Transformational vs Transactional Leadership Essay Example

Transformational vs Transactional Leadership Paper Leadership Styles, High-Quality Leader-Follower (LMX) Relationships and Job Performance The current globalized economic environment is becoming increasingly dynamic and competitive forcing organizations to improve their business practices to overcome greater challenges with more flexibility, efficiency and innovation in products and internal processes (Walumbwa et al. 2005, p. 235). Certainly, there is fundamental evidence of the positive association of leadership style and the influence on follower’s behaviour as a consistent way to improve job performance and organizational outcomes (Vaccaro et al. 2010). The aim of this paper is to demonstrate the impact of transformational and transactional leadership styles on leader member exchange relationships, job performance and job satisfaction. By using theories such Weber’s conceptualization of charismatic leadership, Burns’ transactional leadership and Bass’ Four I’s of transformational leadership, this paper acknowledge the superiority of transformational over transactional leadership style in developing high-quality leader-follower (LMX) relationships, increasing followers’ job performance and Job satisfaction. Recalling previous studies which asserted the dependence of leadership effectiveness on culture and organizational size (Paul et al. 001), it seems clear that transformational leadership is a more suitable leadership style for small, large and complex companies across cultures facing the challenges of globalization of markets. The superiority of transformational leadership style in building high-quality leader-follower (LMX) relationships is given to the practice of one or more of the Four I’s leadership behaviour. Firstly, Idealized influence through a charismatic behavi our will illustrate the positive influence on followers and their performance. We will write a custom essay sample on Transformational vs Transactional Leadership specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Transformational vs Transactional Leadership specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Transformational vs Transactional Leadership specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is followed by the ability to motivate team work and the achievement of general goals that produce personal satisfaction and commitment with the company (inspirational motivation). Furthermore, intellectual stimulation will certainly demonstrate how innovation and creativeness is promoted and their impact on organizational results. Finally, individualized consideration in hand with LMX theory will provide an example of the undoubted benefits of dyadic relationships in ‘in-group’ such greater loyalty and commitment. Leadership styles, high-quality leader-follower (LMX) relationships and Job performance. Focusing in the work of Burns (1978) and Bass (1985) on leadership behaviours, transformational and transactional leadership have been the objective of various research in order to capture the extent to which leaders influence subordinates by involving them in the organization’s goals, or by specifying the rewards that will follow the accomplishment of those goals (Rubin et al. 2005; Yammarino et al. 1997) According to Podsakoff et al. 1990) a fundamental characteristic of transformational leadership behaviour is the ability to create a compelling vision for the organization, providing an appropriate model consistent with that vision, stimulating the acceptance of group goals, expecting high performance, providing individualized support and intellectual stimulation. In contrast, transactional leadership is primarily concern with gaining compliance from subordinates by using a contingent re ward dimension or a passive form of managing by exception. The leader specifies what is expected from organizational members and the subsequent reward for its accomplishment (Bass and Avolio 1990). According to LMX theory, a high-quality leader-follower (LMX) relationship, usually associated with dyads in the ‘in-groups’ of the organization, emphasizes in fundamental levels of loyalty, commitment, respect, affection, mutual trust and the possibility of mutual linking between leaders and followers (House et al. 1993). Transformational rather than transactional leadership is more likely to achieve this superior level in the follower-leader relationship by developing one or more of the Four I’s; Idealized influence, inspirational motivation, intellectual stimulation and individualized consideration (Bass, BM and Avolio, BJ (eds. ) 1994). Idealized influence A transformational leader acts in a way that becomes a role model or inspirational image for his/her followers (Zhang, X, Cao, Q and Tjosvold, D 2010) usually attributed to his/her charismatic approach. Certainly, charisma in meant to be a requirement for transformational leadership. According to Weber (1947) a charismatic leadership can inspire and motivate people to do more than originally intended. What is more, they can influence followers by arousing strong emotions in support of the organizational vision, creating a leader-follower relationship based on a common value system between leader, follower and organization (Paul et al. 2001). Towler (2003) demonstrated that workers who received a charismatic-training performed better on their knowledge test and were more satisfied with the task. Unlike, transactional leadership emphasizes in the transaction that takes place with followers based on explicit discussion of the rewards they will receive if they fulfil the requirements. As a consequence, the relationship with is limited to the leader’s ability to control the outcomes desired by followers. However, as Dorfman et al. (1999) argued, charismatic behaviour can have a negative implication on societies with a history of autocratic and despotic leaders. Inspirational motivation Undoubtedly, the contingent transactional reinforcement system motivates followers to perform in such adequate way in order to obtain the reward. However, through this system, followers’ job performance, as well as commitment, is strongly limited to fulfil the requirements of the contract in a self-satisfying attitude (Avolio,BJ, Bass, BM and Jung, DI 1999) rather than a commitment with the leader and organizational vision he/she has established. Contrary, transformational leaders promote an organizational citizenship behaviour in which team-supporting behaviours augment followers’ identification with group values. The leader motivates them to transcend from a self-concept to be committed with cooperative team goals. Followers find themself intrinsically motivated to fulfil a collective vision without expecting immediate personal and tangible gains (Wang et al. 2005). Intellectual stimulation Transformational leaders stimulate employees’ effort to be innovative and creative by questioning assumption, reframing problems and approaching situations in different ways (Vaccaro et al. 2010, p. 2). On the other hand, as Podsakoff et al, (1990) exposed, transactional leadership consist in two dimensions; Contingent reward systems, which emphasizes the institution of clear and precise agreements, and management by exception that promotes highly leadership involvement and intervention in order to monitor and ectify any divergence form standards. Amibile (1998) claims that both dimensions inhibit creativity and discourage the initiative to address new ways to facing the work. Although, currently research fail to demonstrate a universal leadership phenomena (Walumbwa et al. 2005, p. 235), transformational leadership, by using intellectual stimulation behaviours, exhibit a cross-cultural benefit on commitment, innovation and job performance, all of them being characteristics of high-quality leader-follower (LMX) relationship. Avolio, Zhu, Koh, and Puja (2004), by gathering data from staff nurses in a large public hospital in Singapore, found a positive association between transformational leadership and organizational commitment. Likewise, Geyer and Steyrer (1998), as a result of a research in Australian banks, reported that transformational leadership had positive effects on employees’ level of effort and task performance. Individual consideration A transactional leader properly identifies employees’ needs in order to make the accurate motivational transactions; as a result, both parts expectations are met and job satisfactions is improved. However the exchange is usually limited to economic or tangible benefits and does not promote leader-follower relationships. In contrast, a transformational leader pays special attention to follower’s individual needs in a widely range, such achievement and growth, by acting as a coach or mentor. The leader demonstrate acceptance for individual differences, promote two-way exchange communication and sees the individual as a person rather than as just an employee (Bass, BM and Avolio, BJ (eds. 1994). In this extent, transformational leader promotes the creation of dyadic relationships with ‘in-group’ members which usually have a high-quality relationship with the leader and are expected to be more loyal to the leader, and perform in a greater extent as an exchange for intangible benefits like career development, participation in decision making, and access to information, between others (Vaccaro et al. 2010, p. 2). According to Deluga (1992), individualized consideration and charisma were two transformational leadership factors that predicted LMX and are the cause for subordinates to behave in ways (such as making extra efforts) that strengthen relational ties with the leader. Conclusion It seems clear that transformational and transactional leadership have positive relationship with organization outcomes; however this paper clearly stated the superiority of transformational leadership on building high-quality leader-follower (LMX) relationships based on the development of the Four I’s. First, by using a charismatic approach, transformational leaders create an idealize influence that augment follower’s emotions and commitment with the leader and organizational vision. Second, this paper claimed that by using inspirational motivating behaviour, leaders motivates followers to transcend from self-interest to commitment cooperative goals which led them to perform without expecting immediate personal benefits. In contrast, the transactional exchange-relationship with followers was meant to be limited to the interest on the reward promised as exchange for their task accomplishment in a very self-satisfying attitude. Given the importance of innovation in today’s organizations, intellectual stimulation was consider to be fundamentally related to followers’ commitment and organization increase on job performance and competitiveness. Unlike, by delimiting the outcome expected from followers and the reward system, transactional leadership was appeared to harm innovation in organization. Not different is the outcome of using managing by exception dimension. Finally, by having an individual consideration, transformational leadership are more likely to developed high-quality relationship members that are expected to be more loyal and perform in greater extent without expecting immediate tangible benefits. In contrast, commitment and higher achievement with a transactional leadership was limited to the exchange of direct economic and tangible benefits. Overall, due to the development of followers and their potential, transformational leadership is assumed to be more appropriate for many different types of companies and situations at any level across cultures. Reference list Amabile, TM 1998. ‘How to kill creativity’. Harvard Business Review, vol. 76, pp. 76–87. Avolio, BJ, Bass, BM, Jung, DI 1999, ‘Re-examining the components of transformational and transactional leadership using the multifactor leadership questionnaire’. Journal of Occupational and Organizational Psychology, vol. 72, no 4, pp. 441–462. Avolio, B J, Zhu, W, Koh, W, Puja, B 2004, ‘Transformational leadership and organizational commitment: Mediating role of psychological empowerment and moderating role of structural distance’. Journal of Organizational Behaviour, vol. 4, pp. 1–18. Bass, BM, Avolio, BJ 1990, ‘The Implications of transactional and transformational Leadership for individual, team and organizational development’. Research in Organizational Change and Development, vol. 4, pp. 231–72. Bass, B. M. Avolio, B. J. (eds. ) 1994, Improving organizational effectiveness through transformatio nal leadership, Sage Publications, London. Deluga, R J 1992, ‘The relationship of leader-member exchanges with laissez-faire, transactional, and transformational leadership’. Impact of leadership. pp. 237–247. Dorfman, PW, Howell, JP, Hibino, S, Lee, JK, Tate, U, Bautista, A 1997, ‘Leadership in Western and Asian countries: Communalities and differences in effective leadership processes across cultures’. Leadership Quarterly, vol. 8, no 3, pp. 233–274. Felfe, J, Tartler, K and Liepmann, D 2004, ‘Advanced Research in the Field of Transformational Leadership. Zeitschrift fur Personalforschung – German Journal of Human Resource Research. Special Research Forum, vol. 18, pp. 262–88. Geyer, A, Steyrer, J 1998, ‘Transformational leadership and objective performance in banks’. Applied Psychology: An International Review, vol. 7, no 3, pp. 397–420. House and Aditya; RC, Liden and Maslyn JM 1993, ‘Scale development for a multidimensional mesur of Leader-Member exchange’, Paper presented at annual meeting of the Academy of Management, Atlanta, Georgia. Paul, J, Costley, DL, Howell, JP, Dorfma, PW 2001, ‘The effects of cha rismatic leadership on followers’ self-concept accessibility’, Journal of Applied Social Psychology, vol. 31, no. 9, pp. 1821-1 844. Podsakoff, PM, MacKenzie, SB, Moorman, RH, Fetter, R 1990, ‘Transformational leader behaviours and their effects on followers’ trust in leader, satisfaction, and organizational citizenship behaviour. Leadership Quarterly, vol. 1, pp. 107–142. Rubin, RS, Munz, DC, Bommer, WH 2005, ‘Leading from within: the effects of emotion recognition and personality on transformational leadership behavior’. Academy of Management Journal, vol. 48, pp. 845–58. Towler, AJ 2003, ‘Effects of charismatic in? uence training on attitudes, behaviour, and performance’. Personnel Psychology, vol. 56, no 2, pp. 363–381. Vaccaro, IG, Jansen, JJ, Van Den Bosch, FA, Volberda, HW 2010, ‘Management innovation and leadership: The moderating role of organizational size’, Journal of Management Studies, pp. -23. Walumbwa, FO, Orwa, B, Wang, P, Lawler, JJ 2005, ‘Transformational Leadership, Organizational Commitment, and job satisfaction: A comparative study of Kenyan and U. S. financial firms’, Human resource development quarterly, vol. 16, no. 2, pp. 235-265. Wang, H, Law, K, Hackett, R, Wang, D, Chen ZX 2005, ‘Leader-member exchange as a mediator of the relationship between transformational leadership and followers’ performance and organizational citizenship behaviour’, Academy of Management Journal, vol. 8, no. 3, pp. 420-432. Weber, M 1947, ‘The theory of social and economic organizations’, translated by T. Parson, New York. Yammarino, FJ, Dubinsky, A J, Comer, LB, Jolson, MA 1997, ‘Women and transformational and contingent reward leadership: a multiple-levels-of-analysis perspective’. Academy of Management Journal, vol. 40, pp. 205–22. Zhang, X, Cao, Q, Tjosvold, D 2010, ‘Linking transformational leadership and team Performance: A con? ict management approach’, Journal of Management Studies, pp. 1-26.

How to Say ___ in French - French Translation Help

How to Say ___ in French - French Translation Help If youre wondering how to say something in French, youve come to the right place. I get a lot of questions about how to say this or that in French; Ive provided links to answers to the most common of these at the end of this article. But of course I cant anticipate every question, so here are some tips and resources to help you find out how to say anything in French.1) If you speak some French, your best bet is to use a French dictionary - but the right way. French word order and syntax are very different than English, and if you just look up a bunch of different words and string them together, youll probably end up with nonsense.2) You can also try searching this site - with over 6,000 pages, its a good bet that Ive written a lesson including the word or phrase youre looking for. Just type your search in the box in the upper right corner, and click search.3) If you dont speak any French, you might be tempted to use an online translator, but this, too, is a tool that must be used w ith caution. 4) The best way to find out how to say something in French is to ask a native speaker. If you dont know any, youre in luck: our forum is filled with French speakers who are ready to answer your questions - within reason. While we wont translate paragraphs or write letters for you, we are happy to answer your questions, translate short passages, and offer corrections. Common Questions How do you say Happy birthday in French?How do you say Hello in French?How do you say How are you? in French?How do you say I love you in French?How do you say please and thank you in French?How do you say Merry Christmas in French?How do you say no in French?How do you say to be in French?How do you say what in French?How do you say yes in French?How do you say the colors in French?How do you say the months in French?How do you say the numbers in French? And if youre wondering how to say how do you say ___ in French? in French, its comment dit-on ___ en franà §ais  ? You can hear a sound file of this and other useful phrases in my essential French lesson.

Personality of Abraham Lincoln Essay Example | Topics and Well Written Essays - 1750 words

Personality of Abraham Lincoln - Essay Example In the last part, the paper will discuss the different methods of assessing personality and the related results. Personality of Abraham Lincoln Introduction Abraham Lincoln was the 16th President of the United States and led the country to victory during the American Civil War (Sandburg, 2002). He contributed immensely towards ending slavery in America. He was a lawyer by profession before he was elected as President. He had previously served as Illinois State legislator and a member of the House of Representatives (Sandburg, 2002). His Presidency was marked with abolition of slavery, neutralization of the war in United Kingdom and defeat of secessionists. He is regarded as one of the most remembered Presidents in US history (Sandburg, 2002). Abraham Lincoln was born on 12 February 1809 in Southeast Hardin County. His father was Thomas Lincoln and his mother was Nancy Hanks. Though his parents were not educated, they were respected and affluent citizens of Kentucky back country. The family was forced to move to Indiana in 1816 (Sandburg, 2002). His mother later died from milk sickness when he was nine years. His father remarried Sarah Bush who Lincoln embraced as his mother. Surprisingly, Lincoln did not relate well with his father. Lincoln had only 18 months of formal education but he was a keen reader and writer. He married in 1842 and later had four sons whereby only one survived to adulthood. (Sandburg, 2002). Lincoln started his political career by vying for Illinois General Assembly position in 1832 which he lost and joined the military during the Black Hawk war. In 1834, he was elected a State legislature and was influenced by the England law hence he joined law school. He was admitted to the bar in 1837 and moved to establish start practicing law in Springfield (Sandburg, 2002). He once labeled slavery as inhumanity which was based on bad policies when he was the leader of the Illinois Whig Party. He joined Republican Party in 1860 and was endorsed to r un for the presidency which he won with landslide victory later in the same year. After his win, secessionist’s movements sprung (Sandburg, 2002). His major goal was abolishment of slavery which he accomplished in 1862 by signing â€Å"emancipation proclamation† law. After the war, he initiated reconstruction of America by signing â€Å"homestead Act in 1862† where government land was sold to the poor citizens at low prices (Sandburg, 2002). Legal tender act of 1862 also created the first currency of US while the National banking Act of 1863 and 1865 formed the sound financial system which ensured economic growth and stability. He was assassinated by Confederate spy on 14th April 1965 and was pronounced dead the following day (Sandburg, 2002). Abraham Lincoln was friendly to other people since he trusted them. Lincoln has strong appreciation for the motivation of others. Lincoln was also honest hence this trait my have been influenced by his previous service to the country during the Black Hawk war. He maintained that integrity and truth was the basis of good character. Lincoln was also charitable since he occasionally purchased books for Phi Alpha Society hence this trait may have been influenced by his understanding of the sufferings of Americans during slavery time (Sandburg, 2002). Lincoln was a good listener hence this trait may have been influenced by his love for writing and reading. Each visitor to the White House was welcomed with appreciation and

Uncanny architecture---signifier of Victorian architecture Annotated Bibliography

Uncanny architecture---signifier of Victorian architecture - Annotated Bibliography Example Crinson also builds on his argument by offering an explanation on what the buildings represent in terms of architectural styles. He further explains that the architects made the styles absurdly incongruous. The architecture was a representation of what was happing during the time of construction. This kind of architecture is vividly applied on almost all the buildings that are dated the Victorian age. The buildings have a variety of readable meaning attributed to the architectural style, monuments, and convictions. They depict the cultural and religious aspect of the Victorian age (Crinson 5). He also notes that the architectural style, monuments and convictions, have over the years been transformed due to the continued interaction with different culture and modern architectural style from different parts of the world. Crinson does a review if the significant aspects that define the Victorian architecture noting that windows, door frames and roofing were significant aspects of the ar chitecture. He noted arched windows panels; double doors and brick roofing tiles were very significant in the Victorian architecture. Crinson provides validity to his arguments by providing evidence to support his claims. Citing an example, he gives sufficient evidence to support his claim by showing the cultural exchanges that influenced the Victorian architecture. He provides evidence through an objective overview rather than a narration of personal sentiments. The book is relevant to my study in that it addresses the qualities of the Victorian age architecture in specific the key elements that distinguish the Victorian architecture style from other architectural styles. In addition, the book provides targeted agendas on the thematic issues such as political agendas, religious, and racial aspects. The book’s targeted audience is any individual who is interested in learning about how the Western architecture has changed over time and

The Management and Operation of Food Services Essay

The Management and Operation of Food Services - Essay Example As tourists become more mobile, so does the food they eat. Food, culinary styles and the increasing differentiation of dishes and cuisines in tourism destinations have developed. Global drinks and foods are emerging, such as Coca-Cola and McDonald's, and local and regional food is thriving, and new 'fusion foods' are also being created to feed the 'global soul' (Iyer 2000). Tourists themselves are contributing to gastronomic mobility, by creating a demand in their own countries for foods they have encountered abroad. Gastronomy has developed considerably through the years. Gastronomy is not only extremely difficult to define, but the term, just like 'culture', has become more heavily laden over time. As Scarpato shows, the original definition of gastronomy has broadened in recent years. The Encyclopdia Britannica (2000) defines gastronomy as: 'the art of selecting, preparing, serving, and enjoying fine food'. Gastronomy was for the nobility, but over time the concept included the 'peasant food' typical of regional and local cuisine. The serving and consumption of food has become a global industry, of which tourism is an important part. Mass tourist resorts can often be divided spatially on the basis of cuisine. One can spot English tourists in English pubs, German tourists in the Bierkeller. Some tourists still engage in the habit of taking their own food with them on holiday.Food is a means of forging and supporting identities, principally because what we eat and the way we eat are such basic a spects of our culture. Given the strong relationship between food and identity, it is not surprising that food becomes an important place marker in tourism promotion. One of the basic reasons for this is the strong relationship between certain localities and certain types of food. As Hughes (1995:114) points out there is a 'notion of a natural relationship between a region's land, its climatic conditions and the character of food it produces. It is this geographical diversity which provides for the regional distinctiveness in culinary traditions and the evolution of a characteristic heritage.' This link between location and gastronomy has been used in a number of ways in tourism, including promotional efforts based on distinctive or 'typical' regional or national foods.In a gastronomic landscape, the forces of globalization and localization are both exerting pressures on our eating habits. The rise of fast food has come to characterize the globalization of culture and economy encaps ulated in the term 'McDonaldization' (Ritzer 1993). McDonald's franchises more than 25,000 outlets in 120 countries worldwide. The Big Mac has become a culinary product that it is used to measure the purchasing power parity of national currencies (Ong 1997). The cultural capital that we develop on holiday regarding foreign food is utilized in our leisure time to develop our identity. The fact that many people seek the comfort of the familiar on holiday is one factor that helps to support the spread of global foods. At the same time, however, there is a countervailing force towards more localization in what Castells call the 'space of places' - the local environments in which the bulk of the world's population live their everyday lives. A resurgence of the local is also being stimulated by growing

Literature review of reducing barriers and reoffending in juvenile offenders

Literature review of reducing barriers and reoffending in juvenile offenders This assignment will be a literature review of reducing barriers and re-offending in juvenile offenders at Wetherby secure college of learning through education and training, and to draw out any key themes that have been highlighted from published research. It has for a long time been accepted that there is a long standing connection of both public and professional opinions, the link between those juvenile offenders who commit crime to barriers and education, training and skills. This literature review will draw on books, published research, home office and government journals and agencies such as the YJB, OLASS- offender learning and skills service. This bibliographic information was selected using home office, government and agency resources and also using databases such as Educational Resources Information Centre (ERIC). The government has a duty to punish those as a deterrent who commit crime, but also has a duty to address the reason why these young juvenile offenders fall into a vicious circle of committing crime. The review will look at how the government intend to raise offender skills and get more offenders into work and stop repeat offending. Research has Identified a key falling of the criminal justice system that over half off all offences are committed by ex- offenders, Barbary (2007) and out of all offenders that were released from custody in 2004 over sixty five per cent went on to re-offend, Home Office (2007). This being a massive cost to the government and to the tax payer by ex-offenders estimated to be around  £11 billion per year Social Exclusion Unit (2002). The interest I have in this area is that I have been working with young offenders on and off for the last twenty two years and for the last ten years in a teaching capacity. Over this period of time I have dealt with these young people with a whole range of learning and educational difficulties, and we need to look at, and to stop the huge number of them re-offending and coming back into custody. And that is to equip them with the right skills so at least they have a better chance of progressing through life. For my research I would like to take a sample of offenders who have improved their education whilst in custody and to follow them on release to see if it has had an impact on stopping them re-offending. The back ground to this review starts with the youth justice board, the YJB were introduced to oversee the provision of all 15-18 year olds in custody serving detention training orders. This agency brought a renewed focus as their role spans both custody and the community to monitor key services to prevent re-offending under the crime and disorder act 1998. Review of Literature Evaluation of Literature suggests custodial institutions are attempting to meet the needs of the young juvenile offenders who are beset with multiple disadvantages. In terms of education and training, the young peoples immediate antecedents are mainly characterised by lack of access and/or nonparticipation and long-standing deficits in literacy and numeracy. The YJB commissioned Ecotec consulting to undertake an audit of the provisions of education and training within the juvenile estate. The YJB could then use this as a base to measure any success that arose. The outcome of this audit gave an eye opening evidence based snapshot of a system failing to provide juvenile offenders with their entitlement to a good education. The audits evidence revealed a picture of a disconnected, inadequate and an impoverished service ECOTEC (2001). There were three main areas where education appears to be significant in creating a likelihood of offending: à ¢Ã¢â€š ¬Ã‚ ¢ The impact of custodial interventions; à ¢Ã¢â€š ¬Ã‚ ¢ Educational under-achievement, particularly with respect to literacy and numeracy; à ¢Ã¢â€š ¬Ã‚ ¢ Permanent exclusion and non-attendance at school. A re-occurring thread of research done on young people in custody is that a majority have low levels of educational or training qualifications, with significant literacy and numeracy deficits in particular. The Social Exclusion Unit Bridging the Gap report noted that 80 per cent of young offenders in custody had no qualifications, and that over two-thirds of young offenders sent to custody were at NVQ Level 1 or below for reading, writing and numeracy YJB (2006). A survey carried out by INCLUDE for the YJBs Basic Skills Initiative (2000) of the basic skills needs of young people with whom Youth Offending Teams (YOTs) are working revealed reading ages averaging six years behind chronological ages. Evidence from other researchers were in agreement with ECOTEC consulting, findings revealed similar key factors that are closely associated with offending by young people: * detachment from education * low attainment (especially in literacy and numeracy skills) * influence of the school (including lack of a clear school ethos, poor discipline) * experience of custody and local authority care, which are associated with detachment from education and low attainment, Blythe, Haywood, Stevenson (2004). Research over the last decade has suggested that young people who do not succeed at GCSE level are less likely to move onto further education between the ages of 16 and 18, this evidence in itself, is the most important indicator of unemployment at age 21 (Social Exclusion Unit, 1999). Work carried out by Croll and Moses (2003) supports the view that early exits from the education system are typically associated with limited career prospects and other restricted life chances. This is also viewed by the researchers mentioned earlier, that the earlier young people remove themselves or are removed by exclusion or suspension from education in their early teens are likely to go on to become young offenders. Evidence from the literature suggests that, to curb the dis-engagement of the young offenders from learning before they get into the criminal justice system was: For schools to respond quickly to non- attendance/ involve the parents with support/ and to arrange full time programmes for students who have become detached from education To have individualised learning plans for students with difficulties And to promote a good school ethos and staff- student relationships. All the literature review so far is in agreement with what is happening and what needs to be done to help young people overcome these barriers and promote education to the dis-effected youth I see on a day to day basis in my work environment. The four main risk factors for the onset and continuation of offending occur within the remit of education, training and employment, these are, detachment from education, low attainment in literacy and numeracy, influence of the schools and receiving a custodial sentence or placed into care. Research evidence also suggests that engagement in education and training is most probably the single most important protective factor in reducing offending and reoffending (YJB, 2002; Berridge et al, 2001; Lipsey, 1995; Farrington, 1996). What is less clear from all of this evidence is the direction of the relationship between cause and effect with these particular risk factors. Does low attainment make the young person more likely to absent him or herself, or are those who absent themselves more likely to be low attainers? Does being excluded from school lead people into offending, or are actual or potential offenders more likely to be excluded? (YJB 2006). Some literature argues that, it is unclear whether these young people being out of school for long periods of time and associating with an older delinquent cohort fall into crime (Berridge et al, 2001; Farrington,2001) or the increase exposure to drug taking, or is it when the young people drop out from education, its the delay in re-attachment back to mainstream education that is driving them into engaging in offending behaviour (Parsons, 2000). But the literature does suggest that being exposed to one or all the risk factors mentioned increases the risk of offending behaviour (YJB, 2006). If we look more closely at the high risk factors of causes of offending in young people and possible resolutions. Detachment The YJB funded education programmes has shown direct correlation in numeracy and literacy attainment and in low rates of offending (YJB,2003). Post sixteen education, training and skills interventions were a big predictor in getting employment. An Audit Commission Report (1999), reported that on any one day that there are four hundred thousand children, five per cent of the eight million children that should be in school that or not. The Audit Commission Report (Audit Commission, 2004) recognised that the extent of out of school population was unknown and recommended that LEAs should undertake a census of young people not in school, including authorised and unauthorised absences and those not on a school roll. The Tomlinson Report (DfES, 2004) observed that: Disengagement peaks during Key Stage 4 and is manifest in absenteeism, exclusion and bad behaviour. Some of the causes of disengagement are cultural, social and economic and not easily addressed through changes to curriculum and qualifications. While recognising that the causes of disengagement may be complex, the Tomlinson Report proposals had the stated aim of raising participation and tackling the educational causes of disengagement through: * offering a choice of relevant programmes and activities that allow young people to pursue their interests and aspirations * sign posting progression routes within a diploma framework and making it easier for learners to follow a route of their choice * ensuring that all young people developed the knowledge, skills and attributes needed to access the curriculum * enabling young people to build confidence by gaining credit for small steps of achievement. There are four additional messages from the current literature. * It is much clearer about what to do than the detail on how to do it Reattaching young people to education and training is far harder than preventing detachment in the first place * There is limited evidence available of the transfer of learning between different environments such as custody to the community * Delays and poor communication between the education and youth justice systems are a major constraint (YJB 2006). Conclusions The literature review supports the importance placed by the YJB on education and training to reduce recidivism among young people who offend. The emerging research evidence provides broad guidance for principles of effective educational interventions. Several types of intervention have been evaluated as demonstrating a high degree of effectiveness in reducing important risk factors. The evidence also indicates that early and sustained intervention on the crucial matters of attainment and attachment have a higher chance of success than trying to equip older teenagers who have become completely detached from mainstream learning with literacy and numeracy skills.

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Public/ Private Parents these days try to find the best school for their child’s needs. Some parents can’t choose between public and public schools, because of their differences. Public and private schools have a lot of difference like cost, admissions, teachers, students, and special needs. Public schools don’t have tuition as all people know. State, Federal, and local taxes fund public schools. So when you pay taxes, you are paying for child’s education. Also you are paying for the other kids in your community. Unlike public schools, private schools have tuition. The National Association of Independent Schools says that the median tuition in the United States is $12,000 for first to third, $13,000 for grades sixth to eighth, and $15,000 for grades nine to twelve. For boarding schools it’s like another $8,000 for each group (Education World). Another difference is the admission. Public schools admit all children. This includes students with special needs. You can enroll your child in public schools by just filling out the necessary paperwork. Some private schools on the other hand are selective. Private schools are not forced to accept every child. In many schools admission is very cutthroat. The teachers are another difference in public and private schools. The teachers in public schools are usually state certified. That just means that the teacher has gone through training required by the state. In private schools teachers may not be required to have to train. Instead they have subject area expertise and an undergraduate or graduate degree in the subject they teach. Also teachers in private schools often report better working condctions. The students in public schools are usually the kids from the neighboring community. Also public schools usually have more racially and ethnically diverse populations. On the other hand a process determines students that go to private schools. All students must apply and be accepted in order to attend. Some people may say that this can create a fairly homogenous student body. Another difference is the special needs. Public schools by law must educate all children. They also have to provide the necessary programs to meet the child’s special needs. Public schools have teachers who are trained to work with students who have specific needs, because of this law. However, private schools don’t have to accept kids with specific needs. As a result most private schools do not have special education programs. Also in private schools extra resources to help children with special needs may come at an additional cost (Greatschools).