Bad Leadership Essay Example

Bad Leadership Essay Example Bad Leadership Paper Bad Leadership Paper BAD LEADERSHIP What It Is, How It Happens, Why It Matters By Barbara Kellerman Page 1 The book is all about the dark side of leadership and how you individuals get there and what we can do to avoid it. She suggests that leaders do not act alone and are not solely responsible for bad leaderships. There is no leadership without followship. If followers would just not follow a bad leader we could put a stop to the bad leadership. She has two main arguments throughout the book. The first is that leadership is either classified as ineffective or unethical. The second argument is that you can break the whole bad leadership into seven types – incompetent, rigid, intemperate, callous, corrupt, insular, and evil. She talks about how writers of other books and schools that study leadership suggest that to become a leader is to become a good leader. The dark side then as she suggests that to limit leadership to good leadership presents three major problems. It is confusing and misleading and does a disservice. She goes on to talk about the reasons why we are bad. She states that â€Å"people in a state of nature are not, in the usually sense of the word, good. This is not to insist that people are bad but rather that the human animal cannot be relied on to behave well. †[i] I’m not so sure that I agree with this statement. She brings up a point that in the past, scholars believed that a leader’s traits, such as intelligence, were more important then any other variable when determining a leader’s ability. They now agree that there are other variables that need to be considered such as the situation, the nature of the task at hand, and the followers. Why do we follow leaders who behave badly? She suggests it’s out of our need for safety and self-preservation. Getting along by going along is one of life’s early Page 2 lessons and so we need simplicity and stability. We do not want to lose our jobs so we keep quiet and keep things simple. Groups go along with bad leaders because even bad leaders can provide important benefits. Leaders maintain order, provide cohesion and identity, and do the collective work. Either in a group or as an individual, we find that it’s in our best interest to go with the flow and not stir the pot. How can we expect to reduce the number of bad leaders though unless we reduce the number of bad followers like we probably all have been at one point in our career. She states that, â€Å"Bad leadership will not, cannot be stopped or slowed unless followers take responsibility for rewarding the good leaders and penalizing the bad ones. †[ii] The first of Kellerman’s arguments is that bad leadership falls into two categories: ineffective and unethical. An ineffective leader â€Å"fails to produce the desired change. For reasons that include missing traits, weak skills, strategies badly conceived, and tactics badly employed, ineffective leadership falls short of its intention. †[iii] Whereas, unethical leaders may be very effective, they just don’t know the difference between right or wrong. Our textbook has a chapter on leadership ethics and social responsibility. The textbooks describes ethics as, â€Å"the study of moral obligations, or of separating right from wrong†, and morals as, â€Å"an individual’s determination of what is right or wrong†. [iv] I would suggest that they may know the difference, but they choose to ignore it. She then goes on to her next argument that there are seven types of bad leadership: Incompetent, Rigid, Intemperate, Callous, Corrupt, Insular and Evil. She says Page 3 that the first three types (incompetent, rigid and intemperate) tend to be classified as ineffective leadership and the last four (callous, corrupt, insular and evil) are bad because of unethical behavior. She defines an incompetent leader as, â€Å"The leader and at least some followers lack the will or skill (or both) to sustain effective action. With regard to at least one important leadership challenge, they do not create positive change. [v] Leaders are incompetent for many reasons. Some lack experience, education or expertise and others lack drive, energy or the ability to focus. The instances I have recognized incompetent leaders are one’s in which someone was promoted only because of their longevity at the company and not because of their skills or expertise. I tend to call them worker bees who are gre at at being a worker bee, and then they get promoted to a leadership role because they are such a great worker bee, and then they fail. They don’t have the courage to step back and realize they are not meant to be leaders. She defines Rigid Leadership as, â€Å"The leader and at least some followers are stiff and unyielding. Although they may be competent, they are unable or unwilling to adapt to new ideas, new information, or changing times. †[vi] I think this has come into play in past couple of decades with the emergence of technology. There were leaders who were not use to the convenience of technology and it scared them. It scared them right out of their jobs though because they were using rigid leadership and not being able to adapt to the change. Page 4 Kellerman defines Interperate Leadership as, â€Å"The leader lacks self-control and is aided and abetted by followers who are unwilling or unable effectively to intervene. †[vii] This is more of a private matter and very important for leaders to keep it that way. If these types of leaders lose self-control in public it can be very damaging to their reputation and to their followers. The book defines Callous Leadership as, â€Å"The leader and at least some followers are uncaring or unkind. Ignored or discounted are the needs, wants, and wishes of most members of the group or organization, especially subordinates. [viii] Leaders are supposed to consider what their employees want. She uses words such as power-sharing and team-building as examples of what leaders are suppose to be promoting. We read in our textbook that leaders are to empower their employees and let them make decisions and seek improvement. It states that â€Å"a dominant characteristic of effective leaders is their passion for their work and to some extent for the people who help them accomplish the work. † The textbook has a section on team-based organizations and the role that the leader plays. It defines 9 key roles of the leader and those are: Building trust and inspiring teamwork Coaching team members and group members toward higher levels of performance Facilitating and supporting the team’s decisions Expanding the team’s capabilities Page 5 Creating a team identity Anticipating and influencing change Inspiring the team toward higher levels of performance Enabling and empowering group members to accomplish their work Encouraging team members to eliminate low-value work[ix] These are all roles that will help contribute to effective leadership and team building. These types of organizations needs leaders who know the team process and can give feedback and resolve conflict. She defines Corrupt Leadership as, â€Å"The leader and at least some followers lie, cheat, or steal. To a degree that exceeds the norm, they put self-interest ahead of the public interest. †[x] We have learned that there is no place that is immune to corrupt leaders, not even the church. Most of the time the corrupt leader is motivated by money. They are placing their personal interests over the welfare of the company and other employees. It is important to remember that these types of leaders exist especially when you are a follower. Being a follower of these types of leaders can only bring you down as well if you choose to follow them. Insular Leadership is defined by her as, â€Å"The leader and at least some followers minimize or disregard the health and welfare of, ‘the other’- that is, those outside the group or organization for which they are directly responsible. †[xi] It is in some sense, human nature to feel that your group, or family, or country competes with others and that Page 6 your group will always come first. These leaders should look to more of a collaboration and cooperation rather then competition. The textbook suggests, as a way to build teamwork, that you encourage competition with another group. It says that, â€Å"one of the best-known methods of encouraging teamwork is rallying the support of the group against a real or imagined threat from the outside. † It also goes on to say though that, â€Å"the leader should encourage rivalry, not intense competition that might lead to unethical business practices. †[xii] The last style of leadership that she defines is, Evil Leadership. She defines it as, â€Å"The leader and at least some followers commit atrocities. They use pain as an instrument of power. The harm done to men, women, and children is severe rather than slight. The harm can be physical, psychological, or both. †[xiii] She focuses more in this section on the followers who follow these evil leaders. She suggests that they are just as much as evil if they do nothing and just follow along. She also suggests though that maybe they are a victim and are terrorized into following. She of course uses Saddam Hussein as an example of an evil leader, which I think we all could agree with. Before I even read who the brief examples were about, he is who came to my mind. The textbook talks a little about the evil and the dark side of leadership in that of a charismatic leader. It states that, â€Å"some people believe that charismatic leadership can be exercised for evil purposes. Charismatic leaders are experts at promising Utopia. Since perfection is the end, often the most heinous actions can be tolerated as seemingly Page 7 necessary means to the end. †[xiv] It goes on to talk about followers and why they follow these types of leaders. The textbook states that it’s because of that leader’s personal magnetism. Overall, the costs of bad leadership cannot be known exactly. Not only does it cause pain and suffering to those directly affected by the bad leadership, but there are those that are indirectly affected such as family and friends. She does a great job describing the many different ways bad leadership develops and also gives way at the end to correct and fend off bad leadership. She says, â€Å"What is to be done? How can we all, leaders and followers alike, begin truly to correct for and prevent bad leadership? She makes three assumptions to answer these questions: â€Å"First, we cannot stop or slow bad leadership by changing human nature. Second, we cannot stop or slow bad leadership without stopping and slowing bad followship. Finally, we cannot stop or slow bad leadership by sticking our heads in the sand. †[xv] [i] Bad Leadership (Kellerman, p. 15) [ii] Bad Leadership (Kellerman, p. 232) [iii] Bad Leadership (Kellerman, p. 33) [iv] Leadership (Durbin, p. 169) [v] Bad Leadership (Kellerman, p. 40) [vi] Bad Leadership (Kellerman, p. 41) [vii] Bad Leadership (Kellerman, p. 2) [viii] Bad Leadership (Kellerman, p. 43) [ix] Leadership (Durbin, p. 264) [x] Bad Leadership (Kellerman, p. 44) [xi] Bad Leadership (Kellerman p. 45) [xii] Leadership (Durbin, p. 271) [xiii] Bad Leadership (Kellerman, p. 46) [xiv] Leadership (Durbin, p. 91) [xv] Bad Leadership (Kellerman, p. 231 232) Page 8 REFERENCES Durbin, Andrew J. Leadership: Research Findings, Practice, and Skills. Fifth Edition. Houghton Mifflin Company (2007). Kellerman, Barbara. Bad Leadership: What It Is, How It Happens, Why It Matters. Harvard Business School Press (2004). Page 9

Indentured Servitude and Slavery essays

Indentured Servitude and Slavery essays The Dutch, for a while, controlled the slave trade. At first thousands, then hundreds of thousands of slaves, mostly from Africa, were being transported from various parts of the world. There were even traces of slavery in some African kingdoms. Slavery became a way for wealthy landowners to own larger fields of crops and have labors to do the work for a cheap price. It became popular and started to spread all of Europe. Along with slavery was the use of indentured servants. Many poor English people wished to go to America, but could not afford the journey. Landowners paid for their way to America in exchange a term of indentured servitude. The wealthy no longer had to take care of their own land, they used people who considered below them to the work, slaves and indentured servants. Europeans developed a new agricultural and commercial order the South Atlantic system (Henretta 74). They made plantations to grow sugar, tobacco, rice, and other products. These investors provided all the necessary needs to adequately run each plantation. They used imported African Americans to do the labor on these plantations. African Americans were sold in the slave trade. These merchants imported and exported the products grown along with slaves to various countries. England passed the British Navigation Acts. One if its aspects required that American sugar be sold to English consumers (Henretta 77). This action lead to an increase in trade. They would still make money of a trade even if the colonies didnt trade directly to England. Europe decided who they wanted to trade with and found the most profitable way to do so. Along with the agricultural products, the slave trade was very profitable. They sold slaves to the West Indies for five times the amount they purchased them in Africa. This system that the merchants created brought a lot of wealth to themselves and the economy. ...

An Issue That Impacts Distance-Education Learning Research Paper

An Issue That Impacts Distance-Education Learning - Research Paper Example From the discussion it is clear that though the program objectives and purposes are the same, the main difference is that distance learning occurs via web-based technology. This technology connects both the student and the faculty members separated by time and space denying them face-to-face interaction, essential for development of effective teacher student supportive relationships. The lack of face-to-face contact requires the faculty members to develop many new roles to teach, guide, support and assess their students. They cannot be able to discern the body languages of their students over the web, which is crucial in teaching.This essay highlights that for successful distance nursing facilitation, instructors must learn and develop new social and technological skills to use over the net. They must be possessing flexibility, patience, and amiable persona essential in developing interactive communication and relationships with their students. They must also develop and improve thei r basic computer skills to understand the concepts of online web based technology, which requires considerable investment of time and resources for the faculty members to be comfortable with the technologies. Technologies used in distance learning include hybridized audio, video, printable and web based accessories, which maximize student learning experience and efficiency.  Ã‚  Instructors need to invest their time and resources to keep pace with new technologies.... They must also develop and improve their basic computer skills to understand the concepts of online web based technology, which requires considerable investment of time and resources for the faculty members to be comfortable with the technologies. Technologies used in distance learning include hybridized audio, video, printable and web based accessories, which maximize student learning experience and efficiency. Instructors need to invest their time and resources to keep pace with new technologies (Smith, Passmore, & Faught, 2009). Designing distance learning modules require the coordination of various specialists and experts and doing this is a considerable challenge for instructors who have different opinions and ideas. Keeping in touch with the wide number of students, who are at different locations and with different cultures, is also an extraordinarily difficult challenge for faculty members who may be forced to work under different time zones. They must be able to plan and deve lop multi site communications, which require continuous upgrading of hardware and policy to improve efficiency. Failure to do this would render the programs redundant because of lack of co-ordination. Increased use of web based technology for distance learning may infringe intellectual and copyrights of materials been transmitted over the net. The wide number of materials used by different instructors is sometimes impossible to employ without infringements, and they may expose these programs to lawsuits. There is an urgent need for clarification on most of the materials used. Online nursing programs are similar to other courses taught online (Smith, Heindel, & Torres-Ayala, 2008), but assessment becomes a problem. It is

A critical evaluation of one aspect of contemporary hospitality Essay - 1

A critical evaluation of one aspect of contemporary hospitality management - Essay Example nstances, ordering, deliverance, imbursement, and stocking are commenced and completed by information which is captured by examining equipment with little involvement of human resources. Some hotel chains used to sell their ownership to the foreign investors though still keeping control. This provides them with the capital which was required for further growth. The classifications of regular American Hotel are: commercial hotels, conference centres, airport hotels, economy hotels, residential hotels, suite hotels, casino hotels, and resort hotels (Irs, 2014). The hotel industry varies from privately owned businesses to major global groups with more than six lakh room (Irs, 2014). The international hospitality industry involves the organizations or companies which provide accommodation and food to the individuals. It covers broad range of locations, jobs, activities, as well as economic brackets. The hospitality industry involves four sectors which are beverage and food, recreation, l odging, and tourism and travel. The travel industry moves people to different places while tourism industry offers with services which promote vacations and travel (Teare and Olsen, 1992). The Gaviota Tourism Group (Group de Turismo Gaviota) is founded in 1988 having situated in Cuba. It is the company with the dynamic expansion in the monarchy of the tourism industry in Cuba; present in major travel destinations and is also working progressively for the growth of the country. As of today, the Gaviota Tourism Group runs total 52 facilities amongst villas and hotels, with 19,214 rooms in function, with more than 650 million of yearly sales and also an average annually development of the hotel portfolio of 12.4%. The growth rate of this hotel industry will stay at a point of 20.3% yearly, ending with more than 4,000 rooms every year, therefore doubling the figure of guestrooms which is estimated to reach 46,000 by 2017 (Gaviota, 2014). For more than 26 years of the hotel excellence as

Media Convergance Essay Example for Free

Media Convergance Essay What is meant by the term media convergence with regard to technology, and how has it affected everyday life? Media convergence is using the progression of technology to take all the different forms of media and combing them into one single form of media. There are many different forms being combined together such as television, internet, radio, newspapers and magazines. The convergence of media has greatly affected everyday life in both positive and negative ways. Media convergence has given us the opportunity to get immediate and up to date information on news and media that is happening in the world. This gives us the opportunity to keep up to date with what is going on with the world. Another positive affect of media convergence is giving us one main outlet to get many different views and opinions on the information and news provided around the world. Media convergence also has negative results affecting our everyday lives. A negative effect of media convergence is the possibility of getting biased or incorrect information from the internet. On the internet anyone who has the means to pay for a web domain can publish information on the internet, so it is important to check your sources of information and ensure the reliable and correct. With the progression of technology the convergence of media will continue to grow and progress. What is meant by the term media convergence with regard to business, and how has it affected everyday life? What are some of the issues that result from dependency on modern media? Describe at least three issues. How does media literacy help with responsible media consumption?

Media: Source of Todays Violence? Essay -- Argumentative Persuasive E

Media: Source of Today's Violence? In recent years, intense scrutiny has come upon the entertainment industry with critics claiming that it has great influence on the minds of today’s youth. But, what exactly are the effects of such an influence? Certain people have exaggerated the effects that it plays on children. Many people, including government officials, have singled out television, video games, and movies as itthe cause of some types of violence simply because it is an easy target for laying the blame. The truth is that these three media sources are nowhere near the actual causes for acts of violence and other crimes. Studies on the issue are, at best, inconclusive on the issue. Many people believe that television, movies, and video games are the cause of crime because they don’t know the facts on the issue. They single them out because they have violent images and suggestive themes and therefore believe that these will create violence in real life. When a violent crime is committed by a youth, the crime is often blamed on the television or the movies that the youth watched or the video game they just played. Many people will start thinking this is true, based on the fact it seems like a plausible explanation. People will start trying to censor violent images and possibly even ban them. But, by censoring the images it will just make people want to see them more. Humans are inherently attracted to violence and if they can’t see it on television or in movies, they will go elsewhere to get it. Violent television, movies and especially video games offer a way to relieve stress without actually committing any crimes or hurting anyone. Before humans could see or engage in virtual violence, we... ...rnment continues legislation on Capitol Hill on the V-Chip. This the government’s answer to controlling what kids can watch. It’s a device that’s implemented into the television set prohibiting certain shows from being viewed. The parents of the household decide what shows to block. This is not the answer. If a kid wants to watch a certain show or movie on television, then they will simply go to a friends house that doesn’t have the V-Chip. My solution to the problem rests on the shoulders of the parents. They parents must be knowledgeable about their child’s maturity level and whether or not they can handle such programming. By educating the parents on the content of certain shows, movies, and video games, I believe the amount of blame toward the entertainment industry for violence will be alleviated. After all, children are a reflection of their parents.

 Champion Equality, Diversity and Inclusion SHC53 Essay

Equality refers to individuals being treated as equals, and allowing all to have the same opportunities, and to be treated with respect and dignity and to be given the same opportunities to achieve. Inclusion is the process that includes all, while ensuring that the needs of the individuals are met, whilst overcoming the barriers to prevent everyone participating. Social Model The favoured model that is linked to my work is the social model, which focuses on the child or individual and not on their disability, ethnicity, gender, social background, ect; this model looks at the environment as the problem and not the individual thus enabling them independence and empowerment. The health model of disability Focuses on the persons impairments as the problem and not their environment. This can restrict their independence and highlight their disability. Within my area of work I have children and young people who have autisum, globle development delay and mental health diagnosis and some who have suffered great trauma leading to attachment disorders. Both of the above models impact on our young people, we strive to empower our young people to enable them to lead as normal a life as possible. Our company word is ‘Respect’ our ethos is to wrap around the child allowing them to reach their full potential, and supporting them to make informed choices during their time with us and for their futures. We will always advocate for the child to become as independent as they can, this is achived by personal care plans and life skill plans, the children are included in this planning which enables their voice to be heard and involves them in decision making, With the young person always being at the centre of our ethos this ensures they are treated as individuals and listened to. This allows the young person to be ‘empowered’ to identify their own personal choice on decision making about their own lives .For example; a young person with Mental Health diagnosis may not have the capacity to make all decisions about going to college, but can be part of the planning and the communication around this. When needed we would use social stories, pictorial items and arrange college visits. 1.2 Children living within the care system come across barriers of equality and inclusion, in care carries a stigma â€Å"they must be bad† this prejudice happens out of ignorance and the lack of empathy, this prejudice is grown out of assumptions that all looked after children are small criminals . This can have a huge impact on their self-esteem and leave them feeling unable to accesses the community for activities. Discrimination can have a negative effect on children and adults; this can affect their well-being and their mental health. If children and young people lose their confidence, they may become withdrawn and spend periods of time alone, in their bedrooms feeling rejected and that they don’t belong. This will affect their confidence and self-esteem preventing them from engaging in activities within the community and school if this is not addressed then it could  affect their future prospects. The long term effects of exclusion can result in the young person continually thinking they are bad or cannot fit into society, ending up in prison or mental health residential homes because they only feel safe when institutionalised . I feel this prejudice is unwarranted and leads to these children having to try harder to fit in to society. These children often come from low economic homes or have parents who have health problems, they grow up feeling excluded. Becker states â€Å"society labels the individual or group, they are then treated differently† Personal – were your own prejudge can influence you’re practise. Mental health and the stigma this brings .The social consequences of ‘labelling’, according to Becker ‘society labels the individual or group, they are then treated differently. The feelings shown or felt towards the looked after child or the stigma of mental health can give staff or the community a preconception of the young person before they have got to know them. The effects of the stigma on the looked after child comes from being in the care system through behaviours that have come from incidents that are of no fault of their own ,it has come from the trauma of neglet ,abuse or a mental health diagnosis . The looked after child who has the stigma of mental health alongside the stigma of being a looked after child, will need additional support to ensure the opportunities of inclusion and equality are always available to them, enabling any barriers within the community to be overcome. These young people and their behaviours can raise The anxieties of the residents within a community can be raised purely due to the young people being in care within their neighbourhood, making it harder for them to fit in. The role of the care team is to ensure all areas of planning are covered to enable the young people have equality within the community in which they live. 1.3 Best practise within my own area of working means I need to understand the most current legislation ,I need to be familiar with the acts of parliament that inform my policies . These acts are; disability discrimination act ( 1995 ) the NH’s and community care act (1990 ) the mental health act (1983 ) the equality act (2010 ) mental capacity act (2005 ) and best interest assessment articles 1,2 and 14 of the Human rights act (1995 ) sex discrimination act (1975 ) equal pay act (1970 ) race relations act (2000) employment ,equality (religion or belief )regulations (2003 ) The children’s act 1989 –clause which requires authorities to take special account of children’s disabilities and the support needed to enable them to live as near as normal lives as possible. Guidance in the form of ‘no secrets’, (doh,2000) which sets out adult protection policies and recognises adult discrimination as abuse. The documentation working together to safe guard children (doh,2010) which requires PR actions to guard against ‘myths and stereotypes’. Equality, diversity and inclusion are at the core of all that we do, these policies and legislation’s impacts on how I work to support the needs and outcomes of my team and the children within our care. The legislation ensure that people receive equal opportunities, promotes diversity, equality and inclusion, and is a legal requirement that they are implemented within the organisation, this makes it illegal to discriminate against people for any reason . If we did not work following the guidance and legislation it would impact on the staff team and the service user resulting in low morale and confusion, leaving them feeling discriminated against, which could them unhappy resulting in them acting out behaviours, this can then affect how the team continues to work with them.Regular reviews, supervision and appraisals support the team to ensure our working practise is effective. With the changes in legislation the working practise has also changed, children in care are now cared for, gone are the days of work houses and only health care for the rich. Over the years Equality, has promoted the equal rights of all. 2. Be able to champion diversity, equality and inclusion. 2.1 When supporting the rights of children and staff it is important and essential to remember that not all are the same, If you penalise a individual because they are different, this can make them feel unwanted .The rules and boundaries of the home are the same for all, the children’s plans within this are individual to them. The children’s support and care plans ensure our practise meets all criteria of policy to ensure equality, diversity and inclusion for all. Adults who work within our setting should think about their own values and beliefs and how discriminatory comments can affect the home, the child and their colleges. Within our organisation we invest in ongoing training and have policies in place to enable staff to reach their full potential whilst being able to promote diversity, equality and inclusion these include; Allegations against staff policy – to support staff in the event of an allegation leading to a section . Equality opportunities policy –ensuring we are equal to all staff and young people Grievance procedure –to ensure all staff and young people have the right to a process of complaint and grievance Staff recruitment – clear guidelines for staff to see all recruitment meets equality Complaints policy –so all have the right to fairness and equality and the processes to complain if this is not felt Staff hand book –has clear guidance on policy and procedure to ensure staff are supported in their employment and training Young person’s hand book –clear boundaries ,home rules and guidance on what to do when not happy Safe in care policy –this is to ensure all young people living in the home and staff are aware off the needs of each individual person this is followed up with a safe in care agreement were all young people sign up to ,this helps with bulling within a children’s home . 2.2 Part of my role as house manager is having a duty of care, and having the ability to challenge discrimination and exclusion, whilst still working within the our policies. To achieve this it is essential to ensure that the supervision of the team promotes good practise. It is important to involve staff in their individual development plans, ensuring that these are tailored to their individual support needs. Within this process it is important to challenge any barriers that arise preventing exclusion, equality, diversity, the staff member has a right for their voice to be heard, this creates a culture of transparency which allows for growth and good practise. I expect my team to lead by example and show our children  respect and dignity and to be non-judgemental, if discrimination ,bulling or prejudice of any form of is witnessed by child or adult this is challenged. We have a very clear zero tolerance procedure and clear guidelines on how to make a complaint. Policies used to ch allenge; Complaints procedure Bulling and harassment Equality opportunities policy Employment handbook Grievance procedure Supervision and appraisal Allegations against staff Personal harassment policy 2.3 – In 2005 The Office For Disability Issues announced that their vision is by 2005 â€Å" Disabled people in Britain should have the same opportunities and choices as non-disabled people, to improve their quality of life and be respected and included as equal members of society† Their purpose â€Å"We are the guardians within government of the vision of equality for disabled people by 2025† Within our practice we have many policies and procedures to adhere to which all staff are responsible to read and understand. They should also understand that there are many forms of abuse and neglect which could result from discrimination. Emotional abuse within the care system can be very damaging to a young person, Working together to Safeguard Children is a document that care staff are provided with. It states that â€Å"Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development.† Our safeguarding policy describes discrimination as â€Å" Behaviour that is directed at person because of disability, ethnic origin, race, skin colour, culture, sexual orientation, size, gender or age, which could result in the young person’s , Withdrawal Anger/aggression Loss of self esteem Imitative behaviour -The impact of inclusion on a child is that it empowers them and makes them feel that they belong. Many of the young people that we care for have had numerous placements in either foster care, residential homes and schools. This can leave them feeling uncared for unwanted and rejected. One of our clients when first placed with us would spend long periods of time alone in her bedroom playing on one of her 3 DS and was reluctant to send time with the group or engage in any activities. We carried out lots of 1-1 sessions with her and discovered that this was what was expected of her in her previous foster placement. During the 1-1 sessions we were able to identify her likes and dislikes which enabled us to be able to include her in some group activities with others who also shared the same interests. She now attends activities several evening a week and spends the remainder of her time interacting with her peers, and her DS’s are now rarely used. For their time with us to be beneficial to the young people we must follow inclusive practise, this is incorporated in the day to day running of the home, they are allowed full access to all areas of the home, excluding others bedrooms, the rules and boundaries applied are equal to all. If the young person’s behaviours cause them or threatens to cause others harm then they may be sanction to help with the containment off the behaviour, so that they can be included in all aspects of the home and activities. If I felt that a staff member was discriminating a young person or staff member I would address this immediately and this would be discussed during supervision and further training would be offered. We want our young people to feel confident, safe and respected within their home thus allowing them to succeed. The value of diversity means that we respect and value the differences of each other and listening to others opinions, providing that they are not detrimental to any ot her child or adults well being. The staff team are expected to interact with the children equally, while recognising that they are individuals, and have individual needs and support plans. All staff are provided with regular safeguarding training, this gives them information on discrimination, abuse, inclusion and diversity, which along with our policies and procedures promote better outcomes for our young people. In house information Bulling and harassment Equality opportunities policy Employment handbook Grievance procedure Supervision and appraisal Allegations against staff Personal harassment policy 2.4 Our children are supported to ensure they are not discriminated against, they receive weekly key work sessions, and can request a 1-1 with a care member of staff at any time. We have weekly young people’s meetings, where they can write down things that they would like addressed or ask a staff member to write it for them so that others don’t know who has raised an issue. Exclusion is not a practise that is used unless a child cannot access an area due to a behaviour that means they are not safe to self or others .My team are supported to challenge discrimination or exclusion ,this can be done in reflective space ,debrief, team meetings ,handovers. Supervision is a place where there is confidentiality so issues can also be discussed, there is zero tolerance for my team, and we treat each other with respect and dignity, whilst remembering we are all individuals that bring different aspects of experience to the team. There is a clear complaints procedure and staff all have copies of staff handbook and procedure in their individual folders .Young people have the use of worry forms and complaints forms individually and in a folder in communal areas ,these are supported at key work sessions . 3. Understand how to develop systems and processes that promote diversity, equality and inclusion. 3.1 The Equality act is a legislation that is in place to ensure that people are given equal rights and opportunities regardless of their age, gender disability, race, religion or belief and sexual orientation. This legislation promotes diversity, equality and inclusion by making it a requirement that they are commonly practised and incorporated into the social care setting thus making it illegal to  discriminate against a person for any reason . The main acts within the Equality Act 2010 are; The care Quality commission The disability Discrimination Act 2005 Human Rights Act 1998 Equal pay Act 1970 The Sex Discrimination Act 1999 The Race Relations Act 2003 To promote good practise it is essential to follow these Acts if not followed then consequence can be diverse, this could affect the individual a young person or the entire team. This could leave a young person feeling discriminated against, which can lead to negative feelings of isolation, and feeling unheard, leading to problems for them and those around them. They can become unhappy causing them to act out negative behaviours putting the team and young people at risk. We have complaints procedure for staff and children, whoever I feel we do not promote this enough and would benefit from being revised, although the procedure is clear I feel that it does not promote its self to enable change. Our staff team is multi cultural so is able to promote the cultural needs for our clients, this has proved beneficial to the needs of our young people. The staff have taught some of them how the care for afro Caribbean hair and to understand their religious and cultural needs. We ensure our young people are involved in menu planning and we hold a cultural night which enables them to prepare a ethnic meal and share their culture with others. We ensure we have Champions for all young people this ensures our practise continues to be Equal for all and remains open and honest. We hold regular meetings throughout the service, it means we all have a voice and the legislation ensures our voices are heard and respected. Without the use of individual care plans and individual support plans, (Where the young person’s input is included) which are tailored around the individual needs of the young person that also take into account their ability, culture, disabilities and their personal int erests, the young person would be discriminated against. All children have a right to grow up safe from harm and discrimination. Lord  Laming highlighted the importance of frontline professional’s getting to know children as individual people and as a matter of routine, while considering how their situation feels to them. All young people in our setting have weekly keywork sessions and can request 1-1 support from staff at any time, they all have access to worry forms or complaints forms and each have an independent advocate, and all participate in regular activities suitable to their ability. As a staff team we have monthly individual supervision and weekly team meetings where any form of discrimination would be addressed. 3.2 We have previously had issues with our rotas due to staff shortage. This meant that staff were required to work long shifts and also weekends, which makes it hard to achieve a good work life balance. When staff are tired and unhappy it can have a knock on effect on the young people. With an increase of staffing levels it has allowed us to re-look at the shift patterns allowing the rota to change ensuring a good work life balance. This has included many meetings with managers and the principle, in reflection of the rota system and process, we have been able to produce a fair rota ensuring all staff have equal weekends off and this has contributed to the well-being off the team, thus ensuring that staff are not too tired to give the level of care required for our young people. It is important as a manager that I ensure my team are given the opportunity to make informed decisions. The process we have in place has worked well, we work openly and honestly, so the team meeting discussion was taken to the senior management meeting this then resulted in the team sitting down with senior managers and working out a rota together. Staff our now given a rota for six months instead of two weekly, enabling them to make plans within their personal life. 3.3 To improve our service and to meet the needs of our young people, I need to increase our partnership with the cultural community. We have recently had a child placed with us who is a Jamaican, our knowledge in this area is limited, to support us as a team and ensure equality, inclusion, and diversity I have to ensure we Employed staff with Jamaican background Taken advice from a cultural advisor Brought literature to support young person and staff The team have been part of the planning with the young person and social worker and have a set target to re-introduce the young person to her religious beliefs and culture I continually strive to improve our service to our young people, I constantly review and evaluate, this requires a whole team approach ,senior staff within the team are given additional needs to support this ethos. For example life skills, these are planned with the young person and are individual to the abilities of the young person. . 4. be able to manage the risks presented when balancing individual rights and professional duty of care 4.1 working with young people who are encouraged to have a voice, it is sometimes hard for them to understand that parental responsibility does not lie with the care team but other authorities; Section 31 young people it is their placing authority Section 20 young people it is still their parents. This can cause confusion and young people need to know they have a voice and are heard, we do this through network meetings, key work sessions, house meetings, meetings with social workers and contact with parents. Duty of care and ensuring safe practise means all information is shared with the safe guarding team, it is then decided how this information is shared to keep young person and team safe . An ethical dilemma is when a section 20 young person is reaching adult services and the parents push on their mental health labels wanting a more secure placement and excluding them from any part of the decision making. This is hard as parents feel they are acting in best interest but they are often frightened of the young person making the wrong choice. The ethical dilemma means we have to balance the needs of the family versus social care versus the young person. Our key responsibility has to ensure that the individual is in control of their own lives and is at the centre of any decision making, we have to support our young person and if we need to challenge the families views. The documentation and planning of life skills with the young person will allow us to promote the equality and inclusion of the young person. The young person must be given the information in a format that they understand, such as social stories or pictorial schedules. In cases like this we must understand the; â€Å"The mental capacity act 2005 (mea 2005) and Best interest assessment â€Å". The five principles of assessment are; 1. Presume capacity unless established otherwise. 2. Take practical steps to enable decision making 3. Accept that people can make unwise descions 4. Act in persons best interest 5. 5. Use the action least restrictive of the person’s rights and freedom of choice. 4.2 The principle of informed choice the individual is supported to make a decision, they accept a shared responsibility for the choices they make, along with the outcome .Evaluation of the decision have we provided the right tools for this to be communicated. The young person’s values and points are respected; the team promotes an environment that empowers them to make their decision. It is vital that all parties are involved this may require a network meeting, any decisions should be unbiased and taken clearly on facts, and the understanding of these facts will have implications and future consequence of an action. This element of informed choice is risk taking and can often alter the path for young people are we able to take the risk it makes professionals nervous ,as we are asking individuals to balance risk and their own responsibilities against legalities choice and rights of the care system. Within therapeutic working practise trust is essential, so the choices given mu st be able to be achieved and implemented by the young person. They must be given time to reflect on their choices, risks, and potential outcomes. Once they have all the information the choice must be their choice and not influenced by us, however ensuring that they have given all of the relevant information. Within the principles of Equality ,Dignity ,Diversity ,each young person should have the opportunity to make decisions for themselves, even if they make wrong choices as long as they can proceed with full knowledge of risks, while ensuring that the choices given are safe. This I feel is better for the young person, to be able to make their own choices rather that to be told what is best for them. 4.3 Individual capacity affects informed choice ,because of a young person’s mental health, physical health, chronic health,  young people who have been in the care system are supported from a very young age to understand they have a voice ,this is promoted in their reviews . Within the â€Å"Mental capacity Act (2005) A code of practise states; â€Å"Making an unwise decision does not mean that person lacks capacity â€Å". This area can seem very grey, children living in care homes can become institutionalised so decision making is hard, it’s our duty of care to give them as many skills as possible to be part of their care planning, to be able to make the right choices. Young people with mental health labels are far too often deemed unable to be part of any planning or decision making. When they make wrong choice is this capacity or just making wrong choice? â€Å"an individual may not be able to make a judgement about complex treatment decisions, may still be able to express a preference about what they want to eat â€Å".Beauchamp and Childeress (2001) For Children and young people diagnosed with Mental Health issues, as they reach adulthood it can become very complex. The impact of others on the decision making and choices, we often see that parents can become over protective, this can be out of fear of losing control of their child. The young person through mental ability, anxiety, intellectual capacity, may never have been part of making their own choices and now through legislation is being overloaded with choice. To ensure we meet the needs of the young person as an individual, we should work on the facts actual diagnosis, care plans, risk assessments, actual abilities that are documented, for example; can work out their budget for toiletries. This skill can lead to being able to do food shopping, menu planning ect. The statement above is a very clear point, young people with ASD for example can plan their day in an environment they feel safe and secure in, once outside anxiety can take over and crossing the road can be a danger. The young person still needs the choices we just need to ensure the choices are given within their own capabilities. 4.4 To manage risks we have in place live documents that continuously dynamically risk assesses, this allows for mutual accountability. It allows for risk taking by looking at each risk. I have a young person who continually puts herself at risk absconding and asking strangers for cigarettes, this puts her at risk of abduction, grooming and rape, within the network we came to the conclusion we should provide 4 cigarettes a day.  Although the risk to health increased with the 4 cigarettes a day, it decreased in the other areas, but has also dramatically reduced her smoking habit. The young person is always at the centre of any risk assessment and their thoughts and choices are always considered, a high risk for our young people is that they may possibility not be socially accepted, this then increases the risk of them making the wrong choices, within our risk assessing we encourage young people to make the right choice . Through our network meeting risks and planning are always disc ussed this includes the whole network to work collaboratively to manage risk assessments and to ensure a culture that is accountable and does not lay blame. References care quality commission . (2012, june 29). Retrieved may 3, 2013, from www.cqc.org.uk. legistation . (2013, march 10). Retrieved from www.legistation.gov.uk. Caplin, P., Landridge, E., Morgan, B., Platts, R., Rowe, J., & Scragg, T. (2012). Diploma in leadership for health and social care . Cheltenham: Nelson Thornes . Equality and Human Rights commision . (n.d.). Retrieved may 3, 2013, from www.equalityhumanrights.com. J McKibbin, A. W. (2008). Leadership and Management. Derby: Heinemann. http://www.officefordisability.gov.uk/ Acts Equality Act (2010) Mental health Act ( 1983) Mental Health Act and Mental Capacity Act (2005) Disability discrimination Act (1995)