What's Next?

This blog started as a course assignment from +Lisa Dobias and developed into an outlet for creative thought. In recent months, I have admittedly used this medium to showcase academic assignments but I do not plan to continue in direction. After graduating in May, I hope to release a new/untainted blog that exclusively features my opinions about advertising and new media usage. Please help me decide "What's next?" by commenting below.

Topics of Interest:
- Connotions associated with advertising buzzwords.
- Budweiser Buddy Cups: Brilliant or Invasive?
- Are #'s really effective measurement tools?
- Using 404 messages as a branding opportunity.
- Advertising with modern entertainment ticketing.
- Apply or Die (analysis of the agency hiring process)
- The impact of audio when launching internationally.
- Media consumption during sporting events (football)
- Experiential marketing > traditional advertising.
- Augmented reality: present and future applications.
- "Resist abandonment. Embrace hybridization."


That looks like enough for now...

Management > Leadership

            After reading the article by John Kotter titled “What Leaders Really Do,” it is easy to recognize the importance of effective management and strong leadership within a successful organization. To an uneducated observer, the terms “manager” and “leader” may appear interchangeable but after closer inspection, there are several glaring differences. In the following critical analysis, I will identify three distinctive components that represent each skill sets and argue that management is more important than leadership for the survival of an organization.

 

            Kotter identified three major differences that help distinguish one of these skill sets from the other. To help explain the differences between management and leadership, I like to use a metaphor that compares an organization to an automobile. In this scenario, managers would be mechanics and leaders would be drivers. First Difference: Managers have a better understanding of the complexities that make the organization “run smoothly” and leaders bring a “roadmap” to physically steer the organization. Second Difference: Managers replace missing “parts” through the hiring process while leaders empower the new employees with pep talks. The pep talks compare car washes since they both influence confidence. Third Difference: When the leader wants to alter the way the company looks/operates, the manager is responsible for making those changes happen. Using the automobile example, this is similar to a driver wanting to put a lift kit on their truck and having their mechanic do whatever it takes to make that happen.

            Demonstrated for centuries, successful organization must have strong management and strong leadership. This being said, in a hypothetical situation where a business can only have one or the other, I would recommend management when trying to “better” the organization. Without management, it is very difficult for a leader to produce results and keep the business lucrative. The Bible reinforces this point with the parable about the house built on sand and the house build on stone. Poor or non-existent management can be compared to the foundation of sand. If a leader attempts to build a house/organization on the unstable ground, devastation will eventually follow and the leader will be left with nothing. If the foundation is strong like the stone, you may not have a leader to expand the organization and “build the house.” As a result, the company will never experience devastation because the stone will remain unchanged.

            As a senior in the college of communication, I have noticed that there is a lot of misunderstanding about the differences between management and leadership. In the preceding paragraphs, the dissimilarities of each are outlined using an example that is easy to relate with. I have also provided support for the idea that management is more important for the long-term success. To achieve long-term growth, an organization must perform both functions.

The Modern Monkey King

           In the recently published criticism from Dr. +Lan Dong, Gene Luen Yang is described as a porfessionally-trained comic publisher. Considering the fact that Yang's 2006 work titled American Born Chinese is the first graphic novel to win the Printz Award, it is evident that graphic novels are gaining respect in the literary community. Dong personally praises reinforces this achievement by describing the work as “an important cross-cultural rewriting of the classic Monkey King story for young adult readers.”

           The intertwined story lines of three main characters incorporate persuasive ideas about politics, ethnicity, and adolescence. Based on Chinese folklore, the Monkey King closely parallels the character described in Wu Cheng’en’s sixteenth century novel titled Xi you ji. Although the historical figure is rooted in Chinese Buddhism, Yang makes a number of references to Christianity and even Biblical verses to signify the modern western culture. Popular culture also has a significant presence throughout the story. The “Transformer” action figures act as symbol for the changing identities of each major character. To support her argument, Dong included several comic panels that came directly from the novel.

            Although Jin struggles to accept his Chinese heritage, Yang makes a deliberare reference to another group of early American immigrants by naming Mayflower Elementary School after the ship that carried the Pilgrims to Massachusetts. Denying their god-given traits, both Jin and the Monkey King recreate themselves to gain social acceptance. Pointing to the derogatory political cartoons of Asian Americans during WWII, Dong explores the possibility that Chin-Kee could reinforce racist representations that many Americans have tried to forget. In accordance with well-known racist stereotypes, Chin-Kee is depicted wearing a pigtail hairstyle, traveling with luggage that resembles oriental take-out boxes, and quickly answering scholastic questions in the classroom. Dong continues her discussion by citing specific examples of anti-Chinese sentiment drawings and legislation that were present in the twentieth century.

            According to First Second Books, the publisher of American Born Chinese, there is a disturbing lack of Asian American texts available in the young adult market. Even though the graphic novel from Yang is positioned in this segment, the cultural complexity of Jin/Danny and the universal message of self-acceptance make it difficult to identity a target audience. In order to transform back into their natural states, the Monkey King abandons his shoes and Danny “exorcises” his demons. Both escape self-imprisonment.

Learning to Negotiate

            According to the article “Six Habits of Merely Effective Negotiators,” James Sebenius believes there are several common mistakes that hinder problem solving. In order to create a successful negotiation, it is incredibly important to consider the other side’s concerns, strive to meet both sets of interests, and assess the next best alternatives. In order to reinforce these concepts, each will be demonstrated in an employee’s request for 20% compensation.   

            The first mistake takes place when one side ignores the concerns of the other. It is very easy to focus on market strengths without identifying potential weaknesses. Try to put yourself in the other person’s shoes and attack the argument using their perspective. If you are able to solve their problems and dismiss their concerns, negotiations are more likely to unfold smoothly. When asking for increased compensation, an employee will be expected to provide justification. Employers want to know how the increase will benefit the company and will be more agreeable if an employee requests an available form of compensation. For example, ask to be compensated with a meal plan if there is a company owned cafeteria.

            Another mistake made by negotiators is associated with the distinction between the terms position and interest. Positions are the stances/opinions of each party and interests are the underlying reasons why the parties have taken that position. To achieve a mutually beneficial outcome, the interests (not positions) of both sides need to be clearly defined. The cliché, “it takes two to tango,” is incorporated in this concept. Male and female dance partners are assigned opposing stances since neither individual is interested in colliding: the male moves forward and the female moves backward. When arguing for a 20% increase in compensation, employees need to uncover the reasons why they want the raise and then determine why employers have taken specific stances. Most employees request more compensation because they want more disposable income for vacations. It is possible your boss does not want to increase salary more than 5% because he does not want other employees to be jealous or expect similar treatment. If that is the case, ask for an all-expenses paid vacation and agree to keep it secret.

 

             Finally, establish what the next best solution includes. Coined as the “best alternative to a negotiated agreement” (BATNA) by Roger Fisher, this reflects the course of action taken if a proposal can’t be negotiated. Although it is difficult, also think about what alternatives could exist for the employer.  The alternative in most cases is the status quo. Logically, employees asking for more money/benefits should be willing to accept any amount of increase since some improvement is better than the alternative- no change. Depending on their level of importance, an employee can create persuasive alternatives. For example, a senior level manager can threaten to quit and take away loyal clients unless he given the 20% increase in compensation.

            In a professional environment, negotiating is considered an art form but even the most experienced individuals make common errors. In many instances, individuals fail to assess the concerns, interests, and alternatives for both party involved in the discussion. Use the examples provided by the employee asking for a 20% increase in compensation to help frame a successful argument.

Expection: Satisfaction

In my opinion, I agree with the statement, “Managers should do whatever they can, within reason, to enhance the job satisfaction of their employees.” Although this is a bold idea, the caveat “within reason” allows individual interpretation. Since some academic scholars argue “money is the meaning of life,” it is sensible to assume that managers will satisfy their employees if it is profitable for the employer (Aroian, Mihran). When quality output is greater than input, an employee is assumed to be highly productive. Absenteeism, turnover rates, deviant behavior, and negative incentives should be minimized because each will decrease productivity and subsequently hinder profitability.

Classified as “absenteeism,” unsatisfied employees frequently fail to show up for work. It is important for managers to discourage this behavior because unreliable employees influence the job performance of others. When short staffed, the manager must find a way to replace the absent employee and typically assigns the work to one if not several of the co-workers. The increased burden will also decrease the job satisfaction of those affected and decrease the company’s profitability. To prevent this from happening, managers should ensure employees are satisfied with their jobs therefore they have no reason to be absent regularly.

Turnover rates should also be reduced to increase profitability. Companies can be hurt when many employees quit their jobs. Professionals call this a “high turnover rate.” Even if the exiting employee provides several weeks of notice, it is costly to find a skilled replacement for that individual the new employee must be trained and supervised. Since turnover rates are a reflection of the company culture and work environment, managers should attempt to reduce the amount of “turnovers” that take place. Although employees quit for a multitude of reasons, poor job satisfaction is one of the highest.

Another factor that influences performance is deviant behavior. Loosely defined as an action that works against the common goal, this behavior makes it very difficult for to fulfill an obligation. Resistance in any manner becomes an obstacle that the employer must overcome. It is also unpleasant for co-workers. Because a deviant employee makes it difficult to improve productivity, it is crucial that the manager intervene and dissuade destructive objections. When every employee is satisfied and working toward accomplish the same the target, the company will typically improve profits.

Incentives are also relevant to employers because they have a significant impact on job satisfaction. Negative incentives are punishments for failed expectations. These are commonly associated with pessimistic attitudes and fuel productivity at the expense of employee satisfaction. The resulting fear creates a tense and stress environment within the company, making it difficult for employees to perform their best work. Conversely, positive incentives are rewards for achievement. Without the fear of losing something, employees strive to reach an amplified level of productivity which increases profits. When rewards are frequent and diversified, job satisfaction usually improves. However, these incentives can also encourage cheating or unethical behaviors if used inappropriately.

A Philosophic Cage Fight

Locke vs Rousseau

Through “good breeding” and discipline at an early age, John Locke hoped to create virtuous men with the ability to yield to temptation. Defined in Some Thoughts Concerning the Education of Children, “able men” are made by “the principles of justice, generosity, and sobriety, join'd with observation and industry.” The ability to endure hardship provides strength of the body and of the mind as long as man “purely follows what reason directs as best.” This is consistent with his description of children as “rational creatures” that “should never be suffer’d to have what he craves.”

 

Although there have been many “citizens” throughout history, Jean Jacques Rousseau believed the term “ought be erased from modern languages.” Emile, ou l’education served as a medium for Rousseau to express his sentiments and dreams about education. He wrote, “you must choose between making a man and making a citizen, for you cannot do both at the same time.” Striving for harmonious agreement, Rousseau combined the education of nature, the education of things, and the education of man to create the “natural man.” This idealized being would possess an unconstrained consciousness of his sensations and “must act as one speaks.” Rousseau reinforced the influence of nature by referring to children as “seedlings” that must be protected and cultivated by the “tender, foresighted mother.”

Little Sacrifices: An Analysis of Little Women.

Little Sacrifices

What does it mean to “support a family?” During the American Civil War, many families were plagued by poverty as a result of economic displacement. The unfortunate disparity of wealth was evident in many literary works from the mid-nineteenth century. In 1868, Louisa May Alcott produced Little Women, a story written specifically for girls. Through this work, she addresses several societal concerns and successfully erects an “ethic of poor but honest virtue against the temptations of affluence” (Brodhead, 627). Although the burden of selfishness is attributed to Amy, each female in the March family makes an altruistic decision to “support” a loved one. Using each girl in Little Women as an example, it can be argued that American middle-class females should willingly make sacrifices as they embrace the domestic responsibilities associated with their gender.  

Without wasting any time, Alcott suggests the importance of sacrifice on the first page of Little Women. While the four young sisters discuss the hardships of being “poor,” Meg sets the tone for the story as she proclaims, “We can’t do much, but we can make our little sacrifices, and ought to do it gladly” (Alcott, 11). After this revelation, each girl agrees to put aside their materialistic desires and purchase a Christmas gift for Marmee without expecting anything in return. Consistent with popular belief, these characters developed “tender consciences early in life” (MacLeod, 11). Under the instruction of their virtuous matriarch, they are taught to be modest and compassionate despite living amongst extravagant friends and family.  Instead of spending Christmas morning with her daughters, Marmee leaves to care for the truly impoverished Hummel family. Even after returning home, she encourages the young girls to donate their breakfast to the starving immigrants. Eventually rewarded for their generosity by a sensitive neighbor, these characters become “immensely (and consciously) instructive as models of conventional ideals” (MacLeod, 15).

In an attempt to teach economic responsibility, Alcott expresses poverty in terms of pickled limes during the chapter titled “Amy’s Valley of Humiliation.” After acquiring a debt of “at least a dozen pickled limes,” Amy seeks out family to help restore her credit. She provides Meg an elaborate explanation of the schoolyard drama and receives financial support with the instruction, “Make it last for as long as you can, for it isn’t very plenty” (Alcott, 57). Rather than paying the creditors, Amy brags about her newfound wealth and uses this power to explore revenge. As a consequence for blatant disobedience, she is publicly humiliated by her teacher and forced to throw the pickled limes out the window. Since Little Women was written during the Reconstruction, it is reasonable to relate this scenario with the United State’s postbellum fiat paper system. Possessing an enormous amount of wartime debt, the American government issued paper money to stimulate the economy and did not pay the creditors until much later (Elwell, 2). As a result, the economy experienced substantial inflation and many families were unable to feed their children. Just as Meg made a financial sacrifice for her sister, middle-class American women sacrificed their entire livelihoods in hopes of rebuilding the war torn nation.    Later in the story, Amy admits a willingness to sacrifice love for wealth while traveling in Europe. She writes in a letter to her mother, “If Fred asks me, I shall accept him, though I’m not madly in love with him... I may be mercenary, but I hate poverty, and don’t mean to bear it a minute longer than I can help. One of us must marry well.”Feeling obligated to financially support her family, Amy is willing to sacrifice love if it “will make everything cosy all around” (Alcott, 252). During this time period, many middle-class girls were asked to make the same sacrifice and married for either love or money. Contrary to logical thought, idealized perceptions of marriage would not allow wealth to influence this decision. Remembering her mother’s wishes, Amy waits to be married and falls in love with Laurie instead.

One of the most profound examples of sacrifice from Little Women occurs after the March family receives a telegram indicating that Mr. March is “very ill” in Washington. Without the means to travel to his bedside, Marmee tells her daughters, “I am not too proud to beg for father” (Alcott, 131). While Marmee is away, Beth becomes responsible for providing medical assistance to the Hummel family. Considered a domestic responsibility, she embraces the idea of nurturing a sick child.  Referenced in the chapter title, Beth “faithfully” visits the family every day and eventually becomes noticeably fatigued. Since no one else was willing to accept the duty, Beth “went out into the chilly air with a heavy head, and a grieved look in her patient eyes” (Alcott, 142). Involved in their own activities, Meg and Jo do not recognize Beth’s early symptoms of scarlet fever until after it is too late. Feeling guilty, “Jo devoted herself to Beth night and day” as the “shadow of death hovered over the once happy home” (Alcott, 146). Then one evening, the doctor indicates a breaking point is near, but does not think that Beth will survive. Just before Marmee arrives home, the innocent girl’s fever reduces and Beth begins to sleep. Now fully aware of the potential consequences, readers learn to pay closer attention to their loved ones.

After that same telegram arrives, Jo feels an uncontrollable obligation to help however she can and leaves the house abruptly. A short while later, she returns with twenty-five dollars. Alcott describes her facial expression as a “mixture of fun and fear, satisfaction and regret.” Jo explains that she “didn’t beg, borrow, nor steal it” (Alcott, 132). She honestly earned the money by selling the hair off her head.  After Jo removes her bonnet, everyone is shocked to see the boyish hairstyle. Marmee responds to this selfless act by saying, “I can’t blame you, for I know how willingly you sacrificed your vanity, as you call it, to your love” (Alcott, 132). Jo’s willingness to relinquish a defining feature reflects the traditional belief that a woman should put her family before herself. Her actions throughout the story demonstrate the American middle-class woman’s “need to be able to earn” (Sicherman, 648).

Since Mr. March eventually proves to be an ineffective breadwinner, Jo assumes the traditionally male role of providing financial support for her family. After winning a sensationalist writing contest, she gives her earnings directly to Marmee during Beth’s second battle for good health. Jo continues to contribute money to family even after publishing a book and moving to New York. Considered by some the most devastating sacrifice in Little Women, Jo also gradually renounces her youthful exuberance as she assumes the title of Mrs. Josephine Bhaer. After officially surrendering her independence, Jo accepts her domestic responsibilities with the infamous statement, “I may be strong-minded, but no one can say that I’m out of my sphere now, --for woman’s special mission is supposed to be drying tears and bearing burdens” (Alcott, 372).  

Tempted by the lifestyles of the emerging leisure-class, Meg struggles to overcome the burden of vanity. Despite her young age, she anticipates a marriage proposal from Laurie’s “poor” tutor. Shortly after providing Mr. Brooke with a polite rejection, Meg and John are interrupted by Aunt March. While John is waiting in the other room, Meg enters into a passionate conversation with her wealthy aunt about love and marriage. Sacrificing an inheritance, Meg unexpectedly defends her suitor and assertively states, “My John wouldn’t marry for money, any more than I would. We are willing to work and we mean to wait” (Alcott, 182). Disregarding the earlier refusal, John interprets this display of affection as an acceptance to his proposal and Meg “meekly” indulges his excitement.

Over the next three years, Meg welcomes the humble beginnings to a domestic life. Rich in happiness and free from materialistic temptations, she assumes the responsibilities of a proper housewife. She tells her husband, “I shall always be prepared: there shall be no flurry, no scolding, no discomfort, but a neat house, a cheerful wife, and a good dinner” (Alcott, 219). As if it were recited from Mrs. Beeton’s Book of Household Management, her promise reflects the “idealized norms of middle-class life” (Brodhead, 626). After failing to produce jelly and welcome an unexpected guest, Meg and John encounter their first “squall” as a couple. To settle the dispute, Meg internally forgives her husband and silently kisses him on the forehead. According to Alcott, “thoughts of poor John coming home to such a scene quite melted her heart” (Alcott, 225). Months later, a “serpent in paradise” tempts Meg to purchase an expensive silk using the household fund. After biting the apple, Meg is full of remorse. Her indulgence causes John to cancel his coat order since he can no longer afford it. Pocketing her pride, Meg sells the fabric to Sally Moffat and “orders home the great-coat” for her husband (Alcott, 226).

Reinforced by examples from Little Women, it is evident that American middle-class females are expected to makes sacrifices as they gain power over the domestic sphere.  While highlighting conventional values, Alcott reflects mid-nineteenth century concerns as “burdens” for Amy, Beth, Meg, and Jo.  During times of economic struggle, it is important to acknowledge a “difference between the right world of Marmee and the more affluent surround” (Brodhead, 627).  Regardless of social status, compassionate Americans will always feel obligated to “support” their loved ones. According to author Mario Puzo, “The strength of a family is in its loyalty to each other.”

 

Works Cited:

Alcott, Louisa May, Anne K. Phillips, and Gregory Eiselein. Little Women, Or, Meg, Jo, Beth, and Amy. New York: Norton, 2004. 1-380. Print.

Brodhead, Richard H. Starting Out in the 1860’s: Alcott, Authorship, The Postbellum Literary Field. Chicago, IL: University of Chicago Press, 1993. In Norton Anthology of Children's Literature, ed. Jack Zipes et. al. New York: Norton, 2005, 624-632.

Elwell, Craig. Brief History of the Gold Standard for the United States. Congressional Research Service. H.R. Rep. No. R41887 (2011). Online. Internet. February 27, 2013. < http://www.fas.org/sgp/crs/misc/R41887.pdf>.

"Family Quotes." Family Quotes. Notable Quotes, n.d. Web. 27 Feb. 2013.

Klein, Sarah. Bringing Up Jo: Little Women, Female Rhetoric Activity, and the Nineteenth Century American Conduct Book Tradition. Domestic Goddesses. May 31, 2000. Online. Internet. February 27, 2013. < http://www.womenwriters.net/domesticgoddess/kleinalcott.htm>.

MacLeod, Anne Scott. American Childhood: Essays on Children's Literature of the Nineteenth and Twentieth Centuries. Athens, GA: U of Georgia P, 1994.

Sicherman, Barbara. Reading Little Women: The Many Lives of a Text. Chapel Hill, NC: University of North Carolina Press, 1995. In Norton Anthology of Children's Literature, ed. Jack Zipes et. al. New York: Norton, 2005, 632-657.

Vallone, Lynne. Disciplines of Virtue: Girls' Culture in the Eighteenth and Nineteenth Centuries. New Haven: Yale UP, 1995.

 

Childhood Studies?

During the Friday presentation from Dr. Lynne Vallone, I listened to the professor from Rutgers speak about childhood studies as an area in need of growth. She posed the question, “Where does childhood studies fit in?” It requires support from many different fields of studies and currently does not have many models of to follow for implementation. As a result it requires creative and imaginative individuals to develop a program in the schools. This is a long and taxing process that also requires patience and persistence.  Vallone suggests there is much that can be learned from existing programs in gender studies. It is imperative that the student is remembered throughout this process

With the first doctoral class about to graduate from the Department of Childhood Studies, Vallone commented on the challenges of a multidisciplinary program. As one of the Doctoral Supervisors, she mentioned feeling unprepared to help with such a wide array of doctoral theses. Therefore these students were assigned advisors from several departments to provide expertise in other disciplines. To gage the success of the program, Vallone received permission from Institutional Review Board to survey student participants. The findings demonstrated a concern that the multidisciplinary (not interdisciplinary) approach may not help them find jobs after receiving their doctorate. This is why it is so important to advance childhood studies at a national level. Vallone also described two types of individuals: child people and book people. Although it may be difficult, it is critical that the both people come to an agreement about childhood studies.

The final point of discussion was centered around Vallone’s working manuscript titled “Big and Little.” She is currently researching the influence of miniatures and gigantics. Body scale in fiction and reality has been widely used to imply value or superiority. It is also important to note the huge impact that “little” characters can have on their surroundings. Upon investigation, it is easy to find dwarfs represented as problematic throughout history. Even today there is a television show on TLC titled “Little People, Big World.” The famous performer General Tom Thumb was promoted by P.T. Barnum and has also influences American childhood. Commonly forced to mimicry, these individuals are arguably exploited by their abnormal size. Another real life example is the controversial treatment of Ota Benga. He was incarcerated in the Bronx Zoo Monkey Exhibit and demonstrated the conventions of savagery.  Fictional examples including “The Iron Giant” were also included. Typically giant women were considered grotesque. A mortally obese girl named Barbara was photographed before her death and these images were related to an ultrasound of a fetus.http://rtf.utexas.edu/news/media-studies/lynne-vallone-rutgers-talks-doing-childhood-studies