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What strategies can Robert use to improve his chances to get a promotion?

Robert is a supervisor at a large bottling company. His job includes managing safety and breaks and setting schedules for his twenty-five employees who use forklifts and other machinery to package and move filled bottles on to trucks for delivery. Robert has career goals with the orga-nization. First, he would like to become the bottling manager, which is one step up from his current job. In five years, Robert would like to become the director of operations who oversees the entire factory floor.

Robert is an excellent, well-liked manager by his employees, but when it comes to his supervi-sors, he is very quiet. He never mentioned the fact that his shift had one hundred accident-free days in a row or that productivity had increased 10 percent since he took over the shift. Robert is also a bit shy, so he avoids any kind of social interaction such as the holiday party.

While Robert wants to be promoted in the organization, he knows he lacks some of the skills needed to do the job, such as the ability to put together budgets. Because of this, he has iden-tified two courses he would like to take to improve his financial skills.

Robert was recently asked to review the operational processes during his shift and excelled at it. In fact, because of the shifts’ awareness, Robert motivated his staff to change some of the procedures to be more cost effective. Since Robert would like a promotion, he knows he should assess his strengths and weaknesses

1. Consider each of the following topics discussed in this chapter and discuss Robert’s strengths and weaknesses in each of the following areas (making reasonable assumptions is fine). Then create a plan addressing what Robert can do to improve in each area: a. Power positioning b. Planning, action, and attitude c. Etiquette d. Personality characteristics e. Mentoring f. Continual learning

2. Once you complete some ideas for Robert, think about your strengths and weaknesses in each area. Make a plan on how you can improve on each point.

Sample Solution

n as an idealised symbol of Childhood in the Golden Age of Children’s literature. Peter Pan, Pantheism and The Muse of Childhood. 3014 Words.

In this essay, I will discuss, with reference to Peter Pan and The Wind in the Willows, and C. S. Lewis’s The Lion, the Witch and The Wardrobe. I will explore the influence of Pantheism in The Golden Age of Children’s Literature and why the figure Pan was popularised in, and inspired writing for children in the Victorian and Edwardian Period.

Background.

The period , from 1880 to the end of the Edwardian Era and occasionally beyond was known as ‘The Golden Age’ of Children’s Literature and Illustration. Where previously little literature specifically for children existed, other than fairy tales, nursery rhymes and religious writing for children, greater access to education, improved literacy, and wider publication to books through improved printing technology, encouraged authors to write for children specifically. During this time, synergies between social, political, and artistic ideology influenced many aspects of literature.

References Pan and Pantheist adopted by the Romantic writers of the eighteenth were adopted by Victorian and Edwardian writers who explored the idea of an all-encompassing God with deeper connections to nature. Several prominent late Victorian and Edwardian writers, particularly those writing for children, identified with a yearning to connect with the natural world.

Popular illustrators from ‘The Golden Age of Illustration,’ such as Arthur Rackham, Edmund Dulac, and Heath Robinson, were renowned for illustrating works inspired by fairy-tale, mythology and folk-law. The period also coincides with The Education Act of 1880, which made school attendance from the ages of five to ten years old compulsory.

In the collected essays, ‘Worlds Enough & Time, Childhood in Edwardian Fiction’, within the introduction, the editor argues that it was the Edwardians who made ‘the child central to Childhood’, that children were ‘imaginative, free and distinct from adults. ‘ Suggesting that before this period children were largely represented as ‘little adults’. However, in Secret Gardens, A Study of the Golden Age of Children’s Literature, by Humphrey Carpenter, the author asserts that Romantics, including Blake and Wordsworth, (who were both associated with Pantheist ideology,) recognised the child’s view of the world as differing from that of an adult. Carpenter did not believe the view that the child was a lesser version of the adult or a concept that evolved in the Edwardian Era.

The concept of childhood as separate from adulthood is not new. Brueg

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