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Individual Differences And Diversity To arrive at the edge of the world's knowledge, seek out the most complex and sophisticated minds, put them in a room together, and have them ask each other the questions they are asking themselves. -- Stephen M. Kosslyn, Founding Dean, Minerva Schools at the Keck Graduate Institute Maximum of humans or perhaps educated humans, appear to imagine that all citizens are basically the same and have the same characteristic capabilities and aptitudes, and only people doing hard work and who have fortune at their side, separates those who are highly skillful from those who are not. This is extremely unreal because people differ by every other dimension, from body structure to the sizes of their brains. So, why shouldn't they vary in their skills and aptitudes? In FACT they do. It's time to acknowledge this fact and take advantage of it. According to my interpretation, this technological era is going to be the "Era of Future-Window". Imagine, you are entering into the small room and all the laser sensors would predict every facet of our body and observe our psychological mindset as well. Everything would be up-to-date. Likewise up-to-date learning. Exclusively, an individual difference is the primary phase to identify the cognitive abilities and capacities. Everybody’s brain muscle is also different. Manager should create policies and procedures that support fair treatment of all employees and he should follow treating others, as they want to be treated. Treat everyone equally and Treat others the way I want to be treated are the old rules that doesn’t consider individual differences and values. “Every man is in certain respects (a) like all other men, (b) like some other men, (c) like no other m... ... middle of paper ... ... Managing and Organizations: An introduction to theory and practice. Sage publications Ashmos, D.P. and Duchon, D. (2000). Spirituality at Work: A Conceptualization and Measure. Journal of Management Inquiry, 9(2): 134-145. Johnson D. W. (2003). Reaching out: Interpersonal effectiveness and self-actualization (pp. 360). Boston, MA: Allyn & Bacon. Fischer, K. W. 1980. A theory of cognitive development: The control and construction of hierarchies of skills. Psychol. Rev. 87:477-531 Esty, Katharine, Richard Griffin, and Marcie Schorr-Hirsh (1995). Workplace diversity, (a managers guide to solving problems and turning diversity into a competitive advantage) Avon, MA: Adams Media Corporation. Lee, L. "The Opening of the American Mind." Cornell University, Forum (Winter, 1991): 2-5 Wheeler, M. L. Diversity training: A research report. 1994. The Conference Board: New York.
Beebe, Steven A., Susan J. Beebe, and Mark V. Redmond. "Understanding Self and Others." Interpersonal Communication: Relating to Others. Boston: Allyn and Bacon/Pearson, 2009. 43. Print.
Cañas, K. A. & Sondak, H. (2011). Opportunities and challenged for workplace diversity: Theory, cases, and exercises. Upper Saddle River: Pearson Prentice Hall.
Slater, A., and Muir, D., (1998). The Blackwell Reader in Developmental Psychology. Oxford, UK: Blackwell Publishers, Ltd.
...obert Plomin, D. W. (1997). Nature, Nurture, and Cognitive Development from 1 to 16 Years:
Cañas, K. A., & Sondak, H. (2014). Opportunities and challenges of workplace diversity: Theory, cases, and exercises (3rd ed.). Upper Saddle River, NJ: Pearson.
In chapter one, cognitive development was briefly discussed and now in chapter 5 it goes a little deeper. One of the first names that comes to mind when thinking of cognitive development is Piaget. Piaget’s theory is described as constructivist view to cognitive development. A constructivist view is that people create or “construct” their own view and knowledge of the world by the information they already know. They view life through the experiences and knowledge they already obtain. The essential building block to Piaget’s theory is schemes which are patterns of physical or mental action. Throughout life people just build on the schemes when they experience something new they relate it an old experience. An example would be an animal that
“Workplace spirituality not only leads to beneficial personal outcomes such as increased job satisfaction, and commitment, but that they also deliver improved productivity and reduce absenteeism and turnover (“Workplace Spirituality”, 2015, para. 2). Research suggests that spiritual leadership provides a new perspective to influence employees and cultivates the relationship between leaders and employees. Thereby motivating everyone to work towards organizational goals, performance, and culture. The modernized corporate world forces leaders to confront the complex dynamics that are related to various challenges such as, social responsibility, differing opinions, and diverse workforces (Rauf,
Ettorre, B. (1996). Religion in the workplace: Implications for managers. Management Review. 85. (12). 15. 4. Retrieved from http://www.amanet.org/
Wade, C. E., Cameron, B. A., Morgan, K., & Williams, K. C. (2011). Are interpersonal
Faith in the workplace and the level of accommodations employers should allow is an increasing problem. Moreover, the influx of people from different backgrounds bringing with them different religious practices has caused organizations to seek help from organizations such as the Equal Employment Opportunity Commission (EEOC), the courts, and legal firms on how to deal with this new reality. Thus, the complexities surrounding religion and spirituality in the workplace and recommendations on the cause and solutions were examined.
Jean Piaget (1896-1980) was a psychologist who developed a theory that was completely unlike any other psychologists at that time. His idea, called Cognitive Development, stated that the actual chronological age of an adolescent is not as important as the age they experience things, or the experiential age. Cognitive is defined as “the ability to reason, make judgments, and learn” (Gorman & Anwar, 2014). Piaget goes on to describe the importance of coping with the ever-changing environment as an integral part of intelligence, and the next level of developmental stage cannot be obtained until one completes the current stage. Piaget’s Developmental Theory involves four stages: sensorimotor, preoperational, concrete operational, and formal operations.
Each of the stages performs on different principles, but “integrates and transforms the previous one as it comes into being” as the individual progresses to “adult intellectual functioning” (Feldman, 2004, p. 178). These stages are what were came to be known as Piaget’s Theory of Cognitive Development.
Walkup. (2008). Learning and Cognitive Development. In B. a. Kay, Advanced Early Years (pp. 132 - 149). Harlow: Heinemann.
Wood, A. E., Wood, E. G., & Boyd, D. (2007). Child development: The world of psychology.
Yusof, J. M., & Tahir, I. M. (2011). Spiritual leadership and job satisfaction: A proposed