Designing for the Environment Quiz: How Conscious is your company?
New Concept Development
□ Our company tries to make products smaller and lighter
□ Our company tries to replace physical products (like paper mail) to non-physical products (like e-mail)
□ Our company tries to reduce use of material or infrastructure
□ Our company tries to share equipment within the work environment as much as possible (e.g. 1 photocopy machine per floor)
□ We try to use suppliers and pay for services as much as possible
□ Our company tries to provide as much services for our products as possible
Physical Optimization
□ Our company tries to integrate various functions in our products (e.g. printer/fax/scanner)
□ Our company tries to optimize our product functions
□ Our company tries to increase our products reliability and durability
□ Our company tries to make our products easy to maintain and repair
□ Our company tries to make our product simple to upgrade rather than requiring replacement
□ Our company tries to design our product so that the user does not have to replace the product (e.g. durable surface)
Optimize Material Use
□ Our company tries to use cleaner materials such as less hazardous chemicals/materials or biodegradable chemicals/materials
□ Our company tries to utilize renewable materials such as biodegradable plastics or alternative energy sources
□ Our company tries to utilize materials which lower energy requirements (e.g. using products which require less energy to manufacture)
□ Our company tries to recycle material and utilize as much recycled materials in our products
□ Our company tries to reduce the amount of materials used in our product as well as in distribution of our product
Optimize Production
□ Our company tries to find alternative production techniques which lower costs and are more environmentally friendly than older techniques
□ Our company tries to make our products in fewer steps therefore requiring less machines tools (our machines multi-task and do several different operations)
□ Our company tries to make our production line more energy efficient through more energy efficient machines, cleaner energy sources, and other systems
□ Our company tries to optimize production by producing less wastes
□ Our company tries to utilize less consumables (like solvents, water, tools, etc) or use cleaner alternatives to them
Optimize Distribution
□ Our company tries to reduce our product’s packaging or utilize cleaner or re-usable alternatives
□ Our company tries to optimize distribution by finding energy efficient methods to transport our products to our consumers
□ Our company tries to make transportation methods more energy efficient (e.g. regular maintenance, alternative fuels, etc)
Reduce Impact During Use
□ Our company tries to lower energy use (e.g. proper insulation, passive solar heating)
□ Our company tries to utilize cleaner energy sources (e.g. hydro, solar energy)
□ Our company tries to reduce consumables (e.g. water, oil, filters, paper)
Optimize End-of-Life Systems
□ Our company tries to implement or is implementing a system to re-use old products (take-back policy)
□ Our company designs our products so it may easily be disassembled facilitating maintenance, replacement, and recycling
□ Our company tries to remanufacture/refurbish/reuse some or all components from out products to make a new product
□ Our company tries to recycle materials
□ Our company tries to use safe incineration methods with possible energy recovery when there are no other alternatives
Scoring:
0 – 5: Your company has not put or has not found ways to successfully implement environmental strategies to your production line. More works needs to be done on where to implement such strategies.
6 – 11: Your company has started implementing some environmental strategies to your production line however can benefit from adding more. Focus should be on areas which there have been little effort or work done.
12 – 17: Your company has put some effort into implementing environmental strategies. Database which strategies have worked and why and try to mimic these successes in other areas with less work.
18 – 23: Your company has done a lot of effort into implementing environmentally conscious strategies to your business. Try to improve existing systems or focus on harder to solve areas.
23 + : Your company is a leader in implementing environmental strategies! Work can be done on finding more innovative ways to implement them in your business and leading the way into greater innovations!
3.0 New Concept Development
The first stage of the designing for the environment strategy wheel is new concept development. This is one of the most innovative sections of the strategy wheel which fosters creative ideas to expand regular usage of a product. Traditionally, the life-cycle of a product was: design, production, distribution, use, and end life. Once the product reaches end life the product is thrown away by the consumer. Ideally companies sought this strategy to encourage more purchases by the consumer. However, with environmental laws being more stringent and in some cases requiring companies to take in the used products, this option may become more expensive. Furthermore, some environmental concepts when applied to business can increase profits by having multi-revenue sections on the product’s life cycle. The three main concepts in this first stage therefore are:
1) Dematerialization
2) Increase Shared Use
3) Service Availability
3.1 Dematerialization
Dematerialization is a concept that can cover a wide range of techniques to reduce raw materials or make the product smaller. This can be either physically such as making a product smaller and lighter to more abstract concepts such as replacing a physical product with a non-physical product/service. For example, a company which relies heavily on paper materials for mailing or catalogues may offer an online catalogue.
The advantages of this concept can be very advantageous for companies. The most obvious impact is by reducing raw materials, energy, and labor we can increase revenue quite substantially. Furthermore, some changes may provide a more flexible, productive and multifunctional solution. For example, instead of costly traveling expenditures for more common business meetings a company may implement a far cheaper online/web conferencing program. In certain businesses allowing workers to work at home (through the use of online networks and other office programs) may reduce costs and in some cases even enhance employee satisfaction, something which has strongly been demonstrated to affect quality and service performance.
3.2 Increased Shared Use
This second concept may seem abstract but it is one of the most common environmental strategies being used by companies. In essence this concept applies joint ownership of a product without actually owning the product. A common example is a photocopier which everyone in a company utilizes. Another way of viewing this concept is through a suppliers’ perspective. In other words, a company supplies products or services in which a user pays per unit service of the product instead of actually owning the product.
The benefits for increasing shared are numerous. Like dematerialization, since fewer products are bought/used by the company materials, energy and transportation costs are reduced. Another aspect is that this may provide more efficient use of the product. For example, if a company utilizes a given service or product from a company instead of buying it, they may have a more specialized and efficient usage of the product. In the end, the lack of ownership of a given product may also be beneficial since a company won’t have to worry about recycling and disposal of a product. For example, if a company bought a photocopy machine and at some point in time the machine breaks down and is irreparable, the company will have to pay for disposal of the machine as well as purchasing a new one. However, if the company where to rent a photocopy machine and the same situation would occur, the disposal costs would fall upon the photocopy machine’s company.
3.3 Service Availability
This third concept is one of the newest ones currently being employed by companies world-wide. As the name states, a company provides a service to compliment their product and therefore increasing their profits (from the service provided) as well as adding value to the product. Services that can be offered are numerous such as maintenance, repairs, disposal, or more specialized services. In a traditional product life-cycle, revenue is earned only once which is after the distribution phase. By providing a service, revenues can be earned throughout the usage phase of the product.
The advantages by implementing this concept are quite obvious. By providing a service one can extend the life cycle of a product and at the same time generate additional revenue throughout the products life-cycle. Therefore instead of a static one time earning system a company can implement a multiple earnings system to their product, especially if one offers upgrades such as Norton’s Anti-virus yearly fee. There are other advantages as well such as increased interaction with one’s customer base. This can increase customer satisfaction and loyalty. Furthermore, by interacting more with the customer one will be able to analyze information for what the user and market needs. This can therefore allow one to implement new services of products which will generate further revenue.
Case Study: Nortel
In 1996 Nortel decided to stop buying component-cleaning chemicals which they used in their manufacturing operations. Instead it hired a supplier which would clean their products directly in their facilities. They therefore bought a service instead of purchasing a specific product. Since the supplier they utilized were experts in the process as well as the chemicals they used, the supplier managed to use less chemicals for the overall process. This lead to a significant drop in costs for Nortel, improved health and safety in their manufacturing facility and reduced their hazardous waste disposal requirements as well as costs. To build a strong relationship between both companies, Nortel agreed to share some of their savings with the supplier. Therefore, the supplier makes more profit despite selling more chemicals to Nortel. Their interest in satisfying Nortel’s need motivated them to provide superior service and reduce chemical usage.
New Concept Development Strategy Thinking:
1) What new concept development strategies has your company employed?
2) Which new concept development concept has been most successful in your company? Why?
3) What services for your products are provided by your company?
4) Does your services department complying with the needs of the client? If not why?
5) Is your service department aware of the customers/market needs? If so what actions are taken to satisfy those needs? If not what steps can be taken to be aware of these needs and implement them?
6) Which new development concept has not been or is least used in your company? Why and what can be done to implement/enhance it?
Friday, August 17, 2007
Thursday, August 16, 2007
Ideas Expressed Vectorially in Organizational Behavior
My creative synthesis is surprisingly art work even though the title sounds a bit scientific. I'm not going to say much because I feel it should be explored, just make sure to look at the words.
Wednesday, August 15, 2007
The tradition educational system tends to be more conservative and less liberality. The professor usually teaches the same material over years without updating. Also, the studying atmosphere is considered individualized instead of team working. Each student focuses more on their own ideas or goals. It is also because of the large numbers of students each class contains. Thus, the verbal skills and social skills are greatly ignored, so as their studying attitudes. We should try to improve student satisfaction and promoting positive attitudes by minimizes the class size and initiate personal attitude. The lecturer should care more about students needs in order to accomplish the study goal.
Furthermore, the real life case studies should be helpful when we are solving the actual problem. We can learn the knowledge faster when we experience the real situation. In addition, improving cross culture understanding is also very important issue, especially in Canada. It means that we can not just learn single scenario from one culture background. The global cultural diversity should be fully understood to prevent any misunderstanding.
Furthermore, the real life case studies should be helpful when we are solving the actual problem. We can learn the knowledge faster when we experience the real situation. In addition, improving cross culture understanding is also very important issue, especially in Canada. It means that we can not just learn single scenario from one culture background. The global cultural diversity should be fully understood to prevent any misunderstanding.
Tuesday, August 14, 2007
Interactive game with course material ! :-)
Hi, I though of sharing this game which covers material from the class as well as from all our contributions to the blog including the 100 cencepts for the 21st century.
You can access the game through this link if you have Flash Player 9 installed:
http://www.cs.mcgill.ca/~gruiz1/mgcr222/triviagame.html
If it doesn't display properly, you can download it here:
http://www.cs.mcgill.ca/~gruiz1/mgcr222/triviagame.exe
It is my final project and it is good for reviewing the course content. Please let me know whether you find any errors or any other feedback.
Cheers,
Gonz
You can access the game through this link if you have Flash Player 9 installed:
http://www.cs.mcgill.ca/~gruiz1/mgcr222/triviagame.html
If it doesn't display properly, you can download it here:
http://www.cs.mcgill.ca/~gruiz1/mgcr222/triviagame.exe
It is my final project and it is good for reviewing the course content. Please let me know whether you find any errors or any other feedback.
Cheers,
Gonz
Jeff Han: Intuitive Touch-driven Screen
Jeff Han from NYU Courant Institute of Mathematical Sciences, demonstrates his intuitive, touch-driven computer screen, which can be manipulated intuitively with the fingertips, and responds to varying levels of pressure. Really marvellous; a joy to watch!
Monday, August 13, 2007
Education
The Spiral Dynamics concept is one which is used to show the different stages or tiers of human evolution. According to this model, we are now in the turquoise tier which is one based on inter-dependence, cross-culturalism and working towards a common good; “A sacrifice self-interest system which is still forming” . As a student and member of this world, the only inter-dependence I see is the need for the strong to keep the weak oppressed. This oppression can come in the forms of illiteracy, cheap labor, government oppression, etc. If we are to achieve the “goal” of our tier, we must take a new perspective on the world. In the past, there have been countless occasions where the weak have risen and over-thrown the monarchy; The Peasants Revolt of the 14th Century, the Slave Rebellion in the US, etc. We must not repeat history. People should no longer be given reasons to revolt but rather, be given reasons to work alongside one-another.
All problems, whether they be managerial, social, scientific or mathematic, do not just happen to occur. All problems are results of a miscalculation, an error in the line of production or a dysfunctional social system The social problems of the world are no exceptions. Wars do not happen because people feel like it, millions of orphaned children are not the result of a freak accident, hunger and famine are not a new and unexplainable phenomenon. These social crises are the result of actions, or more specifically lack of action of previous and the current generation. The time to act is now.
The most common social issues in Third World Nations are poverty, exploitation, illness and violence. The saddest thing about these issues is that they could easily have been avoided had they been acted upon earlier in history. All human beings come from the same place. We are all made the same. However, we have all been put on different places of the earth for a reason. During the Industrial Revolution, machinery and technology replaced man in the workforce. This resulted in the emergence of new methodologies, new human behavior and a new “calling” for mankind. This new behavior created large gaps in society and people were divided into intellects, artists and workers. Ever since this period in history, intelligence was deemed more important than creativity and hard labor.
The areas known today as Third World nations (Africa, the Middle East and Central America) are considered “lower” than the rest of the world for these exact reasons. The people of these areas do not have the knowledge that the rest of the world now has. They do not have the same advanced technologies, the same intellectual mind frame or the same standards of living. Does this mean that they deserve to be used by corporations for profit? That millions of children deserve to be orphaned by the age of four? Anyone who believes that this suffering is a result of their own ignorance is greatly mistaken. I believe that by turning a blind eye to these issues years ago, past generations are partially to blame for the devastation of today. It is therefore the obligation of today’s generation to go in and educate the people on how to ameliorate their situation and how to take control of their lives. The catch? We have to educate the people in a manner which is beneficial for their lifestyle and not for the lifestyle we believe they should have. “Economic assistance to developing countries must be in accord with the stages of development in the recipient countries” .
The idea that we need to educate people based on their culture is not one which is normally given much consideration. People tend to forget that we, as a civilization, did not end up where we are now overnight. It took hundreds of years for us to arrive where we are now. We cannot, therefore, realistically believe that by imposing our laws and knowledge on other cultures that they can achieve what we have in just a few short years. The type of education I speak of has many different levels and each level takes time. You cannot ask a child to write a book before it learns the alphabet. The same is applicable for society; you cannot ask a civilization to build a skyscraper before they can learn to be self-sufficient.
The strategy behind this concept is that by giving people the tools to ameliorate their current situation, they will eventually have the ability to create a more powerful society in the long run. All people will agree that the African culture and way of life is very different than our North American culture. Therefore, I do not see the sense in teaching the African people how to live a life similar to ours. It is a false belief that if we show Thurs World Nations our “industrialized” way of life, they will beg us to teach them the way. It is our duty to give these nations the tools to develop their own way in their own time. We wouldn’t let another culture impose their way of life onto us so why should we have the right to impose our way of life onto others?
I was recently having a conversation with a friend of mine who has just finished his five years of residency at a hospital. We were talking about our families, our education, our lives etc and then we came to the topic of childhood memories. He confessed he barely had any memories between the ages of 5 to 15. I, on the other hand, fondly remember all of my years at elementary. To this day, I still remember random facts my grade 3 teacher taught those many years ago. I remember being excited for school in the morning. I remember where I sat in class, whom I ate with in the cafeteria, and how much I adored my teachers. I strongly believe that I would not be where I am now had it not been for the education I received and the fondness I felt as a child for knowledge. I want this to be my legacy. Changing the life of a child, or of any person, is not something that can be given a value.
Creating long-term and positive changes in a society is a complex and difficult task, especially in places where the people have been oppressed for centuries. For many years, the “band aid” approach has been used in these types of areas. People are being given food but not taught how to properly grow crops and manage animals. They are being given medical supplies but not taught how to prevent illness. These actions are only beneficial in the short run. To fix an issue, one must go to the root of the problem. The root is a lack of education.
Educating women about safe-sex practices and giving them more options will decrease the amount of death caused by the HIV virus and diminish the amount of orphaned children. Educating the men will provide them with the knowledge they need to provide for their family and become self-sufficient. This simple knowledge can make a huge difference in the short and medium run. However, for long-term progress and development, we need to target the children. These children need to know that they have options and that there are people who are there for them and their families. They need to know that they are safe and that education will benefit them in the long-run.
Simple as it may seem, it is important to understand that attempts have been made in the past to give voice to the voiceless and empower the powerless. This type of empowerment will most likely not be accepted with open arms wherever offered. The manager of the exploited worker will most probably not be receptive to the idea that this worker is entitled to a proper pay and decent work hours. The regime oppressing its people will most likely not stand aside and watch while the people become knowledgeable, powerful and therefore dangerous to the government. Within the people themselves, there is always the issue of trust that must be delicately approached.
For long-run results, the process of education must be founded on trust and co-operation. The people of these nations must understand that those helping them are doing just that. They must see that they are not being exploited, used, pitied or manipulated. The only way for this to occur is by proving to the people that what you are teaching them, how to read and write, build houses and wells, manage a farm, etc, are for them and them alone. This knowledge will help them support and better care for their family.
I believe that the greatest respect must be shown towards the culture of the people you are working with. Due to globalization, many authentic cultures are being cast aside and forgotten. By doing so, we are limiting ourselves to a single and global mind frame. Diversity is what makes the world such an interesting place to see and experiencing. Many Third World Nations have such unique and rich cultures. Although we may not agree on certain beliefs, it is no ones’ place or right to eliminate such authenticity. We have very few things left in this world that we can call unique or authentic. Why destroy what is left of this authenticity for “the sake of progress”?
This vision is a very optimistic one. These are the things I would like to do and see done. However, I also know that you cannot save everyone and not everyone wants to be saved. There is an invisible line that creates a rather distorted type of balance in our world. I know that if every child born in every country was to live to the age of 80, our world would not be able to sustain us all. My goal is not to save every life on earth. My mission and my hope is to give people the opportunity to choose their destiny and take their lives in their own hands. All children need to know that there is someone out there who hopes them well and prays for their well-being; whether they know who they are or not.
People in today’s world are so preoccupied with their own lives that they do not stop to thank those who have shaped their lives. We only know what we are taught and what we see. Not many people realise that “Half the world — nearly three billion people — live on less than two dollars a day” . What about the fact that “Nearly a billion people entered the 21st century unable to read a book or sign their names.” . I strongly believe that this world, is not the world that our forefathers envisioned
I do not believe that the people of Africa or Central America wish to become to power house of the world. I truly believe that if we teach them what we consider to be rudimentary knowledge, they will eventually become self-sufficient and may become contributors to the economy. Isn’t that what we, business students, want? My goal is to simply let people live. Give them the tools they need, watch them struggle with their knowledge, help them when needed but let them live the life they deem to be suitable for them, their families, and their community. As of yet, I do not know exactly how I will go about to achieve my goals but I feel that like with many other things in my life, I will end up where I need to be at the end of the road. I do know, however, that in order to help others abroad, you need to locally educate people about global issues and what we face.
An article ran by BBC News focused on the terrible state of existing schools in Third World Nations: Robin Bevan from Essex said they [the educators] were often so shocked by what went on in classrooms here that they left, often mid-way through term, causing further disruption to pupils' education . The solution to education problems of these areas is not simply building a school and then packing up. This is another example of a “band-aid” solution: it may fix the problem for a short while but in the long run, it may cause more harm than good. Children need stability in their lives to succeed and educational stability is just as critical in their development.
UNICEF , the Universal Declaration of Human Rights , RTE and UNESCO all describe education as a basic human right. No person has the authority to take away the rights of a child, especially one which was born into nothing and is already expected to fail. “Everyone has the right to education... Education shall be directed to the full development of human personality and to the strengthening of respect for human rights and fundamental freedoms.” (art.26 - Universal Declaration of Human Rights).
Footnotes did not post .. but there were links :)
All problems, whether they be managerial, social, scientific or mathematic, do not just happen to occur. All problems are results of a miscalculation, an error in the line of production or a dysfunctional social system The social problems of the world are no exceptions. Wars do not happen because people feel like it, millions of orphaned children are not the result of a freak accident, hunger and famine are not a new and unexplainable phenomenon. These social crises are the result of actions, or more specifically lack of action of previous and the current generation. The time to act is now.
The most common social issues in Third World Nations are poverty, exploitation, illness and violence. The saddest thing about these issues is that they could easily have been avoided had they been acted upon earlier in history. All human beings come from the same place. We are all made the same. However, we have all been put on different places of the earth for a reason. During the Industrial Revolution, machinery and technology replaced man in the workforce. This resulted in the emergence of new methodologies, new human behavior and a new “calling” for mankind. This new behavior created large gaps in society and people were divided into intellects, artists and workers. Ever since this period in history, intelligence was deemed more important than creativity and hard labor.
The areas known today as Third World nations (Africa, the Middle East and Central America) are considered “lower” than the rest of the world for these exact reasons. The people of these areas do not have the knowledge that the rest of the world now has. They do not have the same advanced technologies, the same intellectual mind frame or the same standards of living. Does this mean that they deserve to be used by corporations for profit? That millions of children deserve to be orphaned by the age of four? Anyone who believes that this suffering is a result of their own ignorance is greatly mistaken. I believe that by turning a blind eye to these issues years ago, past generations are partially to blame for the devastation of today. It is therefore the obligation of today’s generation to go in and educate the people on how to ameliorate their situation and how to take control of their lives. The catch? We have to educate the people in a manner which is beneficial for their lifestyle and not for the lifestyle we believe they should have. “Economic assistance to developing countries must be in accord with the stages of development in the recipient countries” .
The idea that we need to educate people based on their culture is not one which is normally given much consideration. People tend to forget that we, as a civilization, did not end up where we are now overnight. It took hundreds of years for us to arrive where we are now. We cannot, therefore, realistically believe that by imposing our laws and knowledge on other cultures that they can achieve what we have in just a few short years. The type of education I speak of has many different levels and each level takes time. You cannot ask a child to write a book before it learns the alphabet. The same is applicable for society; you cannot ask a civilization to build a skyscraper before they can learn to be self-sufficient.
The strategy behind this concept is that by giving people the tools to ameliorate their current situation, they will eventually have the ability to create a more powerful society in the long run. All people will agree that the African culture and way of life is very different than our North American culture. Therefore, I do not see the sense in teaching the African people how to live a life similar to ours. It is a false belief that if we show Thurs World Nations our “industrialized” way of life, they will beg us to teach them the way. It is our duty to give these nations the tools to develop their own way in their own time. We wouldn’t let another culture impose their way of life onto us so why should we have the right to impose our way of life onto others?
I was recently having a conversation with a friend of mine who has just finished his five years of residency at a hospital. We were talking about our families, our education, our lives etc and then we came to the topic of childhood memories. He confessed he barely had any memories between the ages of 5 to 15. I, on the other hand, fondly remember all of my years at elementary. To this day, I still remember random facts my grade 3 teacher taught those many years ago. I remember being excited for school in the morning. I remember where I sat in class, whom I ate with in the cafeteria, and how much I adored my teachers. I strongly believe that I would not be where I am now had it not been for the education I received and the fondness I felt as a child for knowledge. I want this to be my legacy. Changing the life of a child, or of any person, is not something that can be given a value.
Creating long-term and positive changes in a society is a complex and difficult task, especially in places where the people have been oppressed for centuries. For many years, the “band aid” approach has been used in these types of areas. People are being given food but not taught how to properly grow crops and manage animals. They are being given medical supplies but not taught how to prevent illness. These actions are only beneficial in the short run. To fix an issue, one must go to the root of the problem. The root is a lack of education.
Educating women about safe-sex practices and giving them more options will decrease the amount of death caused by the HIV virus and diminish the amount of orphaned children. Educating the men will provide them with the knowledge they need to provide for their family and become self-sufficient. This simple knowledge can make a huge difference in the short and medium run. However, for long-term progress and development, we need to target the children. These children need to know that they have options and that there are people who are there for them and their families. They need to know that they are safe and that education will benefit them in the long-run.
Simple as it may seem, it is important to understand that attempts have been made in the past to give voice to the voiceless and empower the powerless. This type of empowerment will most likely not be accepted with open arms wherever offered. The manager of the exploited worker will most probably not be receptive to the idea that this worker is entitled to a proper pay and decent work hours. The regime oppressing its people will most likely not stand aside and watch while the people become knowledgeable, powerful and therefore dangerous to the government. Within the people themselves, there is always the issue of trust that must be delicately approached.
For long-run results, the process of education must be founded on trust and co-operation. The people of these nations must understand that those helping them are doing just that. They must see that they are not being exploited, used, pitied or manipulated. The only way for this to occur is by proving to the people that what you are teaching them, how to read and write, build houses and wells, manage a farm, etc, are for them and them alone. This knowledge will help them support and better care for their family.
I believe that the greatest respect must be shown towards the culture of the people you are working with. Due to globalization, many authentic cultures are being cast aside and forgotten. By doing so, we are limiting ourselves to a single and global mind frame. Diversity is what makes the world such an interesting place to see and experiencing. Many Third World Nations have such unique and rich cultures. Although we may not agree on certain beliefs, it is no ones’ place or right to eliminate such authenticity. We have very few things left in this world that we can call unique or authentic. Why destroy what is left of this authenticity for “the sake of progress”?
This vision is a very optimistic one. These are the things I would like to do and see done. However, I also know that you cannot save everyone and not everyone wants to be saved. There is an invisible line that creates a rather distorted type of balance in our world. I know that if every child born in every country was to live to the age of 80, our world would not be able to sustain us all. My goal is not to save every life on earth. My mission and my hope is to give people the opportunity to choose their destiny and take their lives in their own hands. All children need to know that there is someone out there who hopes them well and prays for their well-being; whether they know who they are or not.
People in today’s world are so preoccupied with their own lives that they do not stop to thank those who have shaped their lives. We only know what we are taught and what we see. Not many people realise that “Half the world — nearly three billion people — live on less than two dollars a day” . What about the fact that “Nearly a billion people entered the 21st century unable to read a book or sign their names.” . I strongly believe that this world, is not the world that our forefathers envisioned
I do not believe that the people of Africa or Central America wish to become to power house of the world. I truly believe that if we teach them what we consider to be rudimentary knowledge, they will eventually become self-sufficient and may become contributors to the economy. Isn’t that what we, business students, want? My goal is to simply let people live. Give them the tools they need, watch them struggle with their knowledge, help them when needed but let them live the life they deem to be suitable for them, their families, and their community. As of yet, I do not know exactly how I will go about to achieve my goals but I feel that like with many other things in my life, I will end up where I need to be at the end of the road. I do know, however, that in order to help others abroad, you need to locally educate people about global issues and what we face.
An article ran by BBC News focused on the terrible state of existing schools in Third World Nations: Robin Bevan from Essex said they [the educators] were often so shocked by what went on in classrooms here that they left, often mid-way through term, causing further disruption to pupils' education . The solution to education problems of these areas is not simply building a school and then packing up. This is another example of a “band-aid” solution: it may fix the problem for a short while but in the long run, it may cause more harm than good. Children need stability in their lives to succeed and educational stability is just as critical in their development.
UNICEF , the Universal Declaration of Human Rights , RTE and UNESCO all describe education as a basic human right. No person has the authority to take away the rights of a child, especially one which was born into nothing and is already expected to fail. “Everyone has the right to education... Education shall be directed to the full development of human personality and to the strengthening of respect for human rights and fundamental freedoms.” (art.26 - Universal Declaration of Human Rights).
Footnotes did not post .. but there were links :)
What will be your legacy?
The Spiral Dynamics concept is one which is used to show the different stages or tiers of human evolution. According to this model, we are now in the turquoise tier which is one based on inter-dependence, cross-culturalism and working towards a common good; “A sacrifice self-interest system which is still forming” . As a student and member of this world, the only inter-dependence I see is the need for the strong to keep the weak oppressed. This oppression can come in the forms of illiteracy, cheap labor, government oppression, etc. If we are to achieve the “goal” of our tier, we must take a new perspective on the world. In the past, there have been countless occasions where the weak have risen and over-thrown the monarchy; The Peasants Revolt of the 14th Century, the Slave Rebellion in the US, etc. We must not repeat history. People should no longer be given reasons to revolt but rather, be given reasons to work alongside one-another.
All problems, whether they be managerial, social, scientific or mathematic, do not just happen to occur. All problems are results of a miscalculation, an error in the line of production or a dysfunctional social system The social problems of the world are no exceptions. Wars do not happen because people feel like it, millions of orphaned children are not the result of a freak accident, hunger and famine are not a new and unexplainable phenomenon. These social crises are the result of actions, or more specifically lack of action of previous and the current generation. The time to act is now.
The most common social issues in Third World Nations are poverty, exploitation, illness and violence. The saddest thing about these issues is that they could easily have been avoided had they been acted upon earlier in history. All human beings come from the same place. We are all made the same. However, we have all been put on different places of the earth for a reason. During the Industrial Revolution, machinery and technology replaced man in the workforce. This resulted in the emergence of new methodologies, new human behavior and a new “calling” for mankind. This new behavior created large gaps in society and people were divided into intellects, artists and workers. Ever since this period in history, intelligence was deemed more important than creativity and hard labor.
The areas known today as Third World nations (Africa, the Middle East and Central America) are considered “lower” than the rest of the world for these exact reasons. The people of these areas do not have the knowledge that the rest of the world now has. They do not have the same advanced technologies, the same intellectual mind frame or the same standards of living. Does this mean that they deserve to be used by corporations for profit? That millions of children deserve to be orphaned by the age of four? Anyone who believes that this suffering is a result of their own ignorance is greatly mistaken. I believe that by turning a blind eye to these issues years ago, past generations are partially to blame for the devastation of today. It is therefore the obligation of today’s generation to go in and educate the people on how to ameliorate their situation and how to take control of their lives. The catch? We have to educate the people in a manner which is beneficial for their lifestyle and not for the lifestyle we believe they should have. “Economic assistance to developing countries must be in accord with the stages of development in the recipient countries” .
The idea that we need to educate people based on their culture is not one which is normally given much consideration. People tend to forget that we, as a civilization, did not end up where we are now overnight. It took hundreds of years for us to arrive where we are now. We cannot, therefore, realistically believe that by imposing our laws and knowledge on other cultures that they can achieve what we have in just a few short years. The type of education I speak of has many different levels and each level takes time. You cannot ask a child to write a book before it learns the alphabet. The same is applicable for society; you cannot ask a civilization to build a skyscraper before they can learn to be self-sufficient.
The strategy behind this concept is that by giving people the tools to ameliorate their current situation, they will eventually have the ability to create a more powerful society in the long run. All people will agree that the African culture and way of life is very different than our North American culture. Therefore, I do not see the sense in teaching the African people how to live a life similar to ours. It is a false belief that if we show Thurs World Nations our “industrialized” way of life, they will beg us to teach them the way. It is our duty to give these nations the tools to develop their own way in their own time. We wouldn’t let another culture impose their way of life onto us so why should we have the right to impose our way of life onto others?
I was recently having a conversation with a friend of mine who has just finished his five years of residency at a hospital. We were talking about our families, our education, our lives etc and then we came to the topic of childhood memories. He confessed he barely had any memories between the ages of 5 to 15. I, on the other hand, fondly remember all of my years at elementary. To this day, I still remember random facts my grade 3 teacher taught those many years ago. I remember being excited for school in the morning. I remember where I sat in class, whom I ate with in the cafeteria, and how much I adored my teachers. I strongly believe that I would not be where I am now had it not been for the education I received and the fondness I felt as a child for knowledge. I want this to be my legacy. Changing the life of a child, or of any person, is not something that can be given a value.
Creating long-term and positive changes in a society is a complex and difficult task, especially in places where the people have been oppressed for centuries. For many years, the “band aid” approach has been used in these types of areas. People are being given food but not taught how to properly grow crops and manage animals. They are being given medical supplies but not taught how to prevent illness. These actions are only beneficial in the short run. To fix an issue, one must go to the root of the problem. The root is a lack of education.
Educating women about safe-sex practices and giving them more options will decrease the amount of death caused by the HIV virus and diminish the amount of orphaned children. Educating the men will provide them with the knowledge they need to provide for their family and become self-sufficient. This simple knowledge can make a huge difference in the short and medium run. However, for long-term progress and development, we need to target the children. These children need to know that they have options and that there are people who are there for them and their families. They need to know that they are safe and that education will benefit them in the long-run.
Simple as it may seem, it is important to understand that attempts have been made in the past to give voice to the voiceless and empower the powerless. This type of empowerment will most likely not be accepted with open arms wherever offered. The manager of the exploited worker will most probably not be receptive to the idea that this worker is entitled to a proper pay and decent work hours. The regime oppressing its people will most likely not stand aside and watch while the people become knowledgeable, powerful and therefore dangerous to the government. Within the people themselves, there is always the issue of trust that must be delicately approached.
For long-run results, the process of education must be founded on trust and co-operation. The people of these nations must understand that those helping them are doing just that. They must see that they are not being exploited, used, pitied or manipulated. The only way for this to occur is by proving to the people that what you are teaching them, how to read and write, build houses and wells, manage a farm, etc, are for them and them alone. This knowledge will help them support and better care for their family.
I believe that the greatest respect must be shown towards the culture of the people you are working with. Due to globalization, many authentic cultures are being cast aside and forgotten. By doing so, we are limiting ourselves to a single and global mind frame. Diversity is what makes the world such an interesting place to see and experiencing. Many Third World Nations have such unique and rich cultures. Although we may not agree on certain beliefs, it is no ones’ place or right to eliminate such authenticity. We have very few things left in this world that we can call unique or authentic. Why destroy what is left of this authenticity for “the sake of progress”?
This vision is a very optimistic one. These are the things I would like to do and see done. However, I also know that you cannot save everyone and not everyone wants to be saved. There is an invisible line that creates a rather distorted type of balance in our world. I know that if every child born in every country was to live to the age of 80, our world would not be able to sustain us all. My goal is not to save every life on earth. My mission and my hope is to give people the opportunity to choose their destiny and take their lives in their own hands. All children need to know that there is someone out there who hopes them well and prays for their well-being; whether they know who they are or not.
People in today’s world are so preoccupied with their own lives that they do not stop to thank those who have shaped their lives. We only know what we are taught and what we see. Not many people realise that “Half the world — nearly three billion people — live on less than two dollars a day” . What about the fact that “Nearly a billion people entered the 21st century unable to read a book or sign their names.” . I strongly believe that this world, is not the world that our forefathers envisioned
I do not believe that the people of Africa or Central America wish to become to power house of the world. I truly believe that if we teach them what we consider to be rudimentary knowledge, they will eventually become self-sufficient and may become contributors to the economy. Isn’t that what we, business students, want? My goal is to simply let people live. Give them the tools they need, watch them struggle with their knowledge, help them when needed but let them live the life they deem to be suitable for them, their families, and their community. As of yet, I do not know exactly how I will go about to achieve my goals but I feel that like with many other things in my life, I will end up where I need to be at the end of the road. I do know, however, that in order to help others abroad, you need to locally educate people about global issues and what we face.
An article ran by BBC News focused on the terrible state of existing schools in Third World Nations: Robin Bevan from Essex said they [the educators] were often so shocked by what went on in classrooms here that they left, often mid-way through term, causing further disruption to pupils' education . The solution to education problems of these areas is not simply building a school and then packing up. This is another example of a “band-aid” solution: it may fix the problem for a short while but in the long run, it may cause more harm than good. Children need stability in their lives to succeed and educational stability is just as critical in their development.
UNICEF , the Universal Declaration of Human Rights , RTE and UNESCO all describe education as a basic human right. No person has the authority to take away the rights of a child, especially one which was born into nothing and is already expected to fail. “Everyone has the right to education... Education shall be directed to the full development of human personality and to the strengthening of respect for human rights and fundamental freedoms.” (art.26 - Universal Declaration of Human Rights).
Footnotes did not post .. but there were links :)
All problems, whether they be managerial, social, scientific or mathematic, do not just happen to occur. All problems are results of a miscalculation, an error in the line of production or a dysfunctional social system The social problems of the world are no exceptions. Wars do not happen because people feel like it, millions of orphaned children are not the result of a freak accident, hunger and famine are not a new and unexplainable phenomenon. These social crises are the result of actions, or more specifically lack of action of previous and the current generation. The time to act is now.
The most common social issues in Third World Nations are poverty, exploitation, illness and violence. The saddest thing about these issues is that they could easily have been avoided had they been acted upon earlier in history. All human beings come from the same place. We are all made the same. However, we have all been put on different places of the earth for a reason. During the Industrial Revolution, machinery and technology replaced man in the workforce. This resulted in the emergence of new methodologies, new human behavior and a new “calling” for mankind. This new behavior created large gaps in society and people were divided into intellects, artists and workers. Ever since this period in history, intelligence was deemed more important than creativity and hard labor.
The areas known today as Third World nations (Africa, the Middle East and Central America) are considered “lower” than the rest of the world for these exact reasons. The people of these areas do not have the knowledge that the rest of the world now has. They do not have the same advanced technologies, the same intellectual mind frame or the same standards of living. Does this mean that they deserve to be used by corporations for profit? That millions of children deserve to be orphaned by the age of four? Anyone who believes that this suffering is a result of their own ignorance is greatly mistaken. I believe that by turning a blind eye to these issues years ago, past generations are partially to blame for the devastation of today. It is therefore the obligation of today’s generation to go in and educate the people on how to ameliorate their situation and how to take control of their lives. The catch? We have to educate the people in a manner which is beneficial for their lifestyle and not for the lifestyle we believe they should have. “Economic assistance to developing countries must be in accord with the stages of development in the recipient countries” .
The idea that we need to educate people based on their culture is not one which is normally given much consideration. People tend to forget that we, as a civilization, did not end up where we are now overnight. It took hundreds of years for us to arrive where we are now. We cannot, therefore, realistically believe that by imposing our laws and knowledge on other cultures that they can achieve what we have in just a few short years. The type of education I speak of has many different levels and each level takes time. You cannot ask a child to write a book before it learns the alphabet. The same is applicable for society; you cannot ask a civilization to build a skyscraper before they can learn to be self-sufficient.
The strategy behind this concept is that by giving people the tools to ameliorate their current situation, they will eventually have the ability to create a more powerful society in the long run. All people will agree that the African culture and way of life is very different than our North American culture. Therefore, I do not see the sense in teaching the African people how to live a life similar to ours. It is a false belief that if we show Thurs World Nations our “industrialized” way of life, they will beg us to teach them the way. It is our duty to give these nations the tools to develop their own way in their own time. We wouldn’t let another culture impose their way of life onto us so why should we have the right to impose our way of life onto others?
I was recently having a conversation with a friend of mine who has just finished his five years of residency at a hospital. We were talking about our families, our education, our lives etc and then we came to the topic of childhood memories. He confessed he barely had any memories between the ages of 5 to 15. I, on the other hand, fondly remember all of my years at elementary. To this day, I still remember random facts my grade 3 teacher taught those many years ago. I remember being excited for school in the morning. I remember where I sat in class, whom I ate with in the cafeteria, and how much I adored my teachers. I strongly believe that I would not be where I am now had it not been for the education I received and the fondness I felt as a child for knowledge. I want this to be my legacy. Changing the life of a child, or of any person, is not something that can be given a value.
Creating long-term and positive changes in a society is a complex and difficult task, especially in places where the people have been oppressed for centuries. For many years, the “band aid” approach has been used in these types of areas. People are being given food but not taught how to properly grow crops and manage animals. They are being given medical supplies but not taught how to prevent illness. These actions are only beneficial in the short run. To fix an issue, one must go to the root of the problem. The root is a lack of education.
Educating women about safe-sex practices and giving them more options will decrease the amount of death caused by the HIV virus and diminish the amount of orphaned children. Educating the men will provide them with the knowledge they need to provide for their family and become self-sufficient. This simple knowledge can make a huge difference in the short and medium run. However, for long-term progress and development, we need to target the children. These children need to know that they have options and that there are people who are there for them and their families. They need to know that they are safe and that education will benefit them in the long-run.
Simple as it may seem, it is important to understand that attempts have been made in the past to give voice to the voiceless and empower the powerless. This type of empowerment will most likely not be accepted with open arms wherever offered. The manager of the exploited worker will most probably not be receptive to the idea that this worker is entitled to a proper pay and decent work hours. The regime oppressing its people will most likely not stand aside and watch while the people become knowledgeable, powerful and therefore dangerous to the government. Within the people themselves, there is always the issue of trust that must be delicately approached.
For long-run results, the process of education must be founded on trust and co-operation. The people of these nations must understand that those helping them are doing just that. They must see that they are not being exploited, used, pitied or manipulated. The only way for this to occur is by proving to the people that what you are teaching them, how to read and write, build houses and wells, manage a farm, etc, are for them and them alone. This knowledge will help them support and better care for their family.
I believe that the greatest respect must be shown towards the culture of the people you are working with. Due to globalization, many authentic cultures are being cast aside and forgotten. By doing so, we are limiting ourselves to a single and global mind frame. Diversity is what makes the world such an interesting place to see and experiencing. Many Third World Nations have such unique and rich cultures. Although we may not agree on certain beliefs, it is no ones’ place or right to eliminate such authenticity. We have very few things left in this world that we can call unique or authentic. Why destroy what is left of this authenticity for “the sake of progress”?
This vision is a very optimistic one. These are the things I would like to do and see done. However, I also know that you cannot save everyone and not everyone wants to be saved. There is an invisible line that creates a rather distorted type of balance in our world. I know that if every child born in every country was to live to the age of 80, our world would not be able to sustain us all. My goal is not to save every life on earth. My mission and my hope is to give people the opportunity to choose their destiny and take their lives in their own hands. All children need to know that there is someone out there who hopes them well and prays for their well-being; whether they know who they are or not.
People in today’s world are so preoccupied with their own lives that they do not stop to thank those who have shaped their lives. We only know what we are taught and what we see. Not many people realise that “Half the world — nearly three billion people — live on less than two dollars a day” . What about the fact that “Nearly a billion people entered the 21st century unable to read a book or sign their names.” . I strongly believe that this world, is not the world that our forefathers envisioned
I do not believe that the people of Africa or Central America wish to become to power house of the world. I truly believe that if we teach them what we consider to be rudimentary knowledge, they will eventually become self-sufficient and may become contributors to the economy. Isn’t that what we, business students, want? My goal is to simply let people live. Give them the tools they need, watch them struggle with their knowledge, help them when needed but let them live the life they deem to be suitable for them, their families, and their community. As of yet, I do not know exactly how I will go about to achieve my goals but I feel that like with many other things in my life, I will end up where I need to be at the end of the road. I do know, however, that in order to help others abroad, you need to locally educate people about global issues and what we face.
An article ran by BBC News focused on the terrible state of existing schools in Third World Nations: Robin Bevan from Essex said they [the educators] were often so shocked by what went on in classrooms here that they left, often mid-way through term, causing further disruption to pupils' education . The solution to education problems of these areas is not simply building a school and then packing up. This is another example of a “band-aid” solution: it may fix the problem for a short while but in the long run, it may cause more harm than good. Children need stability in their lives to succeed and educational stability is just as critical in their development.
UNICEF , the Universal Declaration of Human Rights , RTE and UNESCO all describe education as a basic human right. No person has the authority to take away the rights of a child, especially one which was born into nothing and is already expected to fail. “Everyone has the right to education... Education shall be directed to the full development of human personality and to the strengthening of respect for human rights and fundamental freedoms.” (art.26 - Universal Declaration of Human Rights).
Footnotes did not post .. but there were links :)
21st Century Education
Management education has gone through an evolutionary process throughout the course of its history as illustrated in the course handout “A Brief History of Management”. Management education seeks to provide students with the knowledge, expertise and tools to succeed in the worldwide industry of business commerce. I believe that one of the problems historically and still today is that institutions and professors alike place too much emphasis on the theoretical aspect of learning instead of putting focus on practice and innovation. After my 1st year of education at McGill, Organizational Behavior is one of the very few classes that promote creativity and vision. I believe the success of this course can be explained by the enthusiasm and passion our professor exhibits for this topic and the manner in which he teaches it.
The role of the 21st Century leader is to be a social artist, spiritual visionary and cultural innovator. I believe this statement to be true, but the path on which the educational system is taking us may not exactly shape us to be aspiring future leaders we should be. Creativity should be acknowledged as an essential tool in management education because most manuals present outdated information by the time it reaches students and in a fast-paced and continuously changing global environment, we as leaders need to be a step ahead and not one behind.
Sunday, August 12, 2007
Eating Disorders in the Workplace - A Guide for HR Professionals
Goals
The HR professional should be aware of eating disorders and should know how to detect and treat them. This brochure, targeted at HR professionals, has as goals:
· To create awareness about eating disorders in the workplace
· To create better detection and treatment for eating disorders in the workplace by educating professionals about common their symptoms and significance.
· To provide tips on the best ways to approach employees who potentially suffer from eating disorders and help them seek treatment
· To encourage visiting NEDA’s website to obtain additional information on eating disorders and treatments available
Problem
Contrary to what people might believe, eating disorders have no age or maturity constraints. It is extremely ordinary to hear about adolescents suffering from eating disorders, the most common being anorexia, bulimia and binge eating disorder (BED). However, it is unusual to hear about these disorders in the workplace, even though they exist and persist in many companies. In fact, approximately 60% of the anorexic population is 20 years or older.
It has been reported that more and more women in their 20s, 30s, 40s and even 50s are seeking treatment for anorexia and bulimia. This fact suggests that many professional women suffer from such diseases, perhaps affecting their work, social abilities and quality of life. Anorexia and bulimia both have appalling features, and people who suffer from these disorders undergo negative psychological, emotional, social, behavioural and especially physical characteristics, which will most likely affect their performance at work.
The problem essentially resides in the fact that there are many professional women with eating disorders, and the companies for which they work do not treat or perhaps even notice them. What these companies may not realize is that eating disorders have monetary, social and health repercussions not only for the victims (including ultimate early death), but also for the employer itself. In numbers, eating disorders cost U.S. businesses $3.8 billion in annual mental and health costs, in addition to $2.5 billion annually in lost productivity, lost work, restricted and bed days. In words, employees lose motivation, skip work frequently and become more antisocial.
Ideally, businesses should care for their employees’ wellness. For this reason, HR departments should be aware of the intensity of eating disorders in the workplace. Information about eating disorders targeted at businesses is scarce. Hence, this brochure is designed to inform HR professionals about the problem and potential solutions.
Common Eating Disorders
The most important thing for the HR professional is to perceive whether one of his or her employees suffers from an eating disorder, which is why this brochure focuses on the symptoms. Viewing the pamphlets prepared by the National Eating Disorders Association (NEDA), available on the website (www.nationaleatingdisorders.org), is strongly recommended.Anorexia nervosa is “is a serious, potentially life-threatening eating disorder characterized by self-starvation and excessive weight loss.” Its four primary symptoms are:
1. Resistance to maintaining body weight at or above a minimally normal weight for age and height
2. Intense fear of weight gain or being “fat” even though underweight.
3. Disturbance in the experience of body weight or shape, undue influence of weight or shape on self-evaluation, or denial of the seriousness of low body weight.
4. Loss of menstrual periods in girls and women post-puberty.
Bulimia nervosa is a serious, potentially life-threatening eating disorder characterized by a cycle of bingeing and compensatory behaviors such as self-induced vomiting designed to undo or compensate for the effects of binge eating. Its three primary signs are:
1. Regular intake of large amounts of food accompanied by a sense of loss of control over eating behavior.
2. Regular use of inappropriate compensatory behaviors such as self-induced vomiting, laxative or diuretic abuse, fasting, and/or obsessive or compulsive exercise.
3. Extreme concern with body weight and shape.
Binge Eating Disorder is a type of eating disorder not otherwise specified and is characterized by recurrent binge eating without the regular use of compensatory measures to counter the binge eating. Its four primary characteristics are:
1. Frequent episodes of eating large quantities of food in short periods of time.
2. Feeling out of control over eating behavior.
3. Feeling ashamed or disgusted by the behavior.
4. There are also several behavioral indicators of BED including eating when not hungry and eating in secret.
Treatments Available
As is the case with any other avertable disease, the best cure is to avoid it. For this reason, the company should have a dietician available, or at least cover nutrition in its insurance package. The first step in treating an eating disorder is always diagnosis, which should be done as soon as possible. It is essential that the HR professional encourages, but does not force, a diagnosed anorexic or bulimic employee to seek treatment, and even help them look for an appropriate program.
There are many victims of eating disorders and thus many treatment programs available. The best treatment depends on the victim’s needs, lifestyle and location. However, special eating disorder treatment centers and hospital programs are available in virtually every city. NEDA provides a toll-free referral line, as well as a list of treatment centers and support groups organized by state, which is all listed on its website. Moreover, most hospitals count with a unit specializing in eating disorders treatment, or are at list able to give referrals.
In addition, the HR professional might need to be the link between the employee, the company and the insurance company. Therefore, he or she should be ready and willing to help the employee all the way, be in talks with the legal department to deal with the insurance company, and be able to negotiate terms with the employee’s department. Even though the reader of this brochure probably already knows this, it is essential to mention that companies cannot dismiss employees for mental or physical health issues.
Approaching an Employee
Unless the HR professional holds a personal or intimate relationship with the diagnosed employee, it will be very difficult to approach an employee. How do you tell someone you work with that you think they might be sick? How do encourage someone who does not necessarily trust you to seek help for a problem they do not realize they have? And, even more complicated, how do you suggest that they have an eating disorder, especially when it is perceived to be an issue exclusively for teenagers?
NEDA prepared an excellent pamphlet, available on its website, called The Role of the Educator, in which they explain ten "don'ts" for educators and others concerned about a person with an eating disorder. It is strongly suggested that the HR manager reads and understands this resource.
In addition, it might be extremely intimidating for the diagnosed employee to discuss such personal matters with her co-workers, including HR. For this reason, the HR professional should first consult with her direct supervisor as well as a physician, psychiatrist and/or dietician. Then, make the intervention.
Remember, the earlier the HR professional helps the employee obtain treatment, the better the results will be and the faster she can go back to work as a healthy and productive professional woman.
For more information and resources:
National Eating Disorders Association (NEDA): http://www.nationaleatingdisorders.org/
National Eating Disorder Information Centre (NEDIC): http://www.nedic.ca/
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