Employee Skills Improved After Receiving Training At The...

In this paper, we will be discussing some recommendations that employers should provide in terms of training for anger management problems that employees may have in the workplace. The recommendations that we will be discussing are: Cognitive Behavioural Therapy, Cognitive Restructuring, Communication Assertiveness, and Employee Assistance Programs. We will be discussing the positives and negatives of anger management training in the workplace, and we will also discuss whether or not employee skills improved after receiving training in the workplace. In order for organization to be as successful as possible, employees and management need to know how to properly manage anger in the workplace in a healthy manner with each individual and the†¦show more content†¦Cognitive Behavioural Therapy has various techniques that are used and combined such as relaxation, problem solving, stress inoculation and several more (Beck and Fernandez, 64). Cognitive Behavioural Therapy works well because it pin points several areas that will identify whether a person will develop anger in certain scenarios in the workplace. To determine this, three main factors are identified. Firstly, perception of every person, his/her capability to recognize themselves. Secondly, expectation, which is expected to happen. Finally, every individual s appraisal which is responsible for assessing yourself in certain situations. These are some key components when approaching this method, every person working at a workplace should be aware of the components when completing the session. When working on an individual, it is important to work on their aggression, anger, and stress. The reason is that every individual should be capable of controlling their anger, by doing that, aggression will slowly but surely reduce with time. To add to that, educating the individual is a must, that is to teach every individual how to avoid conflicts. Another component is to help them stop reacting without thinking, and gain self control. These techniques can include progressive muscle relaxation, breathing exercises and imagery training that helps you foresee what will happen (Bhave and Saini, 162). Do these paragraphs only

Relative age And Developmental Age Samples †MyAssignmenthelp.com

Question: Discuss about the Relative age And Developmental Age. Answer: Introduction Relative age is defined as the month in which a child is born (Grove Jim, 2016). Additionally, relative age effect is the immediate as well as long-term consequences which affect selection and participation in youth sport. Relative age effect does not only affect the participation in sports but also in academic work. For instance, in the application of joining Oxbridge, most applicants were from Wales and England where the year of the school groups was created on the basis of September-August. For the applicants who were older in the school year groups had a higher chance to reach Oxbridge compared to younger classmates. Evidently, the annual-age way of grouping leads to kids in an age group to be older than children in the same age group. For instance, a child born in the month of September tends to be twelve months older compared to another child who is born in August although they can compete and train in a similar age grouped team. Research shows that Relative Age Effect is seen at all levels. Thus, a persons date of birth may have an impact whether the individual plays a sport, chosen at youth levels, and proceed to be a professional player. Research shows that relative age effect has some impacts on the development of a child (teoldo da costa, 2012). Notably, children who are younger in a given year group are likely to do less in attainment exams than those who are older. The measure subjects which are commonly used are reading, mathematics, and writing. Research shows children who are born in a later year are frequently disadvantaged and there is a probability of them performing less well in sports and in school than those early-born peers. Additionally, they consequently receive less encouragement as well as recognition from others. Notably, when they happen to be among children who mature late, the effects become amplified. It means that the brain of younger children is not able to get classwork quickly compared to older children who brain has develope d fully and they are able to comprehend information faster (Musch, Grondin, 2001). Studies which were conducted in Chile and the United States of America found that those children who tend to be younger in their year group are more likely to be retained in a certain class. It means that these children usually develop at a low rate and they end up learning two or three years in the same class. Such children develop low self-esteem since they feel unworthy especially when they are in the same class with older pupils. Additionally, retaining in the same class might make the pupil delay in her or his academics for a long time and spent a lot of time in books without applying the knowledge learned in class in the real world. Additionally, these younger children are more likely to have special educational needs. Most of them do not understand the concept learned in class at a fast rate, and therefore they are forced to go for tuition while others are at home. Additionally, some might even be homeschooled because their parents may think that the teacher is not giving them the special attention that they need (Augste Lames, 2011). Evidently, anyone can guess what may happen to children at a younger age than others. In many cases, these children begin to put less concern and effort when it comes to school work, and they may even lose a lot of ground which is relative to their more and older mature fellow peers. These kinds of distortions occur all the time in physical activities as well as in sports. Kids with an older developmental age or relative age or a combination of the both may outdo fellow peers in the early years (Furley Memmert, 2016). People mistake all these concerning the kid outperforming others, and they may think that the child is well talented, but that is a mistake. If an individual digs deeper concerning the kid who outperforms other in sports and in school, they may find that the kid might have matured earlier or he or she is older than his peers. Looking at physical development, these children might delay even in attaining puberty. It becomes a big problem and concern for these children wh o mature at a lower rate compared to their fellow peers, and the issues of low self-esteem are manifested. These children who are younger than others may face rejection in class and in the playing ground where others do not want to be associated with them. Lack of friends and low IQ level in school may lead to depression and several disorders. According to Erik Erikson in his developmental theories, he stated that people attain puberty at the age of 9 to 18 years and research shows that some children may delay showing signs of puberty. For instance, some girls may start their menstruation at the age of 15 years, and some boys may break their voice at the age of 18 years which shows there is some delay in development (Mann van Ginneken, 2017). These children are always laughed at by other peers who have matured starter than them. Conclusion Conclusively, relative Age Effect is seen at all levels. Thus, a persons date of birth may have an impact whether the individual plays a sport, chosen at youth levels, and proceed to be a professional player. Research shows that relative age effect has some impacts on the development of a child. Studies which were conducted in Chile and the United States of America found that those children who tend to be younger in their year group are more likely to be retained in a certain class. Additionally, retaining in the same class might make the pupil delay in her or his academics for a long time and spent a lot of time in books without applying the knowledge learned in class in the real world. Additionally, these younger children are more likely to have special educational needs. Such children develop low self-esteem since they feel unworthy especially when they are in the same class with older pupils. References Augste, C., Lames, M. (2011). The relative age effect and success in German elite U-17 soccer teams. Journal of Sports Sciences, 29(9), 9837. https://doi.org/10.1080/02640414.2011.574719 Furley, P., Memmert, D. (2016). Coaches implicit associations between size and giftedness: implications for the relative age effect. Journal of Sports Sciences, 34(5), 459466. https://doi.org/10.1080/02640414.2015.1061198 Grove Jim. (2016). Relative age and developmental age: Is your child getting shortchanged? - Active For Life | Active For Life. Retrieved September 21, 2017, from https://activeforlife.com/relative-age-and-developmental-age/ Musch, J., Grondin, S. (2001). Unequal Competition as an Impediment to Personal Development: A Review of the Relative Age Effect in Sport, 21, 147167. https:// doi.org/10.1006/drev.2000.0516 Mann, D. L., van Ginneken, P. J. M. A. (2017). Age-ordered shirt numbering reduces the selection bias associated with the relative age effect. Journal of Sports Sciences, 35(8), 784790. https://doi.org/10.1080/02640414.2016.1189588 teoldo da costa, varley. (2012). relative age effect in olympic taekwondo athletes. Perceptual and Motor Skills, 114(2), 461468. https://doi.org/10.2466/05.25.PMS.114.2.461-468