Service Management Essay Example | Topics and Well Written Essays - 1250 words

Service Management - Essay Example The organizations that deal in banking, hospitality and consultancy amongst others are all included in the services sector (1). The importance of services in the industrialized economies has constantly been ignored. There are many services in that are not taken in to account, mainly in the agricultural and the industrial sector, which are not viewed as contributors of services to the economies. However, they contribute to the service sector in an unseen manner (2). Consumers are usually concerned with the amount of satisfaction derived from the services offered. It is important for service providers to understand that value is of utmost importance if they have to excel in the business of service marketing. The service perspective is important in the accomplishment of satisfaction amongst the consumers. This is an aspect of marketing whereby marketers ensure that a number of services are provided for the customers to make a choice. This is important for the business in order to ensure that it has a competitive advantage over other service providers, thereby increasing the sales volume. Service perspective involves the engagement of people who are capable of offering the most efficient services to customers in order for them to get motivated to come back for more. This is a significant tool for ensuring that customers build trust in the service provider. Apart from increasing the competitive advantage of the service provider, it helps in encouraging the customers to buy more and also encourage new customers to the business. The reputation of the business is improved, and customers do not complain in regard to the services offered to them. Adopting the service perspective is significant in reducing the cost of production, since acquiring new customers is usually difficult and costly. It therefore plays a significant role in maintaining

WASSENAAR ARRANGEMENT ON EXPORT CONTROLS FOR CONVENTIONAL ARMS AND Essay

WASSENAAR ARRANGEMENT ON EXPORT CONTROLS FOR CONVENTIONAL ARMS AND DUAL-USE GOODS AND TECHNOLOGIES - Essay Example This regime must define the tools under control through identifying software characteristics that are malicious and placing them to export controls (Granick & Fidler 2014, p.1). It has 41 states, and each state implements its arrangement separately. Legally it is not binding and is not a treaty. Some sellers would be required to obtain licenses if implemented in United States. It will bring controls on IP network surveillance systems and intrusion. Software intrusion includes a wide range of used and legitimately traded network security tools. What the provision of IP network surveillance means to vendors over information exercise control inflow and outflow in this network system (Granick & Fidler 2014, p.2). The limitation of the languages is that it is designed to avoid security features on a device. Software exports also have debate issues on how to regulate computers vulnerabilities in the market and encryption export controls. Application of software intrusion is on military weapons and knowledge exchange. Weaknesses of Wassenaar arrangement is that some defectors are allowed to access opportunities due to lack of implementation and the black market an d software are easily transferable (Granick & Fidler 2014, p.3). In conclusion, the aim of Wassenaar is to report members exporting information and destabilizing accumulations of technologies and dual-use items. There is the need for clarity of this changes and objections as countries start implementing them. Clarity will enhance sustainability of these

Academic Culture In Different Countries

Academic Culture In Different Countries Academic culture refers to the attitudes, values and ways of behaving that are shared by people who work or study in universities, for example, lecturers, researchers and students. (Brick, J, 2009, p.2) What constitutes academic culture is different for students who come from different cultural backgrounds? The academic culture is totally different for Malaysia and Australia. In Malaysia education, the teaching styles is more teacher-centered where teachers will be giving exactly all the information to students and students are not expected for give respond to teachers questions. It is called spoon-feeding learning styles in Malaysia. This learning style is very popular in Malaysia education because it makes the learning easier to students. Therefore, students dont need to find any extra information for their studies. However, the teaching styles for Australia education is based on student-centered. Australian students are expected to play an active role during tutorial. Students need to have an active participation in discussion with their peers. Besides, students are able to challenge to lecturer or tutor because they can express their opinion. In Malaysia, the education system is more exam-oriented. Therefore, spoon-feeding learning styles will make students only study for specific books or the notes that they get from teachers. Other than that, students will follow the instruction that given by teachers which is memorizing the notes and go for examination. In this approach, students dont understand the knowledge they learned. So, they cant become an active learner in the future. Conversely, Australian education system is more practical-oriented. They are focusing on student understanding. It is not just study everything without understanding the knowledge. Students are advised to voice out their opinion during discussion. It is a training program for them to become independent learners in the future. MCD 1510 Learning Studies (Task 2) Culture is an integral part of society. An individuals attitudes, values, beliefs, arts, ideals, modes of perception, and habits of thought are greatly influenced by the culture in which he or she lives. Every society has a different culture, where people who share their culture also share their attitudes, specific languages, behaviors, values, and traditions. It is easy to know the culture background for a person based on their attitudes and behaviors. For example, the common perception of Australians is that they are informal, open and direct and say what they mean. They call people by their first name and say please and thank you to be polite. They are allowed to call teachers by their first name, even though they are students. This showed that they believe that people should be treated in the same way and the principle of giving people a fair go. Conversely, most Chinese has a very formal culture when they talk to someone who has a higher status and older than themselves. They place their culture importance on hierarchy. They need to show their respect when talk to older people and people who has a higher status. Therefore, they call a persons whole name which is his or her first and last name together. Other than that, Chinese has a lot of etiquettes during meeting, gift giving and dinning. Besides, greetings are formal and important and the oldest person must be always greeted first. However, culture is not only about the different culture countries background. There is a culture named academic culture which is the culture of universities. Academic culture refers to the attitudes, values and ways of behaving that are shared by people who work or study in universities, for example, lecturers, researchers and students. New students have to learn new knowledge, new skills and new attitudes, values and ways of behaving; that is, they have to learn a new academic culture. Therefore, academic culture is unfamiliar to many students who come from different countries background. English-speaking universities are the universities who have used the language of English as an instruction. However, it is not necessary that those universities are sharing the same academic culture although they are teaching in English. One of the ideas for academic culture is there is more than one way to approach a problem. Scholars tried to find the most useful answer when they are approaches to a problem in different ways. Each scholar presents their ideas in the way that he or she does agree with and criticizes ideas that he or she does not agree with. This shown that there are many scholars in English-speaking universities believe academic knowledge develops. *dont understand the describe how many scholars in English-speaking universities believe academic knowledge develops. MCD 1510 Learning Studies (Task 3) Academic writing is a particular style of formal and expressive writing. In this form of writing, it should be third person, formally toned writing and precise words. Text 4 is another extract from an article on deforestation. There are several ways to show that this text is a piece of academic article. The purpose of Text 4 is to explain what happen after deforestation, so its tone is logical, rational and impersonal. It is logical because it outlines the happen after deforestation, so the reader can see the reasoning. Besides, it is rational because the article is based on evidence and research. It is important to use evidence and reasons in academic writing, because it shows whether the research is based on support or not support. Therefore, there is supporting arguments and facts for this article which the reader can check it. It is impersonal, because it is based on verifiable evidence not personal feelings. It is objective writing because the article is written in third person not first person. Other than that, it is a formal writing style because there is no slang, no abbreviation and complete sentences. Based on the referencing, it is an authoritative website by government. This means that it is the website which reader can trust the argument and facts for the article. There are one more features of academic arguments can be identified. An academic article has the strength and logical order of arguments. The information should be giving verifiable to support the discussion when writing an academic article. Besides, this article is using formal words for the writing. MCD 1510 Learning Studies (Task 4) There are some major features of academic culture in University life. One of the major features of academic culture in University life is student voice should come through when writing academic work. This means that excessive cutting and pasting other peoples ideas is not encouraged. It is so called plagiarism when students are cutting and pasting other peoples ideas in their assignment. Besides, student arguments need to be well supported to make their arguments stronger and avoid plagiarism. Otherwise, students are also expected to get the main ideas in other argument and critically evaluate the merit of argument. Other than that, student arguments need to be logical and evidence based. This means you have to remain objectives or impartial. Therefore, there is supporting arguments and facts for this article which the reader can check it. After that, students are advised to engage in wide reading. It brings out multiple perspectives which are different opinion and have a range of arguments to support the point of view. This means that ideas are no black or white.

George Orwell’s Animal Farm :: Animal Farm Essays

What is George Orwell’s message in Animal Farm, and how does he use two of the animal characters in the novel to present his political views? In this book George Orwell has tried to put a political view into the story. This political view is that Communist ideas can not work without using excessive power, also that political systems can easily be corrupted by power-hungry people. George Orwell uses animals in this clever allegory to represent humans. Two main characters of ‘Animal Farm’ are Napoleon and Boxer. Napoleon acts like a dictator and leads the farm and animals. He has power over the animals so they have no freedom, so much so, that they can’t rebel against him if they wanted to. Boxer an idealistic follower for Napoleon; he will sacrifice anything for the farm and the other animals. Boxer believes everything that he is told by Napoleon and cannot see that Napoleon is a corrupt leader. As soon as Old Major had died Napoleon took his place as the leader of the Animals, and so he controlled them after the rebellion against humans. At first he was a fair leader and treated the animals kindly, or so they thought. â€Å"The pigs did not actually work, but directed and supervised the others.† This shows that the pigs were lazy and demanding from the beginning when they started to run the farm, and it wasn’t that they grew power-hungry, they already were. The animals started to realise that the pigs were not doing any work. The majority thought there must be an excellent reason for them not doing any work. â€Å"We pigs are the brain-workers. The whole management and organization of the farm depends on us† After hearing this, the animals understood that they were there to do the hard work, but they thought that was because they couldn’t run the farm as well as the pigs. They did not mind lying to the animals and not doing any work while the other animals are. Napoleon knew that there was a chance that the animals might rebel against him so when 9 puppies were born on the farm he took them to train as his bodyguards. â€Å"As soon as they were weaned, Napoleon took them away from their mothers†¦Ã¢â‚¬  After the animals knew what he was doing, even if they did disagree with what he was doing could not do anything about it even if the wanted to either because they were not strong enough or that they were to scared. So this meant that Napoleon could do whatever he wanted to, just like a dictator. The only animal threatening Napoleon’s place in power was Snowball, so

Leadership Styles in Professional Nursing Essay

Leadership is a very important aspect within the realm of Nursing. With constantly evolving technology, poor economics leading to major hospital cutbacks, and healthcare reforms, strong nursing leadership has never been more important or necessary. Hood (2010) defines leadership as a process of influencing others to attain mutually agreed upon goals. We will discuss the differences between leadership and management. In addition, we will examine 2 types of leadership styles: Transactional and Transformational and address the effectiveness of both styles in achieving high quality of nursing performance. Leadership vs. Management Many people think of management and leadership as interchangeable. However, there is a stark difference between the two. In defining leadership and management, the one crucial difference is that a person with leadership has the ability to persuade/influence others into following their vision and putting the needs of a group ahead of an individual’s own personal needs (McGuire & Kinnerley, 2006). Leaders have this ability to inspire by employing enthusiasm, hope, optimism, and innovative methods. Leadership does entail having some management characteristics, but lacks the positional power to bring their visions to life. Management is usually an appointed position within a company (Hood, 2010). Performance standards for managers often require emphasis on transactional projects such as budgets, productivity, and quality monitoring (McGuire & Kinnerley, 2006). Management does not equate to having leadership abilities because an organization’s structure often dictates that a manager’s priority should be facilitating and promoting smooth operations within a workplace (Carney, 2009). Managers are troubleshooters and problem solvers, who are more or less interested in maintaining production and profits. Transformational Leadership In 1978, James McGregor Burn (1978) developed the theory of transformational leadership and described it, â€Å"A process that motivates subordinates by appealing to higher ideals and moral values†. A transformational leader is someone that helps shape development of staff through empowerment and stimulating creativity and innovation within the workplace (Sellgren, Ekvell, & Tomson, 2006). Under this style of leadership, relationships to employees and concern for their well-being is just as important as completing the tasks (Hood, 2010). The transformational leader often uses their enthusiasm, close underlying interpersonal relationships, and vision to increase the motivation of their peers/co-workers to stay persistent and diligent through completion of organizational goals and tasks. This type of leadership can be equally effective under the most stressful circumstances by keeping focus on employee satisfaction and promising the employee a better future (Allen, 1998). According to S. Sellgren et al. (2006), studies have shown a correlation between transformational leadership and nursing quality. Transformational leadership has been proven very effective in increasing productivity and staff cohesion. As a result of staff cohesion, consensus amongst staff evolves and develops. Consensus is effective because all persons feel that they have made a contribution in the decision-making process regarding unit practices/policies. And although it takes more time to reach a consensus, the participants have made a commitment to execute the decisions (Hood, 2010). Transactional Leadership Transactional leadership uses strategy that is founded on the principles of incentives and punishments (Hood, 2010). Motivation is thought to be derived from responses to positive and negative reinforcers. If employees or subordinates perform hard work and meet certain criteria or expectations, then they are rewarded with something of value (i.e. increased salary, bonuses, promotions, etc†¦). However, if they fail to meet goals or expectations, then they face some form of punishment (i.e. probation, demotion, termination). This type of leadership system is much more task oriented and focuses very little on employee relationships (Hood, 2010). A transactional leader is much more focused on structure, role expectations and the possibility of reward to staff (Sellgren, Ekvell, & Tomson, 2006). It seems however there are benefits to this type of system. According to B.M. Bass (1985),† The ultimate outcome of such contingent reward behavior is enhanced role clarity, job satisfaction, and improved performance†. This style of leadership appears to be most effective in occupations relating to sales and commissions. Commission based jobs that rely on strong job performances to either establish income or supplement salaried income respond effectively to this style of leadership. However, the disadvantage to this type of leadership is that commitment is variable and negotiable, and any personal incentive/motivation an employee may have to increase job performance diminishes until it’s rewarded (Sellgren, Ekvell, & Tomson, 2006). In addition, because this leadership style is so structured, it leaves little room for creative expansion or employee job satisfaction (McGuire & Kinnerley, 2006). Leadership Styles and Nursing Within healthcare settings, skill and knowledge are vital ingredients needed by a nurse in a leadership position. Because of the many medical advancements and changes that take place in healthcare, it necessitates that nursing leadership become more results oriented, creative, and innovative within their respected units (Gellis, 2001). Within nursing, transactional leadership would have few benefits if applied. It does benefit healthcare organizations in combating staffing issues relating to nursing shortages. Incentive pay to pick up extra shifts has always been instrumental for organizations in need of nursing coverage. However, the overall methods of rewards and punishment would do very little to inspire nurses to increase their quality of nursing care. Patient outcomes would be greatly compromised if care was solely based on reward. Compromising patient care based on lack of reward and/ punishment would be highly unethical and in complete violation of the ANA’s standards of care. Research has always supported that transformational leadership is more effective than transactional leadership because it increases a supportive climate where individual differences are recognized, two-way communication is promoted, and effective listening skills are valued (Bass, 1985). This leadership style also increases conformity, adaptation, diligence, and commitment from employees/followers. The need for transformational leadership in nursing is great because it encourages nurses to become improved problem-solvers, visionaries, communicators, researchers, and educators. Transformation leadership is often a process that is learned and cultivated through experience, empowerment, and self-exploration (Hood, 2010). However, when nurses are placed into leadership positions reluctantly or prematurely, the lack of education for the role and uncertainties about what leadership in nursing means takes place and leads to ineffective leadership abilities (Carney, 2009). Nurses receive informal on-the-job training for leadership positions by learning self-management skills, social capabilities, and job proficiency skills (Hood, 2010). It must be noted that shared leadership is probably the most effective way for providing staff the effective skills/ tools needed for problem solving (Kerfoot & Wantz, 2003). However, not all nurses have the self-belief or confidence to apply these acquired skills to leadership positions. One way of encouraging more nurses to assume leadership positions is by formalizing leadership training sessions which would help nurses learn and/ reinforce skills relating to communication, motivation, conflict resolution, organizational analysis, and building effective teams (Kerfoot & Wantz, 2003) . By investing in formalized leadership training, it helps to empower nurses while also promoting future growth of inspirational leadership which could lead to improvements in patient care/outcomes and organizational advancements for futu re generations. Conclusion There are two different styles of leadership: Transformational and Transactional. Transformational leadership influences followers to place their personal needs aside for the benefit of a leader’s vision/goals through empowerment, inspiration, and motivation. Transactional leadership is founded on the incentives of reward or punishment and offers little incentive to become a visionary. Transformational leadership appears to be more effective in nursing because it promotes adaptation, communication skills, visionary pursuit, and occupational growth to a rapidly changing industry. Efforts should be made to formalize leadership training for continued improvement in delivery of nursing care and patient outcomes, and organizational advancements. References Allen, G. (1998). Leading. Retrieved from http://ollie.dcccd.edu/mgmt1374/book contents/4directing/leading/lead.htm Bass, B. M. (1985). Leadership and performance beyond expectation.. New York, NY: The Free Press. Burns, J. M. (1978). Leadership. New York, NY: Harper & Row. Carney, M. (2009). Leadership in nursing: current and future perspectives and challenges. Journal of Nursing Management, 17(4), 411-417. Gellis, Z. D. (2001). Social wok perceptions of transformational and transactional leadership in healthcare. Social Work Research, 25(1), 17-25. Hood, L. J. (2010). Conceptual Bases of Professional Nursing (7th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. Kerfoot, K., & Wantz, S. L. (January-February 2003). Compliance Leadership: The 17th Century Model That Doesn’t Work. Nursing Economics, 21(1), 42-44. McGuire, E., & Kinnerley, S. M. (July-August 2006). Nurse Managers as Transformational and Transactional Leaders. Nursing Economics, 24(4), 179-185. Sellgren, S., Ekvell, G., & Tomson, G. (2006). Leadership styles in nursing management: preferred and perceived. Journal of Nursing Management, 14(11), 348-355.

Emotional Intelligence Vs Cognitive Intelligence Essay

DECLARATION I declare that this assessment is my own work, based on my own personal research/study. I also declare that this assessment, nor parts of it, has not been previously submitted for any other unit/module or course, and that I have not copied in part or whole or otherwise plagiarised the work of another student and/or persons. I have read the ACAP Student Plagiarism and Academic Misconduct Policy and understand its implications. I also declare, if this is a practical skills assessment, that a Client/Interviewee Consent Form has been read and signed by both parties,  and where applicable parental consent has been obtained. In a fiercely competitive and changing world, organisational competency has become a crucial tool of survival (Alvesson & Sveningsson, 2007). As intelligence testing is regaining popularity, it is increasingly common to fill out personality questionnaires at job interviews. What is IQ, and does it define a person? What does it mean to be emotionally intelligent? How do these theories compare with each other, and do they provide adequate appraisal of competency? This essay presents a Cognitive Intelligence (CI) and Emotional Intelligence (EI) overview in modern organisations, the two most prominent cognitive processes in the field of Organisational Behaviour; it evaluates strengths and limitations in theory and practice. Furthermore, this essay offers practical recommendations for modern organisations, including a proposed integrated approach of both theories as a comprehensive model of assessment to help gain a deeper understanding of the complexity of the human mind. Organisational behaviour examines individuals and groups in the work environment (Wood et al., 2013). The human element exerts profound influence in the workplace (Presser, 2006, as cited in Lockwood, 2006). According to Armstrong, Cools and Sadler-Smith (2012), cognitive development is an essential business tool with interest increasing six folds over the last 40 years. Evidence of ability testing was found as far back as ancient China 2200 BC (Fletcher & Hattie, 2011) but the discipline was not accredited until the late 1940’s (Wood et al., 2013). In spite of its popularity, cognitive development has generated fierce debates among the experts who disagree on concepts, interpretation and terminology; this discord has generated undesired scepticism and misunderstanding (Fulmer & Barry, 2004). CI and EI explore two distinctive aspects of cognitive abilities. The more accepted of the two, with many decades of extensive research, is CI (Viswesvaran & Ones, 2002). Over a hundred years ago, Spearman (1904) introduced CI as an essential part of learning (as cited in Schmidt & Hunter , 2004). CI is â€Å"essentially the ability to learn† (as cited in Schmidt, 2002, p. 188). Gottfredson (1997) expands with terms like â€Å"catching on,† â€Å"making sense† or â€Å"figuring out what to do† (as cited in Fulmer & Barry, 2004, p. 247). CI is measured through psychometrics tests (or intelligence metric assessment) and expressed as a number called IQ or  Ã¢â‚¬ËœIntelligence Quotient’ (IQ, 2014). There are many psychometrics tests, but the most popular are the Wechsler Adult Intelligence Scale-Revised and the Stanford-Binet Intelligence Scale – frequently revised and used worldwide (Human Intelligence, 2014). IQ scores range between 85 and 115 (please see Graph 1); the further to the right, the more gifted the individual. Early research maintained that IQ scores determined a person’s intelligence (Fletcher & Hattie, 2011) but society has evolved from this limiting idea. Many theorists agree that CI remains a reliable performance measurement (Fulmer & Barry, 2004). It is hard to ignore people’s intellectual or physical differences (Fletcher & Hattie, 2011) and to this day, CI remains the most widely accepted and understood cognitive theory (Fulmer & Barry, 2004), particularly in the fields of business, medicine and education. Armstrong, Cools and Sadler-Smith (2012) attribute this renewed interest to several factors: research is now able to recognise the difference between abilities (CI) and personality (EI); the theories are easier to grasp and considered mainstream psychology; also research is conducted in a more ethical manner and the results are more convincing. This attitude is also reflected in empirical studies. Since the end of WWI, CI has been used to hire employees in the workplace (Yerkes, 1921); its use remains consistent in many behavioural categories of health risks, crime and occupation (Schmidt & Hunter, 2004). Mistakes are learnt from the past and researchers are more politically aware, ethical and flexible; morals and objectivity have replaced lack of transparency to factor human variables (Fletcher & Hattie, 2011). CI will stay as long as technology is employed at work (Salgado & Anderson, 2002; as cited in Viswesvaran and Ones, 2002). However, some limitations are present in the research. One of the most significant limitation is Tthe wide variety of definitions and terminology generates confusion and doubt (Armstrong, Cools & Sadler-Smith, 2011). For example: intelligence testing (Fletcher & Hattie, 2011), intelligence model (Roberts, Matthews & Zeidner, 2010), general mental health (GMA) (Schmidt & Hunter, 2004) and so on. Another criticism is reducing individuals to a simplistic linear value, discounting environmental and cultural variables (Fletcher & Hattie, 2011). However the biggest criticism is the neglect of other vital aspects of cognitive ability (Neisser et al., 1996, as cited in Fulmer & Barry, 2004). Studies increasingly demonstrate that a single theory no  longer provides adequate competency measures when alternatives are available (Schmidt & Hunter, 2004). CI constraints are not limited to theoretical concepts; there are a number of practical flaws. A typical CI drawback is the lack of practical use of academic skills in the real world (Schmidt & Hunter, 2004). Brody (2004) argues that a person may have knowledge of a discipline, but not the competence to put it into application in the work environment. For instance: relationship counsellors may be familiar with the theories of dealing with harassment, yet fail deliver comfort, compassion and understanding for their clients. In reverse, research shows that some individuals without education may still possess competent thinking abilities (Fletcher & Hattie, 2011). *Linking sentence here if you’re going to introduce EI next* One of the most revolutionised ideas that came out of the nineties was EI and its impact on job performance (Goleman, 1998; as cited in Cà ´tà © & Miners, 2006). Four elements define EI: thought-processing, problem-solving, learning, decision-making and interpersonal relationships (Witkin et al. 1977, as cited in Viswesvaran & Ones, 2002); the five personality dimensions of EI that affect work performance are: introversion-extroversion, conscientiousness, agreeableness, emotional stability and openness to experience (Wood et al., 2013). EI has been integrated in many organisations’ training includi ng business schools, professionals, sales, management and so on (Cà ´tà © & Miners, 2006). A number of EI tests have emerged but the most popular one is the Myers-Briggs Type Indicator (Myers, 1962, as cited in Armstrong, Cools and & Sadler-Smith, 2011). CI is far more accepted than before and research reveals EI capabilities too significant to ignore (Neisser et al. 1996, cited in Fulmer & Barry, 2004). As knowledge is easier to access anytime, anywhere in the world via technology, it is becoming less about ‘what you know’ and more about what to do with the information in terms of identifying, analysing and problem-solving (Fletcher & Hattie, 2011). EI is gaining considerable influence in the business world. Research demonstrates that EI predicts academic achievement beyond CI (Miller et al. 2007, as cited in Lyons & Schneider, 2005); it also works as a contextual predictor (Borman & Motowidlo, 1997; as cited in Viswesvaran & Ones, 2002). Where CI lacks consideration for variables, EI abilities allow for a more accurate assessment of work by accounting factor s such as culture, gender,  disabilities and other environmental elements. Additionally, these cognitive abilities, which provide big insights into the human personality and its triggers, can be developed through adulthood (Boyatzis & Sala, 2004). In the practical sphere, the same concept is found. Where CI is deficient, EI is able to balance via a number of ways; for example by discerning and interpreting emotions using body language and visual signals where knowledge and practical skills fail on the job (Rafaeli & Sutton, 1987; Sutton, 1991). And vice versa by those who lack EI and can increase their CI processes through developing interpersonal skills with colleagues to seek assistance to perform the task (Law, Wong & Song, 2004; as cited in Cà ´tà © & Miners, 2006). Consequently, EI’s theoretical limitations are almost on par with the positive attention it has received over many decades. The lack of adequate research and empirical studies are its biggest downfall (Becker, 2003; Landy, 2005; Locke, 2005; cited in Cà ´tà © & Miners, 2006). EI i s also criticised over its theory and assessment (Davies, Stankov, & Roberts, 1998). Experts can’t agree with its definition; some consider EI a function purely based on emotion, others suggest that EI is a mix of personality and emotional management (Lyons & Schneider, 2005; Cherniss, 2010). There are some mixed feelings about EI’s gain to organisations (Motowidlo, Borman & Schmidt, 1997; as cited in Cà ´tà © & Miners, 2006). On the practical side, similar flaws are present. A practical limitation of EI is apparent in the MSCEIT questionnaire where the focus is to identify the emotional aspect of abstract art; a more practical approach would be to teach management and staff basic skills in stress tactics (Cherniss, 2010). The workplace is where individuals compete for goals, promotion or reputation; studies by Joseph and Newman (2010) or Williams, Bargh, Nocera and Gray (2009) caution about the possibilities of using ‘strategic’ EI for self-promotion in the workplace through manipulation, control and self-exploitation (Kilduff, Chiaburu & Menges, 2010). To avoid mishaps, the following is a proposed model to apply CI and EI in modern organisations. There are a number of ways that CI and EI can be applied to modern organisations. 1) More studies are proving that the single theory approach is inadequate and moving towards an integration of the cognitive processes to provide a more satisfying model; where linear models are too simplistic, the critical use of moderation compensates for the other (Boyatzis & Sala, 2004, as cited in Boyatzis,  2011). Organisations would benefit by providing training in both CI and EI development on a regular and ongoing basis to override the honeymoon period of training, particularly focusing on staff with the most experience as it has been found that long term employment tends to lead to a drop in performance (Schmidt & Hunter, 2004). 2) It is important to formulate questionnaires in a clear concise fashion, and keep the content practical and focus on the topic. The audience needs to be carefully considered to keep the content appropriate, for example child counsellors versus drug rehabilitation counsellors (Lynn, 2002). 3) Provide alternative assessment styles to reach a wider audience; for example, delivered as a group or in a private interview (Cools et al., 2009). 4) Consider the relevance of a cross-cultural approach, and other variables such as gender, age group and position within the company. 5) consider a variety of medium to appeal to a wide audience; for example a video, a web-based interactive medium or virtual reality (Chan & Schmitt, 1997). 6) Do some market research relevant to the industry to ensure there are no gaps in the information delivered (Armstrong, Cools & Sadler-Smith (2012). 7) Use care and judgment at all times, respect privacy and cater for existing environment culture (open or discree t). 8) Explore areas in need of development, such as cultural, religious, and interracial. 9) Be mindful that not everyone will be at the same level of knowledge, skills, social ladder and cater for introverts and extroverts. In conclusion, there are differences between CI and EI as the two constructs cover two distinctive aspects of mental intelligence. Both are relevant and contribute to organisational behaviour, however, human behaviour is much too complex to be simplified into two single independent theories. The flaws and strengths found in EI and CI complement each other in a linear fashion (Van Rooy & Viswesvaran, 2004). In this essay, many aspects of CI and EI were explored. It was determined that in spite of a long history, a person is much more than an IQ, and that EI is still at early stage of development. Much work and development is required in the theories to further explore the human potential. To conclude, fFuture studies and competency assessment tools will be interesting to witness over the next few years if the research includes various human genetic var iables in the endeavour to find more answers to adapt to change and reach the full potential of the human personality. 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