which I reflected upon my recent Spring Bank Holiday week ( See Appendix). This was a week when I was in school every day, chiefly performing administrative tasks, though on that Thursday, with the other two English postholders, I certainly led our long term planning discussion. In the log, it occurred to me that there is hardly a holiday that goes by when I am not in school working � but, partly thanks to the course, I ask myself two questions about this habit 1) How much of this largely unappreciated work is really about leading English in the school? and ) Is one key attribute of an effective leader a demonstrable willingness to give hundreds of extra hours to their job each year? In ‘Effective School Leadership’ (website article for NCSL), Day and Harris (000) judge that successful school leaders are finding it increasingly difficult to form a healthy balance between ‘personal time’ and the invasive impact of ‘professional tasks’.


Perhaps, as Covey, Merrill and Merrill (1) wrote; ‘We have to water, cultivate and weed on a regular basis if we’re going to enjoy the harvest.’ In other words, maybe it is all those mundane managerial and organisational actions that optimise conditions for effective leadership. However, I also take heed of the same writers’ jam jar analogy � ‘…if we know what the big rocks are and put them in first, it’s amazing how many of them we can put in’. For me, the lesson I draw from this idea is to be wary of completely filling my time up with daily trivia � the immediacy of everyday subject department life and to make sure that the big things � the things that matter in the longer term are very much in the jam jar. Currently, bigger issues that spring to mind are boys’ attainment, preparing documentation for OFSTED’s next inspection, remembering to mentor and monitor our new NQT and injecting some real delight into our pupils’ experience of English.


Our second teaching session (1/6/0) continued the theme of self-evaluation with focus upon Kiersey’s temperament sorter results linked with the Myers-Briggs Type Indicator. In my view, one ought to have some reservations about any psychological assessment tools which present polarised and rather simplistic impressions of the human personality. I prefer either the notion of crosshatched continua or the idea of a tangled web of personality traits in which the judger may become a perceiver, extraversion is replaced by introversion or feeling and thinking are interchangeable � depending upon the situation. That’s how I think most people really are � complicated, refusing to be typecast � often revealing different facets of themselves.


With that health warning noted, the Type Indicator revealed me to be an ‘ISFJ’ � in how I focus my attention, I tend towards introversion while in the acquisition of information I’m inclined towards ‘sensing’. In how I make decisions, I tend towards ‘feeling’ and in my orientation towards orderliness I tend to be a ‘judger’. Jenny Rogers’ commentary on Type Indication suggests that I might be more effective by for example, ‘learning to say no to inappropriate demands’ and by ‘speaking up’ about my ‘achievements’ and by ‘learning to appreciate the big picture implications of current trends and actions’ � bringing us back to Covey’s rocks in the jam jar perhaps.


As an ‘SJ’ type I am allegedly like 8% of the population � a ‘stabilizer’ whose ‘Achilles’ heel’ is ‘disorganization’. I’m ‘dependable’ with a sense of ‘social responsibility’ and I’m ‘precise’ with a sense of a ‘duty’. Okay, I’m happy to accept that those labels fit me but when I look at the characteristics of “SP”, “NT” & “NF” types, I see other characteristics which also seem to fit me perfectly, for example� “likes hands on experience” (SP), “wordsmith” (NT), “sympathetic” (NF). Type attribution is indeed an imprecise science but as with Kolb’s Inventory, it reminds us that there are many different ways of being and therefore different ways of leading.


In my second learning log � dated June 18th (See Appendix), I reflected on a situation I had been put into because of yet another initiative from central government � namely the delivery of English transition units to bridge Y6 pupils’ transfer to secondary school. It had fallen on me to both administer and to lead this process with representatives from our local feeder primary schools. In relation to course content, I noted a tension between “thinking” and “feeling”. This was a role which had been thrust upon me without extra time or recompense, involving a scheme of work which I judged to be unnecessarily complicated and arrogantly prescriptive. The teaching materials seemed uninspiring. The “thinking” part of me pleaded that it had to be done but the “feeling” part wanted the morally and professionally justifiable protest that I knew I could not make. The tension led to a rather uncharacteristic hold up in the actions I had agreed with primary colleagues.


Cynically, I ask myself if these are attributes of effective leaders � doing things you don’t believe in, feeling that protest is useless, delaying the leadership of burning practical issues in order to accommodate externally imposed initiatives. The current fashion in education is to keep one’s head below the parapet, to draw one’s salary, to doff one’s cap as each new bandwagon passes by - rather different from how great leaders of history might have dealt with things � with courage, sticking their heads above the parapet and refusing to be subdued by perceived external enemies.


The third teaching session (1/6/0) drew course participants away from inward reflections to consider different views of leadership. For example, Bennis and Nanus (17) claim that there is no real pattern to the attributes of leaders but suggest rather obtusely that, “Leadership is like the abominable snowman, whose footprints are everywhere but who is nowhere to be seen.” Initially, I thought that that was a strangely hopeful and vaguely mystical view of leadership but perhaps what the writers were really expressing was their frustration about accurately defining leadership after processing 850 different depictions. Like the abominable snowman, the recipe for effective leadership has proven itself to be extremely elusive.


Day and Harris (000) observe that effective school leaders are generally very visible figures, leading by example and involved in the daily lives of their schools in a demonstrable “hands on” manner. From their groundbreaking research in and around effective schools, they identified five core characteristics of effective leaders. Such people are generally driven by particular ‘values’. Secondly, they are ‘people centred’. They place enormous store on lifting achievement. Symbiotically, they look both inwardly to the schools they are leading and outwardly to the ever changing pressures, expectations and opportunities which arise in the external world. Finally, they are able to ‘manage a number of ongoing tensions and dilemmas’.


Lipman-Blumen (16) contend that in today’s world, the effective leader will ideally embody three complementary leadership styles. They will combine “direct”, “relational” and “instrumental” methods of leadership. Critically reflecting on my own leadership style and from discussion with colleagues, I suspect that the relational style has been my dominant approach and perhaps in the future I will, depending on circumstances, be consciously aiming to be more directional � actually leading instead of managing.


Aspinwall (18) has a vision of leadership in which management and organisation are secondary functions. Drawing on the work of Kouzes and Posner (187), Aspinwall asks readers to consider their “Five Practices”. I applaud the sense in which these five “practices” recognise that a key feature of successful leadership is contained in the recognition that a leader needs to actively encourage others � utilising as well as celebrating their talents. Leaders cannot do it all, nor is it their job to do so. They are responsible for giving those who are led both a sense of worth and a sense of direction. Good leaders listen and they seek to maximise the potential input of those they lead.


Last school term, I arranged for the two other English postholders to undertake a factfinding mission to a neighbouring secondary school in order to discern the characteristics of that school’s demonstrably more successful English department. This was at once an attempt to “envision the future and enlist others” and real evidence of my desire to “foster collaboration and strengthen others” (Aspinwall 18) � but what was especially important after this visit was that my colleagues were able to see that their observations had been prized sufficiently to initiate particular changes in our department’s practice. As a leader, I think it is healthful to develop such collegiality in the firm belief that this empowerment will strengthen the team’s commitment to our shared cause � to keep lifting attainment and provision in English. If people are in the habit of simply following orders, they will behave like Orwell’s proles, subdued and uncommitted - but if we allow them a sense of purpose and genuine opportunities to make vital contributions to the advancement of the core task, I believe that their feelings of self worth will blossom along with growth in their willingness to keep on contributing. Being a good leader does not have to be lonesome � in fact, as Aspinwall implies, it’s probably more about being a good team player, working with others, encouraging them to give of their best and to grow. This view is commensurate with the leadership definition which emerged from my discussion group during the third teaching session “Leadership is about having a clear vision of where you are going and it is about having the ability to bring other people along with you � perhaps using a range of techniques to achieve your goals.”


In the fourth teaching session, we explored the concept of roles, seeking to clarify the factors which help to form our roles. According to Rosemary Stewart (17), those who are leaders within schools and many other organisations will find themselves seeking to juggle the ‘demands’ of the job, its ‘constraints’ and the ‘choices’ we are able to make. The role set analysis activity which course members undertook during the teaching session illuminated our understanding of how our roles are linked with other people and the relative significance of those links. Later, I was able to delineate the prescriptive, creative and negotiable elements of my role, discovering how dominant the prescriptive features appear perhaps at the expense of creativity.


Recommended reading arising from this session was a selected chapter from Grace (15) in which some moral, ethical and professional dimensions of teaching were partially examined, especially in relation to school leadership and management. Grace recognises an historical shift from a time when school leadership was defined in terms of “its capacity to give moral and ethical direction” to the present day in which “market preoccupations” have become the litmus test of success. At first, I thought this was an odd chapter to include in the course reader but upon reflection it has had the useful function of reminding me that educational leadership does indeed have a moral dimension and even within my subject leader’s role I have had to wrestle with several dilemmas over recent years.


The annual preoccupation with league tables and percentage scores, comparing one school with another and this year with last has become an anathema for me because that numbers game hides so many truths, creates so many restrictions and has to a large extent transformed schools into sausage factories. This movement has diminished my belief in a job that I was passionate about through the seventies and eighties and surely one vital attribute of leadership is the maintenance of a passionate belief in what you are about. With more than a touch of irony, Grace notes that ‘reflective practice’ has become a desirable trait of school leaders during a time when ‘work intensification has increased dramatically for teachers’. In signing up for this Leadership and Management course, I mainly hoped that it would allow me some time and opportunity for focussed reflection.


In the fifth teaching session, we looked at what makes an effective team and after Meredith Belbin (1), sought to define various group roles from the ‘chair’ who orchestrates ‘group resources’ to the ‘company worker’ who gets on with the job. As with Kolb’s type theories, I have a real problem with this kind of reductive labelling process. I acknowledge that within my English team at Yewlands, people show particular strengths and weaknesses but they are not fixed and they are not exclusive. The ‘team worker’ might on another occasion be the ‘plant’ who generates ideas or the ‘resource investigator’ who generates ‘resources for the group’. We are capable of playing different roles but I think that what we do need to accept is that any successful team is like a jigsaw � each part is different but essential to the whole. We are foolish if we expect to see ourselves mirrored in other team members because such a narrow clone-like team would surely be impoverished through its sameness.


In the sixth teaching session, we moved on to consider interpersonal elements in organisational life and to reflect on leadership processes in organisations but this learning and its associated reading will form the basis of my second course assignment.


The course has already increased my leadership vocabulary, and improved my ability to look critically at myself, the team I am leading and what we are actually about but, in the final analysis, what are the attributes of effective school leaders? At subject leadership level, some would simplistically argue that it’s all about examination results. The best leaders are simply those whose departments are at the top of the pecking order and the worst are those whose results are disappointing. Or perhaps the best leaders are those who make the most noise in promoting their department causes? Instead, maybe the most effective leaders are those whose departments are happy, in which teachers feel valued and supported and are clear about what they have to do. As the course has so vividly demonstrated, there are dozens of ways of looking at leadership. One practical dilemma for subject leaders in secondary schools is that so much of their time is consumed by large teaching loads and unavoidable managerial tasks which greatly restrict the time that’s left available for leading so clearly that limited time needs to be used well. Ultimately, laying my cards on the table, I think that effective leaders will display tenacity, integrity, respect for others, willingness to change and adapt and a lot of positive energy � these are certainly qualities I strive to exhibit in my own leadership. Probably above all, we need to set good examples � like the Chinese wild duck � demonstrating flight rather than crying about it.


BIBLIOGRAPHY


Aspinwall, K (18) Leading the Learning School, Lemos & Crane.


Belbin, M (1) Team Roles at Work, Butterworth Heinemann.


Bennis, W. and Nanus, B. (17) Leaders Strategies for Taking Charge HarperBusiness


Covey, S R, Merrill A R and Merrill R R (1) First Things First, Simon &Schuster.


Day, C. and Harris, A. (000) Effective School Leadership NCSL website


Grace, G (15) School Leadership Beyond Education Management. Falmer Press


Honey P. and Mumford, A. (1) The Learning Styles Helpers Guide.


Kolb, D (185) Learning Style Inventory, Training Resources Group.


Lipman-Blumen, J (16) Connective Leadership, Oxford University Press.


Phillips, V. Leadership in Education � Flavor of the Month or Serious Business? NCSL website.


Rogers, J (17) Sixteen Personality Types, Management Futures Ltd.


Stewart, R (17) The Reality of Management. Butterworth-Heinemann.


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Through my research of the 60’s decade, I have learned that fashion styles and trends can be separated into two specific areas.


During the early stages of this decade of social change, until about 166, fashion was directed towards a sophisticated and glamorous look. This look reflected style icons of the time such as Jackie Kennedy, Audrey Hepburn and Mary Quant. Many of the fashions were inspired by the creations of Coco Chanel, who specialised in chic suits with either trousers or knee length skirts and worn by the socially elite, wealthy women.


At the same time, the designs, concepts and creations of Mary Quant emerged in America, and were embraced by the youth. She is credited with introducing the miniskirt into common society. She created her clothing to fit herself, as did Chanel, and from this, the slim, boyish, schoolgirl figure became popular. This can be seen in the popularity of models of the time such as Twiggy and Jean Shrimpton.


Towards the end of this fashion-orientated decade, the look turned to a more natural and hippie form. The Hippie movement was inspired by the quest for an alternate way of living, where an individual could drop out of society and focus on the spiritual life, instead of being a slave to money.


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The hippie look is generally thought of as having long hair, beads, bare feet of sandals and bell-bottoms. However, just about anything was worn as long as it was loose-fitting and had an ethnic look. Women wore inexpensive and colourful clothing made from Indian or African cottons that were made into long skirts, shawls and ‘peasant’ blouses. Men wore similar, but would often wear jeans and eastern-inspired tunics.


This decade was one of social change and acceptance was a key aspect. This acceptance was of religion, race, beliefs and appearance.


During the entire decade, Carnaby Street in London was considered the Mecca for those following fashion trends and young people flocked here to be engulfed with the trendy and swinging London style. San Francisco was the American equivalent, whilst in Australia, capital cities such as Sydney and Melbourne were the place to go.


I have researched in a number of different ways. I have used the Internet, searching for images of 60s fashion and also accounts and histories of this time. I have researched in books, including 0th Century Fashion by Kitty Powe-Temperley and another book by the same name, but by Eleanor Van Zandt. I have also browsed encyclopaedias and reference material about fashion, clothing and costuming, at a public library. I have watched a few movies that are set in the 60s, such as an early James Bond film and also the Austen Powers movies. However, the most helpful and important source of inspiration and knowledge that I used was to talk to people who were around and involved in fashion during this period. This included my grandmother and some older friends of my parents, who were very helpful and detailed in their accounts and descriptions of fashions, fads and styling from this period in time.


My designs were inspired by the earlier part of this decade, rather than the hippie time. I have incorporated a sophisticated style in my garments, which can be worn today, and look trendy and stylish. I have merged the 60s influence with current trends so that the garments and accessories don’t look strange and out of place in a very fashion conscious, modern society.





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A Work of Art


In the short amount of time that I have lived, while being consciously awake, I have experienced many things and have witnessed many events. It is my opinion that my life’s experiences pale in comparison when compared in quantity with someone who is much older than me, however it is also my opinion that I have experienced and seen many more valuable things than most. One specific instance would have to be my visit to an art gallery in Los Angeles where I managed to gaze upon a particularly interesting painting by the artist Salvedor Dalai. It was called Crepuscular Old Man and it captured my imagination. It’s vivid colors and use of unique brush strokes were what so intriguing about the painting because they where something that I have never seen ever before.


That saturday started like most others with daybreak at 600 a.m. pacific standard time. My former academic decathlon team and I were promptly waiting outside the Lemoore High School office at around 610 a.m. The brilliant sun which began to creep over the horizon of homesteads surrounding the area was an awful reminder to us all of just how early it was outside. Combine that with the still bitter winter weather which chilled our skin to a beautiful forty-two degrees made this trip questionable for some to attend since most of the group would have rather stayed in bed. The vans arrived around 65 and by 60 a.m. we where off to see the gallery in Los Angeles. The trip was a long and boring one like most it was filled with the standard stare out the windows and look at on coming traffic from opposing lanes, with your


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occasional attempts at conversation and the eventual drowning of one’s self in the headphones of a portable cd player or mp player in my case. We all had our own variety of music. Some of us had heavy metal, hard rock or punk music while others had folk music with such artists as Ani De Franco. Still others had their rap music with artists P.Diddy Dr. Dre and Eminem. Needless to say I wasn’t too particularly open minded to the rap portion of our team’s musical performance. Something I don’t get is how someone can make money by bragging about how much money they have already.


When the long arduous drive came to a halt I took a moment to look at my surrounding environment. The place in which we had parked was atop one of the many levels of a parking garage. The trek down to the ground level was a short elevator ride which included blinding white florescent lights and the almost silent humming of pullies and cables. We managed to complete a walk down an extremely uneven side walk which seem to curve to the right into on coming traffic. We all then came upon a pair of tremendous buildings gated by a large iron fence and supporting a few courtyards where people sat at caf� tables and talked. The grass was completely green with no signs of discoloration and the smell of it made it seem as though it was cut every morning before visitors had a chance to arrive. A dry wind blew as we approached the ticket booths and reminded us all that the sun’s rays had taken hold of the day.


The inside of the museum wasn’t at all what I had expected. There were many escaladers and elevators which took waves of people to lower or upper levels of the buildings. Each section of each building had its own era of art. The first to be explored by myself and two others was the Oriental exhibit which contained many scrolls and watercolor paintings. Many artifacts adorned the walls, mostly statues of Buddhist gods some where of clay constructions along with others made from bronze which on the surface where enameled with patina. The next section we explored was the modern art exhibit and it had many artists which did many particularly exotic and unusual types of construction pieces none of which could be explained without the likelihood of misunderstanding. Then as we where passing through the gallery one of us came across something special something that looked to be original and interesting. It was darkly colored and kind of rough in brush stroke. The figure of an old man holding a cane in his right hand and staring towards the ground captured my attention. My mind began to wander over the entire painting coursing through each intimate detail and pondering its meaning. The buildings behind the old man seemed Spanish in design and had seemed to have a delicate way of saying that they are still standing as a testament to their time. The terrain which the old man was crawling up seemed to be at a slope like a small hill or perhaps a bridge that remained invisible to the onlookers perspective. It also looked as though the old man had been walking away from the town perhaps he was too old to live in it anymore, or the people didn’t like him very much, or maybe he was going just for a stroll outside the city. A thousand and one thoughts had passed through me in those ten minutes as I stood there and pondered the mystery of this painting with alas no resolution to any of my questions. I couldn’t stare at the painting much longer after that because it was time to leave and make our way back to the stretches of the valley.


I still have no answers to the painting of that old man. His stare at the ground before him doesn’t make complete sense to me, but I do get the feeling somehow that he is pondering at the ground just as I am pondering about him. I still wonder the reasons in which this old man came to leave his town. Where did he plan on going? Why does he feel he must leave? Is he going on vacation or is he on some important business. In the simplest terms I came to the conclusion that the reasons for his leaving now make no difference. An old man leaving a town has his reasons regardless of what maybe that thing is. The fact that he’s leaving, Do not try and complicate the situation with reason or else the meaning is lost.


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