Information systems for management Essay Example | Topics and Well Written Essays - 1250 words

Information systems for management - Essay Example The report will conclude the contribution of Information Systems in an organization along with the importance of authentic data, as the information system is based on the quality and size of captured data that need to be processed. As mentioned in summary, report will demonstrate a role of an information system in an organization that will capture or collect the data related to students attending Friday classes. The group of students is specified as ‘surrogate users’. Consequently, the project sponsor of this group i.e. the tutor, constructed a data entry system that will collect information from surrogate users related to personal data, transport data and the data that is collected up to five weeks. Information system is defined as â€Å"data converted into something valuable and usable for certain user† (, DEFINITION OF INFORMATION SYSTEM). As for this project, a platform named as Joint Application Development (JAD) is constructed within the system consisting of members of the group. For making the process efficient, Tuchman’s model is the best option along with processing of three elements before performing i.e. storming, forming and norming. The project includes different roles of different JAD member within different stages of the project. The JAD members include users, Information technology professionals and consultants. The different roles at different stages of the project were helpful in terms of data capturing quality and authentication. Moreover, it also facilitated real world scenarios over and above the value. Data evaluation was conducted by collecting data from forms in order to use them to develop charts illustrating linkages between queries along with demographics and statistics of users of the system. Moreover, the charts and demographics also demonstrated patterns of human behavior on the system. Furthermore, continuous analyses were performed to examine the system for further improvements and suggestions. The name of the project will be titles as Transport System. Data Capture and Discussions If the data is not in an organized form, it will be difficult to retrieve information and knowledge from the data sources. In order to make the data useful, it must be easily accessible, quick retrievable and effectively manageable. In order to add these values to the data, it must be captures in a logical method. In figure 1, as shown in appendices, data capturing was processed through a personal detail form including attributes such as Full name, Gender and Date of birth. After entering the data, it was stored in the form of tables as Microsoft Access stores the data in the table and in a readable format, as shown in Figure 3 in appendices. After entering the data, daily student travel form was constructed, as shown in Figure 2 in appendices. On a weekly basis, the form was incorporated with travel modes, travel comments and travel modes. Quality The examination of data was based on its quality in ord er to portray real world scenarios to an extent. The system was efficient in demonstrating basic information related to the popular transport modes that were popular among specific genders. For instance, the tube was popular for males along with thirteen men using the tube. Although, tubes were most popular for females with twenty-two women using the tube. However, to adopt real world scenarios, detailed inputs were required. For instance, weather forecast information, travelling of someone from somewhere etc. As people were usually late to reach to destination for many different reasons, a data check box in the system indicating

Kant on Intuition Essay Example for Free

Kant on Intuition Essay Introduction Kant seems to have adapted the Spinozan trichotomy of spiritual activity. (Rocca, 77) In addition to sensible (empirical) intuition and understanding, Kant introduces pure intuition. The principles of this a priori, supra-empirical sensibility are dealt with by the transcendental aesthetic, a discipline which establishes that there are two pure forms of sensible intuition, serving as principles of a priori knowledge, namely, space and time. (Hayward, 1) Space is a necessary a priori representation, which underlies all outer intuitions (Hayward, 1); in particular, in order to perceive a thing, we must be in the possession of the a priori notion of space. Nor is time an empirical concept: it is the form of the inner sense, and is a necessary representation that underlies all intuitions. (Ewing 24) Pure intuition, unaided by the senses and, moreover, constituting the very possibility of sense experience, is for Kant the source of all synthetic a priori judgments. These include the synthetic judgments of geometry, which is for Kant the a priori science of physical space, and arithmetic, which he regards as based on counting, a process that takes time. Moreover, if for Aristotle, Descartes and Spinoza intuition was a mode of knowing first truths, it is for Kant no less than the possibility of outer experience. The faculty by means of which man creates geometries and theories is reason certainly sustained in some cases by sensible intuition, though not by any mysterious pure intuition. However, the products of reason are not all of them self-evident and definitive. Kantian time had a similar fate. We now consider that the characterization of time as the a priori form of the inner sense is psychologistic, and we reject the radical separation between time and physical space. The theories of relativity have taught us that the concepts of physical space and time are neither a priori nor independent from one another and from the concepts of matter and field. Infallibilism is, of course, one of the sources of Kantian intuitionism. Further sources are psychologism and the correct acknowledgment that sensible experience is insufficient for building categories (e. g. , the category of space). Instead of supposing that man builds concepts which enable him to understand the raw experience he like other animals has, Kant holds dogmatically and, as we now know, in opposition to contemporary animal and child psychology, that outer experience is possible only by the representation that has been thought. (Hahn, 89) Of all the influential contributions of Kant, his idea of pure intuition has proved to be the least valuable, but not, unfortunately, the least influential. Contemporary Intuitionism If Cartesian and Spinozan intuitions are forms of reason, Kantian intuition transcends reason, and this is why it constitutes the germ of contemporary intuitionism, in turn a gateway to irrationalism. There are, to be sure, important differences. While Kant admitted the value of sensible experience and of reason, which he regarded as insufficient but not as impotent, contemporary intuitionists tend to revile both. Whereas Kant fell into intuitionism because he realized the limitation of sensibility and the exaggerations of traditional rationalism, and because he misunderstood the nature of mathematics, intuitionists nowadays do not attempt to solve a single serious problem with the help of either intuition or its concepts; rather, they are anxious to eliminate intellectual problems, to cut down reason and planned experience, and to fight rationalism, empiricism, and materialism. This anti-intellectualist brand of intuitionism grew during the Romantic period (roughly, the first half of the nineteenth century) directly from the Kantian seed, but it did not exert a substantial influence until the end of the century, when it ceased being a sickness of isolated professors and became a disease of culture. Sensible intuition and geometrical intuition, or the capacity for spatial representation or visual imagination, have very few defenders in mathematics nowadays, because it has been shown once and for all that they are as deceptive logically as they are fertile heuristically and didactically. Therefore, what is usually called mathematical intuitionism does not rely on sensible intuition. It is now well understood that mathematical entities, relations, and operations, do not all originate in sensible intuition; it is realized that they are conceptual constructions that may altogether lack empirical correlates, even though some of them may serve as auxiliaries in theories about the world, such as physics. It is also recognized that self-evidence does not work as a criterion of truth, and that proofs cannot be shown by figures alone, because arguments are invisible. In particular, it is no longer required that axioms be self-evident; on the contrary, because they are almost always richer than the theorems they are designed to explain, axioms are often less evident than the theorems they give rise to, and are therefore apt to appear later than the theorems in the historical development of theories. Thus it is easier to obtain theorems on equilateral triangles than to establish general propositions about triangles. Mathematical intuitionism is best understood if it is regarded as a current that originated among mathematicians (a) as a reaction against the exaggerations of logicism and formalism; (b) as an attempt to rescue mathematics from the shipwreck that, at the beginning of our century, the discovery of the paradoxes in set theory seemed to forecast; (c) as a minor product of Kantian philosophy of pure intuition. It is only indebted to Kant, who was as much a rationalist and an empiricist as he was an intuitionist; and even what mathematical intuitionism owes to Kant may be left aside without fear of seriously misunderstanding the theory as has been recognized by Heyting, (Heyting 13) although Brouwer might not agree. The debt of mathematical intuitionism to Kant boils down to two ideas: (a) time though not space according to neointuitionists is an a priori form of intuition and is essentially involved in the number concept, which is generated by the operation of counting; (b) mathematical concepts are essentially constructible: they are neither mere marks (formalism) nor are they apprehensible by their being ready-made (Platonic realism of ideas); they are the work of human minds. The first assertion is unmistakably Kantian, but the second will be granted by many non-Kantian thinkers. Those mathematicians who are sympathetic with mathematical intuitionism tend to accept the second thesis while ignoring the first. Since a large part of mathematics may be built on the arithmetic of natural numbers, which would be generated by the intuition of time, it follows that the apriority of time does not only qualify the properties of arithmetic as synthetic a priori judgments, but it does the same for those of geometry, though certainly along an extended conceptual chain. The sole basal intuition would, then, suffice to engender step by step and in a constructive or recursive form not merely by means of creative definitions or by resorting to indirect proof the whole of mathematics or, rather, the mathematics allowed by mathematical intuitionism, which is only a portion of classical (pre-intuitionist) mathematics. It is true that Kant maintained that mathematics is the rational knowledge obtained from the construction of concepts. But what Kant meant by construction was not, for instance, the formation of an algorithm for the effective computation or construction of an expression like 100 100100, but rather the exhibition of the pure intuition corresponding to the concept in question. (Black 190) For Kant, to build a concept means to give its corresponding a priori intuition which, if possible, would be a psychological operation whereas, for mathematical intuitionism, the construction may be entirely logical, to the point that it may consist in the deduction of a contradiction. The ultimate foundation of all mathematical concepts, which for Kant and Brouwer alike must be intuitive, is quite another matter. Unlike Kant, the mathematical intuitionist will require that only the basic ideas be intuitive. With regard to the assertion that the basic intuition is prelinguistic, it seems definitely inconsistent with the findings of contemporary psychology, according to which every thought is symbolical, i. e. , accompanied by visual or verbal signs. Finally, the existence of Brouwers basic intuition (Stigt, 45) is at least as problematic as the existence of mathematical objects. (Curry 6) Mathematical intuitionism has both positive and negative elements. The former, the realistic elements, concern logic and the psychology of mathematics; the negative constituents are aprioristic and limiting, concern the foundations and methods of mathematics. Conclusion The debt of mathematical intuitionism to philosophical intuitionism is not large and, at any rate, what is involved is Kant’s intuitionism and not the anti-intellectualist intuitionism of many Romantics and post-Romantics. Besides, the contacts between mathematical and philosophical intuitionism are precisely those which the majority of mathematicians would not accept. The working mathematician, if he is concerned with the philosophy of mathematics at all, does not sympathize with intuitionism, because it looks for an a priori foundation or justification, or because it praises an obscure basic intuition as the source of mathematical creation, or because it claims that such an intuitive foundation is the sole warrant of certainty. Mathematical and logical intuitionisms are prized to some extent despite their peculiar dogmas, because they have contributed to the disintegration of alternative dogmas, particularly the formalist and the logicist ones. Works Cited Black Max. The Nature of Mathematics: London: Routledge Kegan Paul, 1933. 191 Curry Haskell B. Outlines of a Formalist Philosophy of Mathematics. Amsterdam: North-Holland, 1951. Ewing A. C. Reason and Intuition, Proceedings of the British Academy, XXVII (1941) Hahn Hans. The Crisis of Intuition in The World of Mathematics. Edited by J R Newman New York: Simon Schuster, 1956 Hayward, Malcolm: The Geopolitics of Colonial Space: Kant and Mapmaking. Article accessed on 12/04/2007 from http://www. english. iup. edu/mhayward/Recent/Kant. htm Heyting A. â€Å"Heyting, Intuitionism in Mathematics, ( 1958), 13. Kant Immanuel. Kritik der reinen Vernunft (1781, 1787). Edited by R. Schmidt. Hamburg: Meiner, 1952. Translated by N. Kemp Smith . Immanuel Kants Critique of Pure Reason. London: Macmillan, 1929. Rocca, Della Michael. 1996. Representation and the Mind-Body Problem in Spinoza. Oxford University Press. Stigt, W. P. van 1990, Brouwers Intuitionism, Amsterdam: North-Holland, 1990.

Morality Essays -- essays research papers

Plato Republic   Ã‚  Ã‚  Ã‚  Ã‚  Socrates engages in conversations with people claiming to be experts, usual in ethical matters. By asking simple questions, Socrates gradually reveals that these people were in fact very confused and did not actually know anything about the matters about which they claimed to be an expert. Morality is the ethical matter that is brought up in Plato’s Republic. Socrates argues the response of Cephalus, Polemarchus and Thrasymachus on what morality is.   Ã‚  Ã‚  Ã‚  Ã‚  The question of morality came up when Socrates and Cephalus, who is a rich old man, were having a conversation about money. Socrates asks Cephalus if being rich makes it easier to enjoy old age. At first, Cephalus says no, but he soon admits that there are advantages to being rich. Cephalus says being true and giving things back is what morality is. Socrates gives an example where you can do something good by not giving back. His example was if you borrow a weapon from a friend, and he is sane at the time and at the time you should give it back your friend is insane then you shouldn’t give it back so you can protect him from doing harm, which is also good. Cephalus agreed that Socrates was correct that this was doing something good so Socrates said if that is the case than the definition of morality isn’t to tell the truth and give something back whatever one has borrowed.   Ã‚  Ã‚  Ã‚  Ã‚  Polemarchus is the son of Cephalus, and he â€Å"inherits...

Blueback Novel Essay

Blueback Essay In novels, characters are used to help the author show the way they are constructed. It is evident in the novel Blueback, by Tim Winton (1997), the construction of characters are what Winton uses to communicate the ideas that Abel is passionate about the sea, Abel fights for what he believes in and that Abel is loyal to his friends and family. These ideas are easily found, through narrative point of view and dialogue. It is clear that the author must deliver, character construction to any reader. Through the novel, Winton has written that Abel is passionate bout the sea.Abel is a natural diver at Longboat Bay and loves being underwater ever since he could remember. Winton as used third person narrative point of view by how Abel’s feelings and thoughts about Longboat Bay and the sea being his home. It also shows how Abel feels when he is away from the sea and how he feels lost without it. In the novel Winton says â€Å"In his high school years, Abel Jackson felt like he was holding his breath like diving . . . From the moment he left Longboat Bay at the beginning of every semester, something inside him took a deep breath and held on . . â€Å" (pg. 95) also it says â€Å". . . he was a diver before he was born he . . . swam in the warm ocean inside her . . . so maybe it came naturally. † (pg. 3) It is clear that Abel is a natural diver and how he feels lost when he is a way from the sea, He feels like a ‘fish out of water’. Through the way Winton communicates the idea that Abel is passionate about the sea, this helps the reader understand the character, Abel. Through the novel Blueback, Winton show s that Abel fights for what he believes in.Winton has used dialogue to help construct the character, Abel. In the novel it is evident to any reader that Abel fights for what he believes in whether others agree or not. There is a conversation between Abel and his mother where they say â€Å" Mum he said. I can’t stand it. We don’t have a choice. Well, I’m making my choice . . . Abel, don’t! † (pg. 74) The conversation shows how Abel believed that Costello is greedy and he could not stand it, although his mother thought he should just not get in the way of things.It is clear that Abel is very determined to fight for it whether people don’t agree. Even, if it is the wrong thing to do he will do it as long as he believes. Abel is creatively constructed to fight for what he believes in. It is evident in Blueback, that Abel is very loyal to his family and friends. You can see how Abel is kind and caring to his mother, Dora and how he is loving to his wife, Stella, when he is older. Through the novel you can also see that he has a very large friendship with Blueback.When Abel’s mother could not walk â€Å"He cradled her in his arms laid her back and let her float against him in the clear, blue water. † This is how Abel was loyal to his mother. Abel is lo yal to his friend Blueback, when Winton says, â€Å"Abel swam with Blueback every chance he had. † Abel is loyal to Blueback by how he is so very excited to swim with it and feed it, When his mother is frail, he is ever so caring to move her places because she can’t get up. It is found in the novel, Blueback that Abel is very loyal to his friends and family.It is clear that Winton has used character construction through Abel by the way he acts and his dialogue. Winton has developed Abel to be passionate for the sea, being able to fight for what he believes in and to be loyal to his friends and family. My opinion about the novel, Blueback is that these ideas are very true in it. Winton has done a very well job in developing the construction of the characters. The reader should be warned that the novel is a great and delightful thing to read. By Siobhan Nairn

Human Resources and Organizational Behavior for Health Care Leadership in Health Care Management Essay

There are people that need a strong leader in order to thrive in their job. There are also people that don’t need a strong leader because they have the drive to be successful but may need a push every now and then. When it comes to an organization and the dynamics of it, managers be charismatic because of dealing with so many different personalities in the group. Being a charismatic leader requires self-confidence and trust in his/her subordinates. Showing trust in huge as it instills confidence in that employee and tells them they don’t have to look over their shoulders. They can do their jobs freely which can lead to more production in the organization. Conflicts are a natural part of human interaction and it’s inevitable. Part of being a good leader is having effective conflict management skills. When conflicts arise, managers must know how to manage them so that bigger problems don’t grow. There are so many aspects of being a manager and leading. Employees in the organization depend on good leadership and if that need is not met, it can lead to workplace disfunction. Keywords: Charismatic, Conflict, Leadership, Dynamics, Management When the management job is talked about, leadership often comes to mind. It takes a strong minded, organized, and determined individual to do this job. Over seeing a number of different employees can at times not be the easiest job. Leaders must be willing to accept and meet challenges that come for the betterment of patient healthcare. Not everyone can lead a group of people in an organization. It takes the type of person that has people skills as well as the knowledge of his/her job to lead effectively. Leading Creatively Usually when healthcare leaders have a question they take a rational approach until the right or wrong answer has made it up the chain of command. This approach can be effective in some cases but in healthcare thing are always changing. A regular leader loves to avoid mistakes which all mistakes are not avoidable. Someone who is creative loves to learn from mistakes as it can give them more ideas to choose from. Today, the healthcare environment is even more complex as reform and market forces transform the way healthcare is delivered and managed. Belief systems, values and attitudes are shifting. Creative thinking and agile, adaptive leadership will be required to make hospitals, health systems and networks sustainable as the healthcare delivery landscape transforms (http://www. ccl. org/leadership/landing/healthcare/index. aspx). As a leader in healthcare, managers must show their employees that they are willing to be innovative and let their ego go as group collaboration becomes the norm. By modeling this, the employees will be more willing to work together for the good of the organization and the patients. The Center for Creative Leadership (CCL) has developed a model that health systems can use to adapt and thrive in uncertain times by creating direction, alignment and commitment. There are six essential organizational capabilities that are a prerequisite for success: Collaborative Patient Care Teams- The team will extend to include clinicians outside the hospital environment which will place a much greater emphasis on higher-order collaboration skills. Resource Stewardship- Requires individual ownership and accountability for the decisions that will ultimately allow the system to thrive and manage its resources judiciously. Talent Transformation- Leaders will need to hire and develop talented individuals who can see the next wave of plausible solutions and innovations and lead transformational change. Boundary Spanning- Leaders draw on networks and relationships as they work systemwide to meet the mission of healthcare. Capacity for Complexity, Innovation and Change- Effective leaders move populations from old established processes to new models of effectiveness and understand the underlying emotional impact of change and how it varies by individual. Employee Engagement and Well-being- Employees are most productive and committed to their organization when they are engaged emotionally, mentally and physically. (http://www. ccl. org/leadership/landing/healthcare/index. aspx). These organizational methods are the essential keys for managers to not only lead their workplace to the way of the future but also helping to lead other organizations. The collaboration aspect is key as it will require everyone to be cohesive and understanding. Power and Influence Power is a defined as having behavioral or fate control over the behavior of another. It exists only when there is an unequal relationship between two people and where one of the two is dependent upon the other (Borkowski, 2011). Power can be a trap for some managers which can lead to abusing it. When employees see and experience this happening they pull away and lose respect for that manager. This can be the downfall of an organization as it can cause employees to lose motivation, commitment, and creativity. There are five bases of social power: reward power, coercive power, legitimate power, referent power, and expert power. An individual is not limited to just one source of power. Reward power is the ability to give rewards, something that holds value to another individual. Coercive power is the ability to punish either by administering a punishment or by withholding something that an individual needs or wants. Legitimate power is given to an individual on the basis of a given role or position. Referent power stems from P’s affective regard for, or identification with, O. The greater the attraction, the greater the identification. Expert power exists when P awards power to O on the basis of P’s perception of O’s knowledge within a given area (Borkowski, 2011). In class discussion the general consensus was managers that had the trust and respect of their employees, had the most power. A manager is an expert of the knowledge he/she has over a subordinate. When managers use that expert power in the right way, which is to teach his/her subordinates, they will feel that the manager is wanting them to expand their knowledge for their success as well as the organization. This in turn continues to build trust and deep respect for the manager. As an educator, this is modeled for us by our administration. Our superintendent and principal have both been teachers in the classroom but have since moved into the roles that they have now so they are the experts when it comes to some of the issues that come up. They attend countless meetings of changes that may happen either with our district or state so that then they can inform us. Once we have a good grasp of what is going to take place we can then inform our students. The expert power that our administration had has been passed to the teaching staff so that then we can pass that knowledge to the students. Decision Making Decision making is an everyday part of our lives whether we realize what type of decision we make or not. Sometimes we make decisions rationally and sometimes intuitively. The fact is, we want to make the right decision but that is not always going to be the case because we can never see what the outcome of that decision will be and we have to live with that. As in any decision model we use, there are pros and cons of each. In the rational decision making model it brings logic and order to decision making. This approach also can help ensure discipline and consistency. Here are the sequence of steps used to rationally develop a solution: Identifying a problem or opportunity, gathering information, analyzing the situation, developing options, evaluating options, selecting a preferred alternative, and acting on the decision. A strength of this model is that it provides structure and discipline to the decision making process. A weakness of this model is the time that is needed to go through this process (http://www. the-happy-manager. com/articles/rational-decision-making-model/). Another decision making model that is used often is intuition. Intuition can make you a much more effective decision maker, especially when you deal with non-standard situations or in expedient decision making. However there are points that need to be considered for instance, when you need to use intuition, can it be effective, and how this decision model ranks versus rational analysis (http://www. time-management-guide. com/intuition-decision-making. html). In class discussion, classmates used a few different models most notably the two mentioned above. There were a few that used both or weighed heavily on just one. I was one that used both rational and intuitive. There are times in coaching when I use the rational approach to make a decision concerning practice. For example, if I need to set up teams that are equal in talent as opposed to starting five and bench, I have to think about who matches up better with who, or what drills are going to be the most beneficial and productive on a given day. My intuitive approach is used during game situations. For example, when to utilize timeouts, when to substitute players, what play to run, or when to switch defenses. Either way, decisions ometimes don’t work out the way you envision but you learn to live with it and move on. Conflict-Conflict Management Another aspect of being a leader in management is conflict and conflict management. Some situations are easier to handle than others but a manager that has effective conflict management skills can diffuse a bad situation before it gets worse. Interpersonal conflict is a natural outcome of human interaction that involves two or more individuals who believe that their attitudes, behaviors, or preferred goals are in opposition (Borkowski, 2011). This type of conflict is probably one the most common in the workplace simply because there are personal characteristics and issues, interactional difficulties and perspective and perceptive differences. As a result of the diversity of today’s workplace, an extensive range of differences exists between personal and cultures. When dealing with groups of people, many interpersonal conflicts involve role confusion. If a person doesn’t understand their expectations it can intensify the conflict leading to unhealthy relationships. As a result, reactions such as aggression and hostility can take place. There are many strategies we can use in conflict situations whether we use some more often than others or not. It’s important that the strategy we do use is appropriate for that particular situation even if it’s not the strategy we habitually use (Williams, n. d. ). Some strategies we can use for conflict management are; Forcing, Accommodating, Avoiding, Compromising, and Collaborating. When forcing, the manager is using formal authority or other power that he/she possesses to satisfy their concerns without regard to the concerns of the party they are in conflict with. Accommodating is allowing the other party to satisfy their concerns while neglecting your own. Avoiding is not paying attention to the conflict and not taking any action to resolve it. Compromising or attempting to resolve a conflict by identifying a solution that is partially satisfactory to both parties, but completely satisfactory to neither. Lastly, there is collaborating or cooperating with the other party to understand their concerns and expressing your own concerns in an effort to find a mutually and completely satisfactory solution (Williams, n. . ). When leading an organization, understanding how conflict arises is helpful for anticipating situations that may become conflictual. This was something that was talked about in our class discussion. Another idea that was mentioned was that seeing all sides of a situation makes a good manager because it helps the employees develop trust. A situation that stands out to me is looking up from speaking with another student and witnessi ng a student get hit with a ball by another student. We will call the student that got hit (A) and the student that threw the ball (B). Obviously student (A) was not happy about getting hit so the first thing he does is run to confront student (B). Some pushing was done by both and then I intervened. Not seeing student (B) throw the ball just the outcome, I calmed them both down and I asked student (B) why he hit student (A) with the ball. He said he was trying to throw it to someone else but that student (A) stepped in at the wrong time and got hit so it was a just an accident. After student (A) heard the story he understood and apologized for pushing student (B) and student (B) also apologized. The strategy I used was collaborating as we all came to an understanding to what happened. Conclusion Not everyone can lead a group of people in an organization. It takes the type of person that has people skills as well as the knowledge of his/her job to lead effectively. Managers are pulled in so many different directions and they must be able to adapt. Being a leader in an organization is not easy, however being a leader period is not easy. A manager must be aware of what is happening in their organization to lead effectively. Not everyone has the same expectations but part of being a charismatic leader is showing that trust and confidence in his/her employees shows them that even though you are the manager, you trust what they are bringing something positive to the organization. Managers relationship with his/her employees is important as the day to day operations depend on the behaviors of everyone. The relationship connectedness between subordinates and managers is key to productivity in the workplace.