Performance Management In Lloyds Banking Group Management Essay

Performance Management In Lloyds Banking Group Management Essay Corporations organisations look for individuals with potential techniques to develop their management skills, who in current market conditions are facing many challenges to gain skills, qualification, qualities competencies that would make them better leaders managers. Both organisations individuals looks to make investment that can get the best return. One way to achieve this is through the Management Development Program that seeks to set out the purpose of management development by considering what managers do in various contexts, and how they learn. As per Cannell. M (2008) Management development is a process through which individuals gain managerial skills through learning in turn helping themselves organisations. Management Development is an important aspect in an organisation as in house development gives employee a chance to utilize or develop their skills, make them feel loyal to the company and saves cost in the long term. Growing management talent means increased effi ciency profitability for organisations. [www.cipd.co.uk] Value of Management Development (MD) As per Mumford, A and Gold, J (2004) MD is valued as it has to be linked determined by the business needs as per strategic plans and also provide inputs to strategic plans. This top down approach can be contrasted with the one that lays emphasis on the way managers learn develop through actual opportunities. (Garavan et al, 1999; p.193) In relation to MD, a key consideration for many organisations is to show the improvements in performance of managers leading to success of organisation. Effective Management Development As per Mumford (1993) Management Development is an attempt to improve managerial effectiveness through a learning process. Effective Management Behaviour Development Focused on Effective Learning Effectiveness Process The purpose of this effectiveness triangle is that management development is not only focused on development or learning processes but these directly affect the management behaviour. John Kotter (1982) described effective behaviour as building networks for colleagues, executing by working and developing multiple objectives and maintaining relationships spending time with other people to achieve those objectives. This can then help managers to assess their development needs based on the meaning of effectiveness that is important to them or organisations. This then looks at the activities that are carried out by managers, meet their requirements to carry out their work, leading us to the second point of triangle which looks at the needs depending on the desired results from managers and action to achieve those results. The organisation then looks at the needs for learning and development depending on the processes through which those needs can be met effectively to help individual/org anisation. Measuring MD through Management Development Audit (MDA): MDA is a tool for organisations to find out what managers want, how they feel about what they are getting is management development effective, adding value and in line with organisation requirements and goals. MDA is a continuous activity of gaining a broader view of management development needs, assessing its value controlling costs in constantly changing environment. for e.g. in Lloyds banking group there is a Group Operations team which deal with gathering of data by means of interview, surveys, observations documentation. They look after the needs for management development and perform assessment gathering data on individual request and offer relevant courses that can be done online or class-room based to develop required skills and measure those in line with the organisation goals or achievements. Approaches to Management Development (MD): As per Mumford, A and Gold, J (2004) Organisations have different approaches towards management development, the four stages of management development in any organisations are: Unplanned experimental Management Development: This informal approach is based on learning by practical experience while working/experimenting things and situations. In past individuals were promoted based on the product knowledge they possessed regarding an organisation who had little training about supervision, e.g., about delegating, interpersonal skills, stress management, career developments, etc. Unplanned reactive Management Development: This approach is based on immediate situation or pressure. for e.g. the survey of IFA satisfaction report shows dissatisfaction, requires raising awareness or doing courses in respect to those skills. Another example is handling change in difficult situation, where companies like LBG have brought effectiveness by reducing costs. Planned Management Development: This approach is based on planned structured procedure of an organisation where appraisals, performance reviews identify the needs of development. for e.g. Formal Development/learning, a job change will identify the skills possessed required to do the particular job, which will identify the needs of development. An individual with expertise across various management topics is an effective manager. Effective management gives systems view of an organisation, reviewing how major functions affect each other. Strategic Management Development: This approach looks at the longer term issues with the management development for e.g. the development of managers required to handle mergers acquisition over the coming years. Organisations respond to the environmental changes such as customer demands, globalisation and technological changes, here MD could prove to be vital in acting as a tool to achieve implement the strategy and business performance for e.g. The EFQM Model. [www.efqm.org] Learning Development at Lloyds Banking Group There are quite a few different definitions of learning. The one provided by Kolb (1984), has been of particular importance in MD. Learning is the process whereby knowledge is created through the transformation of experience. The definition has further two implications, firstly if managers have achieved knowledge, skills and/or insight, learning is an end result or outcome. Secondly, to achieve an end result requires a process by which mangers acquire knowledge, skills or insight. As per Pedler and Boydell (1985) learning was more concerned with increase in knowledge or a higher degree of an existing skills, whereas development was, in their view a move towards a different state of being or functioning. At LBG, executives are committed to the development of every colleague, including themselves, so as one team the organisation is well-positioned to deliver against the strategic priorities. Learning at LBG is as follows: Your Learning web portal available for all colleagues to manage learning activities online. Effective Performance Management Leadership Management at Glance [Lloyds Banking Group Internal Database] Performance Management in Lloyds Banking Group Holbeche (1999) refers Performance Management is about setting clear and measurable objectives, taking time to regularly monitor performance, having open and honest conversations and coaching colleagues on their performance and development. Organisation like Lloyds banking group concentrates more on their performance management which is a key driver to keep track of improvements, skills achievements. Effective Performance Management to LBG means that colleagues are clear about what needs to be done and this is communicated in regular conversations throughout the year. These conversations may be formal, for example 1-2-1 meetings or annual reviews, or informal, such as quick chats with managers. Staff can also discuss their performance with colleagues other than line managers, such as peers or colleagues whom they work regularly with. These reviews provide an opportunity for colleagues and managers to identify any areas of improvement or development required, where colleagues have th e capacity to stretch themselves in their role. LBG performance management comprises of five elements as shown in the figure below: 1 Effective Performance Conversations Across the whole Business we act As one 5 Clear Simple Actions for 2 Clear, Consistent and For Development and Aligned Objectives Improvements 4 Effective Differentiation 3 Performance Ratings Based of Performance on Overall Contributions [Lloyds Banking Group Internal Database] Effective Performance Conversations (EPC) As per London and Smither, (1995), the purpose of EPC is to enable an improved understanding amongst managers and employees. Managers strengths or weaknesses could be recognised via staff feedback, thus needs for development are recognised where MD can play important role. EPC could be of any form between staff, managers or colleagues; like informal chats about the aspirations frustrations or a formal chat regarding a particular objective its achievement progress. EPC should be conducted regularly so they form an integral part of the daily activities. One of the major drawbacks for EPC is, can mangers take criticism in a positive manner or would they act defensively. As per Meyer et al, (1965) research suggested that it is a very sensitive issue and the key findings from a research carried out onto the impact of feedback on managers during performance appraisals was that, the more criticism a manager received the more defensively they reacted by denying shortcomings and blaming others. It was further found that criticism continued to negatively affect performance after reviews. [Lloyds Banking Group Internal Database] Clear, Consistent and Aligned Objective LBG (Lloyds Banking Group) objectives ensure that the deliverables are aligned with overall objectives of business where all employees actively work and contribute to deliver the organisational strategic goals by appropriate approach. LBG uses Balanced Scorecard approach for clear, consistent aligned objectives. The Balanced Scorecard: The balanced scorecard approach focuses on the clarity of organisations overall business strategy and objectives and the will to work towards them as per Kaplan and Nortons (2001, p52). LBG focuses its development activities on the whole of its workforce because of the importance of high quality customer service. In seeking to develop the talent and capability that are key to its future growth, it is interested in mapping the skills and attitudes of employees at all levels. Balanced scorecards are set at the beginning of each year and have structured objectives with clear metrics, covering five categories. Each category represents elements essential for long term growth and success. Every colleague will have their own balanced scorecard and the content should be appropriate to their role. This means that every scorecard supports individual, team and organisational objectives. The use of balanced scorecard in LBG is to support delivery of business objectives and values in the context of prudent risk management, and ensure that all colleagues work together to achieve this outcome. [Lloyds Banking Group Internal Database] Effective Differentiation of Performance (EDP) LBG staff is distinguished through their performance and thus recognises those individuals who would require more support for better performance. This would imply that ratings are fairly and consistently applied throughout the organisation. Peer Comparison Approach for EDP: LBG uses peer comparison as a technique to differentiate performance. In particular, it helps to ensure that the performance ratings provided are fair and accurate reflection of colleagues performance in relation to the rest of the organisation. For example, it helps prevent one colleague from receiving the same performance rating as another when the evidence shows that they have contributed less during the year. As part of regular reviews, line manager will consider staff performance in relation to their peer group. This could be members of team at the same level, or other colleagues performing a similar role at the same level in another part of the organisation. Bettenhausen and Fedor (1997) found that peer comparison was viewed positively when used for development but negatively when used for evaluation. For example, because managers often have to work closely and associated with other managers, their peers, they tend to give positive feedback bec ause they do not wish to disturb the relationship or damage careers. Peers may require making comparisons between individuals, and this may harm the working of team. Clear Simple Actions for Development Improvements Colleagues should constantly look for opportunities to develop themselves. For example, staff can be thinking about how to improve performance in current role or even what they need to do to move into a new or promoted role. If everyone focuses on development at an individual level, this will in turn have a positive impact on the success of organisation. Businesses tends to change and therefore even colleagues who have been in their role for a significant period of time will find that they need to develop in order to meet the objectives set at the beginning of the year. Every colleague should have a Development Plan, which they will discuss with their line manager. This should include: à ¢Ã¢â€š ¬Ã‚ ¢ What staff needs to do to develop them in current role (closing any skills gaps you have). à ¢Ã¢â€š ¬Ã‚ ¢ What behaviours you need to develop. à ¢Ã¢â€š ¬Ã‚ ¢ What aspirations you have for your long-term career and how you will work towards this. Our approach to Performance Management also allows us to identify at an early stage where colleagues may need support/development to help them meet their objectives, for whatever reason. If you are experiencing difficulty in meeting your objectives at any point in the year, you and your line manager will work together to recover your performance via an Action Plan. Action Plans are required for all colleagues who are considered to be underperforming. [Lloyds Banking Group Internal Database] Case Study: This case study is about LBG undergoing change due to acquisition of HBOS and the employee engagement survey indicated that the change was poorly managed by the organisation and the line managers. There was a very low level of employee satisfaction with both the organisation and management behaviour. Customer satisfaction was worse/lowest to such an extent that LBG was top of the customer complaints with 22,242 complaints in first half of 2010 (Jill Insley 2010 Guardian.co.uk). Analysis of questions used in employee survey showed that the crucial elements of satisfaction were: From Employers/Organisation: Employees wanted job security, generalised market pay and decent conditions for working environment. From Team Leader/Managers: Employees wanted to be kept informed about organisation changes, realistic targets, clear direction, notice taken of their views and setting SMART goals. From Team: Employees expected team bonding/socialisation, fairness of system for deciding duties and opportunities to influence decision. The response for many of the items on this satisfaction index can be influenced by changing management behaviour (i.e. upward appraisal approach Jones, 1996 and conducting workshops). The key aspect was to develop management/organisation behaviour which was linked to effectiveness. LBG provided workshops for senior managers on process skills and their application in developing staff, input of ideas for quality improvement, vision building team problem solving. These workshops were then cascaded down to lower managers and then all employees. As a result of these workshops many new processes were put in place (e.g. People Voice Going for Gold), most of them for solving the problems associated with change. The effect of this was then monitored on employee satisfaction through quarterly surveys. The results from survey were compared with high average scores to those which had lower scores for effectiveness. LBG improved communication to ensure colleagues are kept up to date on the integration programme and other projects within organisation. Managers held daily team huddles to provide information on the current changes within organisation, suggestion boxes were placed in each teams for employees to have their say. The feedback from employees/managers implemented change into infrastructure that provided small pods for meetings, group discussions and appraisals within group areas to give managers and staff more privacy. Meeting rooms were designed with new technology for managers to present clients/customers with product information building relationship. Relaxing areas were introduced for staff and managers with facilities like TV, Xbox, reading rooms message chairs for time out from b usy working environment. Executive managers hold quarterly meeting with teams, using the sessions to provide update on organisation, also expectations reflections on teams followed by QA sessions for colleagues to put forward their views on current issues. These sessions provide management team with useful feedback from the business and enables them to take action accordingly as to what colleagues want to make organisation a great place to work. The result of which provided employees to socialise with other teams and learn their processes/ways of working, it also provided teams to have quarterly business lunch to enable better bonding between teams. This change implemented a People voice team which would now collect data from staff members and understand their requirements or any achievements that were made by them. The Intranet published stories about staff members providing excellent customer service and feedbacks from customers to make colleagues feel as one team. Rewards were offered to staff members providing excellent service or the best recommendations made, this helped to manage changes/improve things in working environment. Staff suggestions helped LBG to implement these strategies and help them to boost motivation, efficiency performance and as a result it had the highest level of sigma scores for IFA satisfaction in October 2010.The overall effect was staff innovation, working as one team increased loyalty of staff towards organisation. [Lloyds Banking Group Internal Database] Conclusion The management development programme demands a lot of commitment and desire to participate in learning process. This requires an evaluation of the situation and thus formulating the appropriate strategy or plan for effective development to work in any given organisation. The techniques used for development in the above case study have effectively achieved the strategic goals of the organisations thus proving to be successful. Provision of the facts or the realisation of short comings could not improve the situations in this case; some sort of strategy was required to be implemented to effect all these changes. The timely implementation of these development learning plans implemented across all levels in LBG lead to better customer relations, improved team bonding and achieving target objectives of the organisation.

Youth Justice Policy in Britain (1945-1981) †from Punishment to Welfare

Introduction The discussion of the youth justice policy in Britain has re-gained importance in the aftermath of the August 2011 riots, which spread across London and other major cities in the country. Think tank analysts and policy experts argued, that the youths which allegedly took part in the riots, were disillusioned and de-motivated young people from broken homes (Politics UK, 2011). The deep societal problem behind youth engagement in the London riots raised the question about the efficacy of the youth justice system in Britain, and debates about its institutional reform permeated the political discourse. After the gruesome murder of James Bulger in 1993 by two ten-year old boys the public and policy-makers became convinced, that only a general policy reform of the youth justice system is not sufficient. Rather a reform of specific sectors such as the ones dealing with anti-social behaviour and gang crime was much more urgent (Guardian, 2011). The purpose of this short essay is to critically review the different phases in the development of the youth justice system from the 1940s to 1981. Based on the conclusions, in the final section recommendations for policy reform will be made. Research question The purpose of this essay is to critically approach the different stages in the evolution of the youth justice policy in Britain. Based on this observation, the paper will provide an assessment of how the system has evolved and what the main trends in its transformation are. For clarity the author has decided to separate the observations in the following stages – from punishment to welfare, young offenders enter the community, and the strengthening of the Intermediate Treatment. Each one of them will be critically analysed in the following sections. The youth justice system in Britain: a review Before we proceed with the examination of the main developments in the youth justice system in the set period, it is important to provide a brief overview of the main components and structures of this system. Similarly to other types of youth justice systems, the British one inclines towards prevention, rather then retribution (Bottoms & Dignan, 2004). Bottoms and Dignan (2004) refer to the British youth justice system as a correctionalist and committed to the prevention of committing offences. The idea of the correctionalist system implies stronger intervention on behalf of the state, as opposed to earlier views such as letting young offenders grow out of the crime. This characteristic trend, experts argue, reflects a much more complex and multi-level approach to dealing with youth crime, involving different elements such as parents and agency teams. The trend has been accompanied with an intensive institutional reform, such as the introduction of the semi-independent body of the Youth Justice Board with the 1998 Crime and Disorder Act (Community Care, 2010). In the years to follow, there has been a trend for the unification of all activities related with youth justice under the umbrella of a single department – the Ministry of Justice, in order to create accountability and higher levels of responsibility in one of the most important and problematic policy areas in Britain. The 1940s – from punishment to welfare It is now clear that society’s views on crime change over time and are susceptible to historical and social conditions. The youth justice system in Britain is an example of the transformation of the concepts of crime and offender in social and political terms. Therefore the way young criminals have been treated by the criminal justice system has been a subject of reform throughout the years. In the late 1930s and early 1940s, perhaps one of the most important developments in the youth justice system is that a line between children and adult offenders was finally drawn. For the first time in the early 30s and 40s, the courts were obliged to consider the welfare of the child (Thorpe et. al, 1980). This marked a significant transformation of the whole justice system, because it determined a different role of the courts, related not only with taking punitive action, but also correction and care for the young offenders. It is now clear that the transformation from punishment to welfare has been later underpinned in another important document – the UN Convention on the Rights of the Child (Youth Justice Board, 2008). As the later stages of the British youth justice system demonstrate, the latter has always been responsive to the developments, taking place in the field of human rights at any particular time. The 1960s – young offenders and the community The trend towards welferism which started in the early 1930s continued in the next several decades, and had its peak in the 1960s, when a special legislation, concerned with the social integration and correction of the young offenders was passed (Youth Justice Board, 2008: Thorpe et. al, 1980). In 1969 the Labour government passed a legislation to introduce a revised youth justice system, based on welfare principles and reformation of criminals (Thorpe et. al, 1980). The 1969 Children and Young Persons Act emphasized the role of the community as the environment, which would play a major role in the social integration of those who committed offences. The act also established the so-called â€Å"halfway house† which was the middle way between being subject to a Supervision Order (which requires minimum contact between supervisor and young person) and being taken into care (Youth Justice Board, 2008; Children and Young Persons Act, 1969). This new establishment came to be defined as Intermediate Treatment (IT) and according to some observers was the foundation of the modern youth justice system. Another intended development of this period, which however, did not come to fruition, was the attempt to increase the age of criminal responsibility from 10 to 14 years. Prior to the 1969 Act, the criminal responsibility age was only 8 years (Thorpe, et.al, 1980). The developments which took place between the 1940s and the late 1960s are a result of the rise of the welfare state in Britain and the rest of Europe. A major historical and sociological trend, the rise of the welfare state, which affected almost all policy sectors, was provoked by the advent of capitalism and consumerism, which according to social historians, exacerbated the class divisions in British society (Greenaway et. al, 1992). The youth justice system was no exception of this trend, and the establishments of the 1969 Act were a signifier of the fusion between community and policy. Youth crime was no longer a detached criminal activity for which only courts had responsibility – in the late 1960s it became a priority for the whole of the British society. The 1970s and 1980s – the strengthening of the Intermediate Treatment This decade was marked by persistence in the community-based treatment of young offenders. The role of community remained strong, and some judicial changes, such as the inclusion of â€Å"specified activities† in the Intermediate Treatment occurred. These were used to persuade magistrates to use communal sentences, instead of custodial sentences (Youth Justice Board, 2008). In this sense, the young offenders were made to participate in the welfare of the community as part of their correction process. In the light of these developments, it is interesting to notice that the connection between the community and young offenders remained twofold – young offenders were still treated as part of society, despite their violations. At the same time they were expected to contribute to its development. In its turn, society was to participate in their rehabilitation and integration in the post-offence stage. This is an important characteristics of the British youth justice system, because it reveals two things – that there is no positive connection between decreased custody and the level of youth offences, and that the British society took a middle stance between two types of justice – restorative justice, focusing on repairing the harms, resulting from the offence, and retributive justice, which relates to facing the consequences of the punishm ent imposed. This middle stance was about to change in the 1990s, when the cruel murder of two-year old James Bulger by two ten-year old boys was to push back the youth justice system towards punitive actions. Conclusion and recommendations This essay has attempted to critically examine the main stages in the development of the British youth system between 1945 and 1981. Two major developments have been discussed – the transition towards welferism and the steps towards correction, rather than punishment and custodial action. The role of the society has remained significant, and despite the developments of the early 1990s, the re-integration of young offenders has remained on the agenda. After the murder of James Bulger in 1993, public attention was once more shifted towards the reform of the youth justice system, and more specifically against the prevention of offending and re-offending, rather than mending the consequences of it. Therefore it is important that government efforts targeted towards bringing all the institutions involved in the British youth system under a coordinated scheme of action. Different units such as social workers, community volunteers, the police and those involved in education are to work together through enhanced dialogue. This means that the sectoralism in the criminal justice system needs to be reduced, and replaced with harmonization of efforts of different actors on all levels. This would ensure a holistic, rather than sectionalized approach to solving issues, related with youth crime in Britain. Bibliography: Bottoms, A. & Dignan, J. (2004) â€Å"Youth Justice in Great Britain†, Crime and Justice, Vol. 31 Children and Young Persons Act (1969), 22 October, The National Archives, Available at: http://www.legislation.gov.uk/ukpga/1969/54 Retrieved 03.03.2012 Community Care (2010) â€Å"Ministry of Justice to take control of Youth Justice Board†, 20th May, Thursday, Available at: http://www.communitycare.co.uk/Articles/20/05/2010/114543/ministry-of-justice-to-take-control-of-youth-justice-board.htm Retrieved 03.03.2012 Greenaway, J.R., Smith, S. & Street, J. (1992) Deciding Factors in British Politics, London: Routledge ch. 2 pp. 29-39, ch 3. Guardian (2011) â€Å"What next for youth policy†?, August, 25, Available at: http://www.guardian.co.uk/public-leaders-network/blog/2011/aug/25/tony-blair-youth-policy-intervention-reform Retrieved 03.03.2012 Politics UK (2011) â€Å"Comment: What is causing the riots in London?, Nick Cowen, Monday, 8th of August, Available at: http://www.politics.co.uk/comment-analysis/2011/08/08/comment-what-is-causing-the-riots-in-london Retrieved 03.03.2012 Thorpe, D.H, Smith, D., Green, C.J, & Paley, J.H (1980) Out of Care: The Community Support of Juvenile Offenders Allen and Unwin Youth Justice Board (2008) â€Å"A Brief History of the Youth Justice System†, Available at: http://labspace.open.ac.uk/file.php/5193/YJ_k523_1/sco.htm Retrieved 03.03.2012

Effect of Social Media Addiction Essay

In recent years social media has become an important asset of student’s life. Teenagers satisfy themselves by using social networking sites like Facebook, Twitter, Myspace and many more. Their life now depends on social media to interact with each other. Therefore, it becomes a basic need for them. Social media typically involve interactions of people through social networks and blogs. Social media is defined as a platform that helps a user to connect with other users through simple internet access. Consequently, social media have been upgrading day by day. As a result, more teenagers get indulge on social media for their intercourse. Some people argue that advancement of social media threatens the life of teenagers because they are addicted towards social media. However, others believe that it enhances the scope of teenagers towards education and culture. The new generation is the electronically addicted generation. Due to this addiction teenagers face many effects in their lives. This report aims at the different effects caused by social media on teenagers. Moreover to what extend social networking sites effects teenagers on their school success, relationship status, social life. This report also focuses on solutions of the given effects. Social media is a complex network in which people design their own profile and become users. After that, enlist other users in the profile and then interact socially in a virtual world of social media and exchange information in a close network. Advancement in the technology alters the learning technique of teenagers. They reside in a world of technology as a result, get technological capability prematurely. Moreover, this capability is very significant in their academic results (Prensky, 2001). It is carried out that teenagers operate these social sites for doing pleasure activities rather than for academic success (Luckin et al, 2009, p. 87-104). Specific investigator bring into light that high school student operates these media only to strong their social dominance over the other users (Ellison et al. 2007, p. 1143-1168). Teenager’s are easily amused by social media due to its advancement. Nowadays, facebook is the most popular social site among teenagers. Hindustan times (2012) reveal that â€Å"India crossed the 100 million internet user’s† (p. 7). Moreover HT surveys exposed that 24% of respondent used social media on a daily basis and 52% say they have more than two profiles on different social media. It is estimated that 73% of teenagers prefer to interact on facebook, 48% rely on Myspace and Linkedin have a usage of 14% (Lehhart et al. ,2010 , p.25). There is a steep rise in the usage of social networking sites by youngsters. However, a survey was conducted named as â€Å"parent and teen† survey and 935 individuals participated in it in America it depicts that in 2006, 55% of the teenagers were the daily users of social media (The Nielsen Company, 2009). Furthermore, usage of social media incremented by 30% from year 2006 to 2007 (The Nielsen Company, 2010). Observati ons conclude that the main purpose to use these social media were to remain in contact and to make an influence on the social network frequently visiting it. Social media is very conductive to spread information about the calamities situation around the world. As a result, teenagers get aware of the world around them. In contrast, of having positive effects some researchers also revealed the negative and addictive influence of social media on teenagers wellness. In addition, they start living in the virtual world of social media. Moreover, their physical contact with other people decreases to a great extend. However, some teenagers are so addicted to social media that they start describing their daily activities on social sites. If they don’t check their profiles at regular intervals,they get a sensation of despondent, aggressiveness and separation. Moreover, when addiction hinders the academic path of teenagers, then social networking sites become important instead of education, family, peer attraction and recreational activities. When tension builds to perform well in the exams, the earlier thing that is affected by the social me dia network is educational approach. Many users prefer to interact over facebook only to avoid real societies and  problems. Further investigation brought into light that whether addiction to social media like facebook is a threat to higher education. Kandell (1998) stated that college students are at a verge of developing social addiction towards facebook. In additional survey by Sharifal et al (2011) on 380 female Malaysian university students state that these participants are influenced by facebook and considered to be addicts. Social networking sites have the ability to use productively in educational purposes by students (Greenhow, 2009, p. 42-47). Particularly, it depends on the teenagers to what extend they will use social media as their advantage. Sugar (2013) concludes that initially there were two networking sites set up for social media purposes, these were â€Å"sixdegree.com† in 1997 and â€Å"classmate.com†. However, it gives Different identity to different users. Through social media users feel like connected they can share and evaluate thing with one and another. At the most basic level social networking sites build up the strength to make friendship. Moreover, the teenager may feel good in different environments like in college, school. Also, they feel like responsible. It also reveals that using media enhances the efficiency of students towards academic studies. The main focus is how a user uses social media to his advantage. Furthermore, teenagers can remain in contact with the family members. Despite of these advantages only achieved by taking conception that many teenagers use social media in a good way. Social media have many advantages in this contemporary world of teenagers. They learn how to take initiatives in making friends.. The scope of their knowledge increases drastically. However, Interacting socially open the gaze of the many valuable things like knowledge about learning, culture views. Social media networking sites are not just the mere source of entertainment. Teenager’s must use it as a source of information to accelerate their knowledge. After that, pursue good grades in academic studies. Teenager’s elevate their personalities using social networking media. Social media have many negative impacts on user’s. However, teenager’s must take social media as an open test in which they can multiply their social skills. It acts as a medium for communication between peers, relatives. User’s gain experience. Moreover teenager can attain technology excellence in their early while  operating these media. As a result, they will mold themselves according to the change in the technology. Moreover, they will get knowledge of the information and technology. Universities, colleges and even some public organisation use social sites to interact with the people. However a positive approach must be set towards social media. User’s try to express themselves truly sometimes on social networking sites. As a result, they learn how to take initiatives in order to make friends. Learn to know about different societies and culture. Teenager’s must adopt the positive aspect of social media. So that they can have a personal advantage in the nearby future. It has many aspects according to the users view. Teenagers must use the social media in a timely manner not in a excessive. They should start preparing their daily schedules on social networking usage. The decision to get addicted or to get promoted by social media depends on the user. So users must use social networking sites for benefits rather than for their destructiveness. Teenagers must use it in a timely manner. Should check performance of their academic session regularly as it is affected by social media or not. They must give to every physical activity. This report aims at the positive and negative effects of social media. Addiction to social media is very harmful. In collaboration, this report shows the usage of social networking among university students in America, India and Malaysia. Moreover, it describes the social media usage pattern among teenagers. For further instant different effects have been listed due to social media and networking addiction. However, with negative, positive effects have also impacted the life of teenagers. Social media are very beneficial and dangerous for teenagers. These media is not just to spend time or get addicted to it. The main theme of social media is to get connected to the world. When addiction starts then the productivity of teenagers decrease to a minimum extend. One more result also come out it is not practically prove that social media addiction affects the life of teenagers. Effects of social media hinder the path of success for teenagers. University students are likely to be get addic ted by social use because of their influencing atmosphere. References see more:does social media cause isolation Salgur, S. A. (2013). THE EFFECT OF SOCIAL NETWORKING ON TEENAGERS’ SCHOOL SUCCESS. Euromentor Journal, 4(3), 35-46. Retrieved from http://search.proquest.com/docview/1462851084?accountid=10344 Zaremohzzabieh, Z., Samah, B. A., Omar, S. Z., Bolong, J., & Kamarudin, N. A. (2014). Addictive facebook use among university students. Asian Social Science, 10(6), 107-116. Retrieved from http://search.proquest.com/docview/1512349385?accountid=10344 Brown, J. D., & Bobkowski, P. S. (2011). Older and Newer Media: Patterns of Use and Effects on Adolescents’ Health and Well-Being. Journal Of Research On Adolescence (Wiley-Blackwell), 21(1), 95-113. doi:10.1111/j.1532-7795.2010.00717.x Park, N., Hwang, Y., & Huh, E. (2010). Exploring Problematic Mobile Phone Use: Relationships Between Adolescents’ Characteristics and Mobile Phone Addiction. Conference Papers — International Communication Association, 1 Peter, J., & Valkenburg, P. M. (2008). Adolescents’ Exposure to Sexually Explicit Internet Material and Sexual Preoccupancy: A Three-Wave Panel Study. Media Psychology, 11(2), 207-234. doi:10.1080/15213260801994238 Fioravanti, G., Dà ¨ttore, D., & Casale, S. ( 2012). Adolescent Internet Addiction: Testing the Association Between Self-Esteem, the Perception of Internet Attributes, and Preference for Online Social Interactions. Cyberpsychology, Behavior & Social Networking,15(6), 318-323. doi:10.1089/cyber.2011.0358 Sharma, V., Aymen, Dona, Nahida, Sabeeha, Yonten, & Rabia. (2013). A study to assess the pattern of use and the effect of online social networking on student nurses in a selected college of nursing in Delhi. Journal of Psychiatric Nursing,2(2), 63-67. Retrieved from http://search.proquest.com/docview/1503129451?accountid=10344 Leung, L., & Lee, P. N. (2012). The influences of information literacy, internet addiction and parenting styles on internet risks. New Media & Society, 14(1), 117-136. doi:10.1177/1461444811410406 SOFIAH SZ, ,SHARIFAH, ZOBIDAH OMAR, ,SITI, BOLONG, J., & NIZAM OSMAN, ,MOHD. (2011). FACEBOOK ADDICTION AMONG FEMALE UNIVERSITY STUDENTS. Revista De Administratie Publica Si Politici Sociale, III(7), 95-n/a. Retr ieved from http://search.proquest.com/docview/1011279621?accountid=10344

Types Of Relationships Between Parents And Adolescents

Types of relationships. There are different types of relationships between adults and adolescents and they all have different dynamics. Miller-Day discussed four different types of relationships between parents and adolescents. Although they were discussed as parent-adolescent relationships, these types of relationships can also exist between school counselors and adolescent students. Miller-Day described laissez faire, consensual, pluralistic, and protective relationships. These types of relationships all differ in their combination of conversation orientation and conformity orientation. Laissez faire relationships have low conversation and low conformity, consensual relationships have high conversation and high conformity, pluralistic relationships have high conversation and low conformity, and protective conversations have low conversation and high conformity (2008). Awareness of the different types of relationships is important because it determines how an adolescent receives a m essage from an adult. Conversation orientation refers to the amount of discussion on a subject and the amount of individual input. Conformity orientation refers to the amount of conformity required in a relationship and often results in a â€Å"because I said so† type of attitude. The way a decision is come to the message of an expectation is relayed will affect the feelings that come from it. View of relationship. The way in which adolescents and adults view their relationship with one another hasShow MoreRelatedParental Supervision and Adolescent Drinking Behavior1591 Words   |  7 PagesI. Hypothesis. The purpose of this research is to find out if parental supervision has an influence in adolescents’ drinking behavior. II. Literature Review. Research suggests that parents play an important role in the lives of children. 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