Improving Organisational Performance Essay Example | Topics and Well Written Essays - 3000 words - 2

Improving Organisational Performance - Essay Example Objective Setting 7 Reviewing What and How 8 Overall Performance Rating and Rewarding basis on the appraisal 8 Challenges and Negative effects of Performance Management System 9 Balanced Proposals 10 Implications for Line Managers 11 Conclusion 12 References 14 Appendix 16 Introduction Performance management is a systematic progress that improves the performance of an organization by the improvement of individuals’ skills and effectiveness (Deb, 2009, p.36). Moreover, it increases the efficiency of team and helps to achieve the business and organizational objectives. Performance is explained apparently, which is the achievement of qualified objectives. The proper implementation and practices helps the employee of the organization to achieve the personal as well as organizational goal. The other important aspect of performance management of organizations is it helps to maintain the goal significantly (Caldwell, 2002, p.19). Performance management is one of the important elements of organization control system and Human Resource Management (Pravin, 2007, P.583). Performance management helps to provoke organizational and employee development by its methods. It also covers the strategic development by several modifications through its methods. Moreover, it facilitates indirect control of employees be setting up a clear target (Bhatia, 2003, p. 39). In order to achieve the objective of the study, Tesco and Sainsbury the two leading retail organizations of UK has been selected. They study will critically evaluate the Performance management in Tesco and Sainsbury. Moreover, the study will explore the challenges that have been encountered by the use of performance management in these two leading retail chains in UK. The study will develop a balanced proposal in order to overcome the challenges. The implications for line managers are also have examined by this study. Finally the study ends with a conclusion. Ev aluation of High Performance Work and Performance Management System in Tesco Tesco organization structure is kind of a bureaucratic structure as authority and power flows from the top level to bottom level in the organization. This equilibrium has the similarity in the performance management system and reward structure. In Tesco, the top management employees earn more reward comparing to the employees who exists in low level of the organization. However, the overall reward and performance management system and the Performance Steering Wheel is the key reason of the organization success story of Tesco (Jolly, 2009, p. 397). Customer, Community, Employees, Operations and Finance are the major elements of the Tesco’s performance steering wheel (Figure 1). From this steering wheel the employee’s aspect has been discussed in this study in order to evaluate the performance management framework of Tesco (Barrow, 2011, p. 93). Performance Management Framework Sir Terry Leahy i s the chief executive of Tesco, who is supremely responsible for the growth of organization. He had developed a clear map, direction and a compass in order to attain a strategic growth. The management team of Tesco has decided to develop and structure a performance management framework in order to develop a strategic goal of the organization. The performance management framework has created several key performance indicators in Tesco. The major purpose of this approach is to steer Tesco towards success. Performance steering wheel was developed by Tesco in the year 2009 in order to fulfil the organization as well as individual objectives (Taylor and Nichols, 2010, p.11). It has created the groth opportunities for the employees. The adoption of this framework has made the jobs interesting for the

The Linguistics Theory Essay Example | Topics and Well Written Essays - 1750 words

The Linguistics Theory - Essay Example Words that relate just by meaning, form lexical relations, can take various forms: synonymy is when all the semantic components of the words are similar; antonyms are created when one component of the meanings differ, and hyponymy is the case of an extra component is added to differentiate one word from the other. The antonym is a lexical opposition. It was traditionally classified as a contrastive paradigmatic construction (meaning a complex lexical construction that unifies with other constructions, resulting in syntagmatic usage). Unlike other paradigmatic relations, antonymy is both a lexical and a semantic relationship. Unlike synonyms and hyponyms, antonyms can only exist in binary form. Some lexicologists use the term opposite to refer to the semantic relation and antonym specifically for opposites that are also lexically related. It is also thought that, unlike synonyms and hyponyms, the antonym can only be a contrast set of only two words. But, depending on the meaning, word s may have different antonyms. Besides the natural binarity of the antonym, there is also the possibility of a brighter spectrum of contrast. For instance, the antonym of happy would be: sad. But â€Å"angry† is also very different from happy and can easily be used to contradict it.Coordinated Antonymy, a discourse –functional category – it indicates exhaustiveness of the scale involved. It neutralizes the difference between normally opposed categories, by considering them and all the instances in between, as being true.

Preparation For Providing Effective And Efficient Mentorship Nursing Essay

Preparation For Providing Effective And Efficient Mentorship Nursing Essay In preparation for this assignment searches have been conducted using the following databases: Cinahl, Pubmed and Medline search terms Learning theories, Learning styles, Mentorship and Practice Education Facilitator were used singularly or in combination. Manual searching of relevant nursing journals and publications have been performed. Articles published in English in the last 10 years were reviewed. This assignment will examine the issues and processes that need to be considered whilst facilitating and supporting a student to meet their learning outcomes in a practice placement, there will be discussion regarding the assessment strategies available as a mentor, which contribute to the overall assessment of students. Furthermore learning styles and theories will be discussed, along with the clinical setting as an environment to facilitate the learning needs required to achieve success in completing the practice placement learning outcomes. A brief overview of the clinical setting will be provided to capture the ambiance of the learning environment. The setting for this location is an Elective Orthopaedic Unit within the Northwest and in conforming to the Nursing and Midwifery Council (NMC (2008); any names used will be pseudonyms to protect identification, confidentiality and dignity will be maintained at all times. NMC (2008) states that a mentor is a registered nurse who has completed the approved mentorship programme and meets the criteria set out in NMC (2008) standards for mentors, practice teachers and teachers. Whereas Gopee (2008) argues the term mentor is frequently used to mean trusted friend, guide and advisor. There is also identified the eight mandatory standards that must be achieved to become a mentor, the author will be referring to these standards to support learning and development in practice. To ensure the student who will be named as Lucy for the purpose of this assignment has a positive learning experience it is paramount that learning environment is supportive for Lucy and for those who work alongside her. An orientation pack and welcoming letter are provided with useful information and an introduction to the allocated mentor is provided when ever possible on attendance the first shift. Kenworthy and Nicklin (2000) support the view that the more comfortable and welcome a student feels within the working environment, the more likely it is that effective learning will take place which is a key factor in successful learning. Pearcy and Elliot (2004) found that students who have had negative experiences with their mentor and placements, tend to leave the course before qualifying however Beskine (2009) advocates that starting off with a positive approach promotes the students experience as well as the quality of the placement. Adhering to the mandatory standards set by the NMC (2008) Standards to Support Learning and Assessment in Practice; and in order to establish the stage of Lucys training and her learning needs and style a mutually agreed time and location is identified for the initial meeting to take place. This meeting provides the opportunity to co-ordinate off duty and to identify another team member who will be available to support Lucys learning needs in the absence of her mentor. Once Lucys learning style had been established, then negotiating the best way forward to facilitate the learning experiences relevant to the placement can take place This provides the opportunities for Lucy to meet all of the learning outcomes and needs. Direction towards self-management of learning should be encouraged to help promote professional development, and to instil the importance of responsibility and accountability. At the half way point Lucy and her mentor will have a formative assessment, evaluation of her progress this will determine any action plans or adjustments necessary to enable Lucy to meet her learning outcomes. NMC standards for mentors (2008) state that a mentor must contribute to evaluation of student learning and assessment experiences, suggesting aspects for change resulting from such evaluation. A summative assessment would usually take place when completing student documents whilst focusing on the whole of the placement. In a study by Hart and Rotem (1994) it is indicated that the qualities of a mentor are a vital factor in providing and achieving a positive and valuable learning environment; moreover the study found that stressful events for nursing students during clinical practice have shown the initial clinical experience was the most anxiety producing part of clinical experience Cahill (1996) acknowledges that the single most crucial factor in creating a positive learning environment is the relationship between staff and the student nurse; it is also discussed that a common problem that arises for a student is that they are regularly unable to work with their mentor. Many nurses and nursing students in the past found themselves to be autonomous practitioners, learning their skills within the situations they found themselves in without adequate guidance or support (Bray Nettleton, 2008). Whereas Higgins et al (2009) suggest the success of any nursing student in any program in any clinical setting is complex, enhancing the complicated nature of education and the perception of competencies whether student or mentor. This is an important concept to be sensitive to, as the process of moving forward with the knowledge and skills needs to be supported and nurtured in order to facilitate the standard of care that is safe, accountable, and competent. Honey and Mumford (1992) Identified If mentors are to teach students effectively they must be aware of different learning styles and the importance of them; furthermore Honey and Mumford explore four different styles of learning and is a variation on Kolbs learning cycle, which was originally adapted from Kolb and Fry (1975). It is thought whenever possible, it is essential to allow the students individual style of learning determine the choice of teaching. Within Kolbs model there are four different styles of learning they describe, activist, theorist, pragmatist, and reflector. They also propose that although many people can be a mixture of the four styles, they primarily have a preference for only one. However Clark (2007) suggests that labelling such as activist versus reflector has no scientific justification. Downie and Basford (2003) believe, that to identify the learning outcomes at the beginning of the placement is of great benefit to the student, knowing the stage of training that the student is currently at helps to support a student effectively within the clinical setting; moreover they suggest that most students prefer the traditional learning method described as pedagogy which is where the mentor or teacher has full responsibility for what the student learns. Andragogy is described by Knowles (1990) as adult learning where the student is motivated and applies life experiences to learning, therefore this suggests the use of andragogy teaching method would be beneficial to Lucy as she is very motivated in learning outside if the learning outcomes. When establishing Lucys learning style, formal teaching sessions were introduced to demonstrate how theory is applied in practice. A taxonomy frequently used in nursing is the framework by Benner (1984) in which there are five levels; novice, beginner, competent, proficient and expert. According to Benners stages of clinical competence, which shows the journey of a novice to an expert then Lucy appears to be an advanced beginner as signs of understanding NMC The code: standards of conduct, performance and ethics for nurses and midwifes have been identified along with previous experience in other clinical areas. As required By NMC (2008) Standards to Support Learning and Assessment in Practice along with fostering professional growth, the mentor encourages Lucy to reflect on her practice and empowered Lucy to be autonomous within the limitations of the supervised role, whilst being fair and accurate in the assessment of the student. Validity is the most crucial aspect of any assessment; it shows the extent to which the assessment measures and what it is expected to measure. A valid assessment is one that assesses learning outcome; it is set out to assess and not to target other outcomes that may not have been learnt adequately at that point. Reliability is also a key factor to be considered in assessments, the term reliability is used to indicate the consistency of which an assessment measures and what it is designed to measure. However Goding (1997) suggests that reliability and validity are inappropriate indicators of nursing practice and that they reduce practice to a list of objectives, which holds very little relation to the intricacy of practice. The NMC (2006) advocate that assessment is said to be reliable, if it gives similar results when used on different occasions, and with different assessors. It is suggested by Hand (2006) that continuous assessment allows the student to achieve their target through progressive goal setting. Whereas Clifford (1994) explains continual assessment of practice, implies the students performance is monitored on a daily basis during clinical practice, which would be done on a day-to-day basis. Regular meetings between Lucy and her mentor allow discussions with mutual respect to evaluate the progress she is or may not be making, enabling action plans to be implemented if necessary. According to NMC (2008) the mentor should provide the student with constructive feedback and assist them in identifying future learning needs and actions. Employing evidence-based practice, observation and communication equips the mentor with some of the necessary tools to identify the strengths and weaknesses and provide feedback; remaining objective when assessing the student to meet the required outcomes also means being objective when completing student documentation. It could be tempting when assessing Lucy to overeat her performance causing the halo effect, although by underrating her performance could cause the horn effect; this could happen if there is a clash of personalities between a student and a mentor. Krech et al (1962) document that human tendencies can influence a manager or mentors point of view causing stereotyping and the halo and horn effect Research by Watson Harris (1999) that examines support of students in practice placement established that some student nurses are being allowed to pass clinical assessments without having demonstrated sufficient competence; the study revealed that some Practioners did not feel it was their responsibility to fail students. Moreover Duffy (2003) reports that it is inevitable that some students will not be able to meet the required level of practice and it is essential that mentors do not avoid the difficult issue of having to fail these students. Duffy (2003) identified that weak students tend to have poor interpersonal skills, are disinterested in practice learning and are frequently late, and that they also lack personal insight and the awareness of professional boundaries. Duffy goes on to recommend that early intervention is essential if mentors or the clinical team notice an issue or concern about students, time must be made to discuss the issues. There may be other factors affecting performance and these mitigating circumstances may need to be considered, however performance must meet the required standard. The NMC (2008) Standards to support learning and assessment in practice state the mentor is accountable and responsible for assessing the total performance of the student including attitude, skills and behaviour. There are fundamental individuals that can offer support and guidance to the mentor. The mentor can access support in assessing a student by way of the links to the Practice Education Facilitator (PEF), whose multidimensional role includes; according to Salvoni (2001) helping to support and enhance clinical practice and teach student nurses practical skills within the academic setting, in recognition of the theory-practice relationship. In addition to this Rowan Barber (2000) and Richards et al (2001) support the view that the PEF furthers staff in the development of their teaching and assessment skills. The PEF, University Link Lecturer and The Academic Adviser are pivotal in supporting and guiding both the mentor and the student if there have been concerns expressed in a students progress within the placement. There is a potential that a mentor could be mentoring a student who is not able to achieve within the placement, if a mentor has concerns it is essential that this concerns be acted upon in the appropriate and in a timely manner. Duffy (2003) recognised mentors do not always identify and deal with problems early enough in students placement, they find it difficult to fail a student, in order to prepare a mentor for their role and the responsibilities in failing the student it is vital that they are supported and backed up by the PEF. The NMC (2008) states mentors should manage failing students to enable them to enhance their performance and capabilities for safe and effective practice. The student should also understand their failure and the implications of this for their future. NMC (2006) states students must evaluate their placement as part of the educational audit process. Also as the named mentor you are responsible for making the final assessment and are accountable for passing or failing the student. It is inescapable that some students will not be able to achieve the required level of competence whilst in the practice placement and it is essential that mentors do not evade the difficult issue of having to fail a student. In conclusion this assignment has examined a plethora of evidence, research, reviews and studies to elicit discussions and reflection surrounding what issues and processes have to be considered whilst supporting a student in a practice placement along with comparing the range of assessment strategies accessible to mentors which, contributes to the overall assessment of students. Wilkinson (1999) argues liasing between clinicians and educationalist enhances the quality of assessment and promotes a practice based learning culture. Learning styles and learning theories have been investigated. It is important to assess each student as an individual in the context of their learning needs to strengthen the integration of theory and practice within the clinical setting likewise it is imperative that the mentor has an understanding of the learning outcomes. The mentor was able to pass Lucy in her practice placement and maintained professional boundaries throughout the experience.

Self Discovey in King Lear Essay -- History, Renaissance, Galileo, Cat

Throughout recorded history, humans have deemed themselves superior to all other living creatures. The Bible, arguably the most influential work of literature extant, demonstrates human superiority in the excerpt, "Let us make man in our image...let them rule over the flesh of the sea and the birds of the air, over all the earth." This notion of superiority was especially evident during the Renaissance, a period categorized by the rebirth of thinking and knowledge. The Renaissance, which lasted from about 1300 to 1600, brought advances in science that clashed with traditional viewpoints on life and the universe. Galileo Galilei, an Italian physicist, mathematician, and astronomer, with evidence from Copernicus' works, proposed a heliocentric model of the universe; that is, a model in which the planets revolve around the sun. The Catholic Church opposed Galileo's ideas, claiming that Bible verses placed the earth at the center of the galaxy; this further supports the notion of human eminence. Galileo was placed on trail in 1633 for heresy and imprisoned for the remainder of his life. Galileo's imprisonment demonstrates the stronghold the church had on society, even during the Renaissance. Equanimity, compliance, and human superiority were tenets supported by the Catholic Church; dissent and individualism were not. Renaissance authors, such as William Shakespeare, seemed to protest human superiority and Stoicism. In King Lear, one of Shakespeare's especially famous works, the main character from which the play gains its namesake embarks on an emotional journey of self-discovery. The play commences with Lear, the reigning King of England, preparing to divide his kingdom. Lear has three daughters: Regan, Goneril, ... ... 39-year old man from California, slaughtered his family in an attempt to receive a sizable inheritance. Lyle and Erik Menendez, also from California, ended the lives of their parents in pursuit of an upper-class lifestyle. These individuals valued money over familial ties; King Lear originally valued power and compliance over his own blood. The self-discovery of King Lear exemplifies the fact that humans are far more valuable than money or power in attempt to set an example for humanity. These lessons still ring true in more modern times; famed psychiatrist Sigmund Freud warned against accepting flattery as genuine and giving away one's possessions during his or her lifetime. Lear's self-discovery came too late to save his daughters; the play seems to encourage humanity to have its own self-discovery before it disavows its Cordelias in the pursuit of niceties.

The Da Vinci Code Chapter 81-83

CHAPTER 81 The Hawker is on final approach. Simon Edwards – Executive Services Officer at Biggin Hill Airport – paced the control tower, squinting nervously at the rain-drenched runway. He never appreciated being awoken early on a Saturday morning, but it was particularly distasteful that he had been called in to oversee the arrest of one of his most lucrative clients. Sir Leigh Teabing paid Biggin Hill not only for a private hangar but a† per landing fee† for his frequent arrivals and departures. Usually, the airfield had advance warning of his schedule and was able to follow a strict protocol for his arrival. Teabing liked things just so. The custom-built Jaguar stretch limousine that he kept in his hangar was to be fully gassed, polished, and the day's London Times laid out on the back seat. A customs official was to be waiting for the plane at the hangar to expedite the mandatory documentation and luggage check. Occasionally, customs agents accepted large tips from Teabing in exchange for turning a blind eye to the transport of harmless organics – mostly luxury foods – French escargots, a particularly ripe unprocessed Roquefort, certain fruits. Many customs laws were absurd, anyway, and if Biggin Hill didn't accommodate its clients, certainly competing airfields would. Teabing was provided with what he wanted here at Biggin Hill, and the employees reaped the benefits. Edwards's nerves felt frayed now as he watched the jet coming in. He wondered if Teabing's penchant for spreading the wealth had gotten him in trouble somehow; the French authorities seemed very intent on containing him. Edwards had not yet been told what the charges were, but they were obviously serious. At the French authorities' request, Kent police had ordered the Biggin Hill air traffic controller to radio the Hawker's pilot and order him directly to the terminal rather than to the client's hangar. The pilot had agreed, apparently believing the far-fetched story of a gas leak. Though the British police did not generally carry weapons, the gravity of the situation had brought out an armed response team. Now, eight policemen with handguns stood just inside the terminal building, awaiting the moment when the plane's engines powered down. The instant this happened, a runway attendant would place safety wedges under the tires so the plane could no longer move. Then the police would step into view and hold the occupants at bay until the French police arrived to handle the situation. The Hawker was low in the sky now, skimming the treetops to their right. Simon Edwards went downstairs to watch the landing from tarmac level. The Kent police were poised, just out of sight, and the maintenance man waited with his wedges. Out on the runway, the Hawker's nose tipped up, and the tires touched down in a puff of smoke. The plane settled in for deceleration, streaking from right to left in front of the terminal, its white hull glistening in the wet weather. But rather than braking and turning into the terminal, the jet coasted calmly past the access lane and continued on toward Teabing's hangar in the distance. All the police spun and stared at Edwards. â€Å"I thought you said the pilot agreed to come to the terminal!† Edwards was bewildered. â€Å"He did!† Seconds later, Edwards found himself wedged in a police car racing across the tarmac toward the distant hangar. The convoy of police was still a good five hundred yards away as Teabing's Hawker taxied calmly into the private hangar and disappeared. When the cars finally arrived and skidded to a stop outside the gaping hangar door, the police poured out, guns drawn. Edwards jumped out too. The noise was deafening. The Hawker's engines were still roaring as the jet finished its usual rotation inside the hangar, positioning itself nose-out in preparation for later departure. As the plane completed its 180-degreeturn and rolled toward the front of the hangar, Edwards could see the pilot's face, which understandably looked surprised and fearful to see the barricade of police cars. The pilot brought the plane to a final stop, and powered down the engines. The police streamed in, taking up positions around the jet. Edwards joined the Kent chief inspector, who moved warily toward the hatch. After several seconds, the fuselage door popped open. Leigh Teabing appeared in the doorway as the plane's electronic stairs smoothly dropped down. Ashe gazed out at the sea of weapons aimed at him, he propped himself on his crutches and scratched his head. â€Å"Simon, did I win the policemen's lottery while I was away?† He sounded more bewildered than concerned. Simon Edwards stepped forward, swallowing the frog in his throat. â€Å"Good morning, sir. I apologize for the confusion. We've had a gas leak and your pilot said he was coming to the terminal.† â€Å"Yes, yes, well, I told him to come here instead. I'm late for an appointment. I pay for this hangar, and this rubbish about avoiding a gas leak sounded overcautious.† â€Å"I'm afraid your arrival has taken us a bit off guard, sir.† â€Å"I know. I'm off my schedule, I am. Between you and me, the new medication gives me the tinkles. Thought I'd come over for a tune-up.† The policemen all exchanged looks. Edwards winced. â€Å"Very good, sir.† â€Å"Sir,† the Kent chief inspector said, stepping forward. â€Å"I need to ask you to stay onboard for another half hour or so.† Teabing looked unamused as he hobbled down the stairs. â€Å"I'm afraid that is impossible. I have a medical appointment.† He reached the tarmac. â€Å"I cannot afford to miss it.† The chief inspector repositioned himself to block Teabing's progress away from the plane. â€Å"I am here at the orders of the French Judicial Police. They claim you are transporting fugitives from the law on this plane.† Teabing stared at the chief inspector a long moment, and then burst out laughing. â€Å"Is this one of those hidden camera programs? Jolly good!† The chief inspector never flinched. â€Å"This is serious, sir. The French police claim you also may have a hostage onboard.† Teabing's manservant Remy appeared in the doorway at the top of the stairs. â€Å"I feel like a hostage working for Sir Leigh, but he assures me I am free to go.† Remy checked his watch. â€Å"Master, we really are running late.† He nodded toward the Jaguar stretch limousine in the far corner of the hangar. The enormous automobile was ebony with smoked glass and whitewall tires. â€Å"I'll bring the car.† Remy started down the stairs. â€Å"I'm afraid we cannot let you leave,† the chief inspector said. â€Å"Please return to your aircraft. Both of you. Representatives from the French police will be landing shortly.† Teabing looked now toward Simon Edwards. â€Å"Simon, for heaven's sake, this is ridiculous! We don't have anyone else on board. Just the usual – Remy, our pilot, and myself. Perhaps you could act as an intermediary? Go have a look onboard, and verify that the plane is empty.† Edwards knew he was trapped. â€Å"Yes, sir. I can have a look.† â€Å"The devil you will!† the Kent chief inspector declared, apparently knowing enough about executive airfields to suspect Simon Edwards might well lie about the plane's occupants in an effort to keep Teabing's business at Biggin Hill. â€Å"I will look myself.† Teabing shook his head. â€Å"No you won't, Inspector. This is private property and until you have a search warrant, you will stay off my plane. I am offering you a reasonable option here. Mr. Edwards can perform the inspection.† â€Å"No deal.† Teabing's demeanor turned frosty. â€Å"Inspector, I'm afraid I don't have time to indulge in your games. I'm late, and I'm leaving. If it is that important to you to stop me, you'll just have to shoot me.† With that, Teabing and Remy walked around the chief inspector and headed across the hangar toward the parked limousine. The Kent chief inspector felt only distaste for Leigh Teabing as the man hobbled around him in defiance. Men of privilege always felt like they were above the law. They are not.The chief inspector turned and aimed at Teabing's back. â€Å"Stop! I will fire!† â€Å"Go ahead,† Teabing said without breaking stride or glancing back. â€Å"My lawyers will fricassee your testicles for breakfast. And if you dare board my plane without a warrant, your spleen will follow.† No stranger to power plays, the chief inspector was unimpressed. Technically, Teabing was correct and the police needed a warrant to board his jet, but because the flight had originated in France, and because the powerful Bezu Fache had given his authority, the Kent chief inspector felt certain his career would be far better served by finding out what it was on this plane that Teabing seemed so intent on hiding. â€Å"Stop them,† the inspector ordered. â€Å"I'm searching the plane.† His men raced over, guns leveled, and physically blocked Teabing and his servant from reaching the limousine. Now Teabing turned. â€Å"Inspector, this is your last warning. Do not even think of boarding that plane. You will regret it.† Ignoring the threat, the chief inspector gripped his sidearm and marched up the plane's gangway. Arriving at the hatch, he peered inside. After a moment, he stepped into the cabin. What the devil? With the exception of the frightened-looking pilot in the cockpit, the aircraft was empty. Entirely devoid of human life. Quickly checking the bathroom, the chairs, and the luggage areas, the inspector found no traces of anyone hiding†¦ much less multiple individuals. What the hell was Bezu Fache thinking? It seemed Leigh Teabing had been telling the truth. The Kent chief inspector stood alone in the deserted cabin and swallowed hard. Shit.His faceflushed, he stepped back onto the gangway, gazing across the hangar at Leigh Teabing and hisservant, who were now under gunpoint near the limousine. â€Å"Let them go,† the inspector ordered. â€Å"We received a bad tip.† Teabing's eyes were menacing even across the hangar. â€Å"You can expect a call from my lawyers. And for future reference, the French police cannot be trusted.† With that, Teabing's manservant opened the door at the rear of the stretch limousine and helped his crippled master into the back seat. Then the servant walked the length of the car, climbed in behind the wheel, and gunned the engine. Policemen scattered as the Jaguar peeled out of the hangar. â€Å"Well played, my good man,† Teabing chimed from the rear seat as the limousine accelerated out of the airport. He turned his eyes now to the dimly lit front recesses of the spacious interior. â€Å"Everyone comfy?† Langdon gave a weak nod. He and Sophie were still crouched on the floor beside the bound and gagged albino. Moments earlier, as the Hawker taxied into the deserted hangar, Remy had popped the hatch as the plane jolted to a stop halfway through its turn. With the police closing in fast, Langdon and Sophie dragged the monk down the gangway to ground level and out of sight behind the limousine. Then the jet engines had roared again, rotating the plane and completing its turn as the police cars came skidding into the hangar. Now, as the limousine raced toward Kent, Langdon and Sophie clambered toward the rear of the limo's long interior, leaving the monk bound on the floor. They settled onto the long seat facing Teabing. The Brit gave them both a roguish smile and opened the cabinet on the limo's bar. â€Å"Could I offer you a drink? Some nibblies? Crisps? Nuts? Seltzer?† Sophie and Langdon both shook their heads. Teabing grinned and closed the bar. â€Å"So then, about this knight's tomb†¦Ã¢â‚¬  CHAPTER 82 â€Å"Fleet Street?† Langdon asked, eyeing Teabing in the back of the limo. There's a crypt on Fleet Street? So far, Leigh was being playfully cagey about where he thought they would find the â€Å"knight's tomb†, which, according to the poem, would provide the password for opening the smaller cryptex. Teabing grinned and turned to Sophie. â€Å"Miss Neveu, give the Harvard boy one more shot at the verse, will you?† Sophie fished in her pocket and pulled out the black cryptex, which was wrapped in the vellum. Everyone had decided to leave the rosewood box and larger cryptex behind in the plane's strongbox, carrying with them only what they needed, the far more portable and discreet black cryptex. Sophie unwrapped the vellum and handed the sheet to Langdon. Although Langdon had read the poem several times onboard the jet, he had been unable to extract any specific location. Now, as he read the words again, he processed them slowly and carefully, hoping the pentametric rhythms would reveal a clearer meaning now that he was on the ground. In London lies a knight a Pope interred. His labor's fruit a Holy wrath incurred. You seek the orb that ought be on his tomb. It speaks of Rosy flesh and seeded womb. The language seemed simple enough. There was a knight buried in London. A knight who labored at something that angered the Church. A knight whose tomb was missing an orb that should be present. The poem's final reference – Rosy flesh and seeded womb – was a clear allusion to Mary Magdalene, the Rose who bore the seed of Jesus. Despite the apparent straightforwardness of the verse, Langdon still had no idea who this knight was or where he was buried. Moreover, once they located the tomb, it sounded as if they would be searching for something that was absent. The orb that ought be on his tomb? â€Å"No thoughts?† Teabing clucked in disappointment, although Langdon sensed the Royal Historian was enjoying being one up. â€Å"Miss Neveu?† She shook her head. â€Å"What would you two do without me?† Teabing said. â€Å"Very well, I will walk you through it. It's quite simple really. The first line is the key. Would you read it please?† Langdon read aloud. † ‘In London lies a knight a Pope interred. ‘† â€Å"Precisely. A knight a Pope interred.† He eyed Langdon. â€Å"What does that mean to you?† Langdon shrugged. â€Å"A knight buried by a Pope? A knight whose funeral was presided over by a Pope?† Teabing laughed loudly. â€Å"Oh, that's rich. Always the optimist, Robert. Look at the second line. This knight obviously did something that incurred the Holy wrath of the Church. Think again. Consider the dynamic between the Church and the Knights Templar. A knight a Pope interred?† â€Å"A knight a Pope killed?† Sophie asked. Teabing smiled and patted her knee. â€Å"Well done, my dear. A knight a Pope buried.Or killed.† Langdon thought of the notorious Templar round-up in 1307 – unlucky Friday the thirteenth – when Pope Clement killed and interred hundreds of Knights Templar. â€Å"But there must be endless graves of ‘knights killed by Popes. ‘† â€Å"Aha, not so!† Teabing said. â€Å"Many of them were burned at the stake and tossed unceremoniously into the Tiber River. But this poem refers to a tomb.A tomb in London. And there are few knights buried in London.† He paused, eyeing Langdon as if waiting for light to dawn. Finally he huffed. â€Å"Robert, for heaven's sake! The church built in London by the Priory's military arm – the Knights Templar themselves!† â€Å"The Temple Church?† Langdon drew a startled breath. â€Å"It has a crypt?† â€Å"Ten of the most frightening tombs you will ever see.† Langdon had never actually visited the Temple Church, although he'd come across numerous references in his Priory research. Once the epicenter of all Templar/Priory activities in the United Kingdom, the Temple Church had been so named in honor of Solomon's Temple, from which the Knights Templar had extracted their own title, as well as the Sangreal documents that gave them all their influence in Rome. Tales abounded of knights performing strange, secretive rituals within the Temple Church's unusual sanctuary. â€Å"The Temple Church is on Fleet Street?† â€Å"Actually, it's just off Fleet Street on Inner Temple Lane.† Teabing looked mischievous. â€Å"I wanted to see you sweat a little more before I gave it away.† â€Å"Thanks.† â€Å"Neither of you has ever been there?† Sophie and Langdon shook their heads.† I'm not surprised,† Teabing said. â€Å"The church is hidden now behind much larger buildings. Few people even know it's there. Eerie old place. The architecture is pagan to the core.† Sophie looked surprised. â€Å"Pagan?† â€Å"Pantheonically pagan!† Teabing exclaimed. â€Å"The church is round.The Templars ignored the traditional Christian cruciform layout and built a perfectly circular church in honor of the sun.† His eyebrows did a devilish dance. â€Å"A not so subtle howdy-do to the boys in Rome. They might as well have resurrected Stonehenge in downtown London.† Sophie eyed Teabing. â€Å"What about the rest of the poem?† The historian's mirthful air faded. â€Å"I'm not sure. It's puzzling. We will need to examine each of the ten tombs carefully. With luck, one of them will have a conspicuously absent orb.† Langdon realized how close they really were. If the missing orb revealed the password, they would be able to open the second cryptex. He had a hard time imagining what they might find inside. Langdon eyed the poem again. It was like some kind of primordial crossword puzzle. A five-letter word that speaks of the Grail? On the plane, they had already tried all the obvious passwords – GRAIL, GRAAL, GREAL, VENUS, MARIA, JESUS, SARAH – but the cylinder had not budged. Far too obvious.Apparently there existed some other five-letter reference to the Rose's seeded womb. The fact that the word was eluding a specialist like Leigh Teabing signified to Langdon that it was no ordinary Grail reference. â€Å"Sir Leigh?† Remy called over his shoulder. He was watching them in the rearview mirror through the open divider. â€Å"You said Fleet Street is near Blackfriars Bridge?† â€Å"Yes, take Victoria Embankment.† â€Å"I'm sorry. I'm not sure where that is. We usually go only to the hospital.† Teabing rolled his eyes at Langdon and Sophie and grumbled,† I swear, sometimes it's like baby- sitting a child. One moment please. Help yourself to a drink and savory snacks.† He left them, clambering awkwardly toward the open divider to talk to Remy. Sophie turned to Langdon now, her voice quiet. â€Å"Robert, nobody knows you and I are in England.† Langdon realized she was right. The Kent police would tell Fache the plane was empty, and Fachewould have to assume they were still in France. We are invisible.Leigh's little stunt had just boughtthem a lot of time. â€Å"Fache will not give up easily,† Sophie said. â€Å"He has too much riding on this arrest now.† Langdon had been trying not to think about Fache. Sophie had promised she would do everything in her power to exonerate Langdon once this was over, but Langdon was starting to fear it might not matter. Fache could easily be pan of this plot.Although Langdon could not imagine the Judicial Police tangled up in the Holy Grail, he sensed too much coincidence tonight to disregard Fache as a possible accomplice. Fache is religions, and he is intent on pinning these murders onme.Then again, Sophie had argued that Fache might simply be overzealous to make the arrest. After all, the evidence against Langdon was substantial. In addition to Langdon's name scrawled on the Louvre floor and in Sauniere's date book, Langdon now appeared to have lied about his manuscript and then run away. At Sophie's suggestion. â€Å"Robert, I'm sorry you're so deeply involved,† Sophie said, placing her hand on his knee. â€Å"But I'm very glad you're here.† The comment sounded more pragmatic than romantic, and yet Langdon felt an unexpected flicker of attraction between them. He gave her a tired smile. â€Å"I'm a lot more fun when I've slept.† Sophie was silent for several seconds. â€Å"My grandfather asked me to trust you. I'm glad I listened to him for once.† â€Å"Your grandfather didn't even know me.† â€Å"Even so, I can't help but think you've done everything he would have wanted. You helped me find the keystone, explained the Sangreal, told me about the ritual in the basement.† She paused. â€Å"Somehow I feel closer to my grandfather tonight than I have in years. I know he would be happy about that.† In the distance, now, the skyline of London began to materialize through the dawn drizzle. Once dominated by Big Ben and Tower Bridge, the horizon now bowed to the Millennium Eye – a colossal, ultramodern Ferris wheel that climbed five hundred feet and afforded breathtaking views of the city. Langdon had attempted to board it once, but the† viewing capsules† reminded him of sealed sarcophagi, and he opted to keep his feet on the ground and enjoy the view from the airy banks of the Thames. Langdon felt a squeeze on his knee, pulling him back, and Sophie's green eyes were on him. He realized she had been speaking to him. â€Å"What do you think we should do with the Sangreal documents if we ever find them?† she whispered. â€Å"What I think is immaterial,† Langdon said. â€Å"Your grandfather gave the cryptex to you, and you should do with it what your instinct tells you he would want done.† â€Å"I'm asking for your opinion. You obviously wrote something in that manuscript that made my grandfather trust your judgment. He scheduled a private meeting with you. That's rare.† â€Å"Maybe he wanted to tell me I have it all wrong.† â€Å"Why would he tell me to find you unless he liked your ideas? In your manuscript, did you support the idea that the Sangreal documents should be revealed or stay buried?† â€Å"Neither. I made no judgment either way. The manuscript deals with the symbology of the sacred feminine – tracing her iconography throughout history. I certainly didn't presume to know where the Grail is hidden or whether it should ever be revealed.† â€Å"And yet you're writing a book about it, so you obviously feel the information should be shared.† â€Å"There's an enormous difference between hypothetically discussing an alternate history of Christ, and†¦Ã¢â‚¬  He paused. â€Å"And what?† â€Å"And presenting to the world thousands of ancient documents as scientific evidence that the New Testament is false testimony.† â€Å"But you told me the New Testament is based on fabrications.† Langdon smiled. â€Å"Sophie, every faith in the world is based on fabrication. That is the definition of faith – acceptance of that which we imagine to be true, that which we cannot prove. Every religion describes God through metaphor, allegory, and exaggeration, from the early Egyptians through modern Sunday school. Metaphors are a way to help our minds process the unprocessible. The problems arise when we begin to believe literally in our own metaphors.† â€Å"So you are in favor of the Sangreal documents staying buried forever?† â€Å"I'm a historian. I'm opposed to the destruction of documents, and I would love to see religious scholars have more information to ponder the exceptional life of Jesus Christ.† â€Å"You're arguing both sides of my question.† â€Å"Am I? The Bible represents a fundamental guidepost for millions of people on the planet, in much the same way the Koran, Torah, and Pali Canon offer guidance to people of other religions. If you and I could dig up documentation that contradicted the holy stories of Islamic belief, Judaic belief, Buddhist belief, pagan belief, should we do that? Should we wave a flag and tell the Buddhists that we have proof the Buddha did not come from a lotus blossom? Or that Jesus was not born of a literal virgin birth? Those who truly understand their faiths understand the stories are metaphorical.† Sophie looked skeptical. â€Å"My friends who are devout Christians definitely believe that Christ literallywalked on water, literally turned water into wine, and was born of a literal virgin birth.† â€Å"My point exactly,† Langdon said. â€Å"Religious allegory has become a part of the fabric of reality. And living in that reality helps millions of people cope and be better people.† â€Å"But it appears their reality is false.† Langdon chuckled. â€Å"No more false than that of a mathematical cryptographer who believes in the imaginary number ‘i'because it helps her break codes.† Sophie frowned. â€Å"That's not fair.† A moment passed.† What was your question again?† Langdon asked. â€Å"I can't remember.† He smiled. â€Å"Works every time.† CHAPTER 83 Langdon's Mickey Mouse wristwatch read almost seven-thirty when he emerged from the Jaguar limousine onto Inner Temple Lane with Sophie and Teabing. The threesome wound through a maze of buildings to a small courtyard outside the Temple Church. The rough-hewn stone shimmered in the rain, and doves cooed in the architecture overhead. London's ancient Temple Church was constructed entirely of Caen stone. A dramatic, circular edifice with a daunting facade, a central turret, and a protruding nave off one side, the church looked more like a military stronghold than a place of worship. Consecrated on the tenth of February in 1185 by Heraclius, Patriarch of Jerusalem, the Temple Church survived eight centuries of political turmoil, the Great Fire of London, and the First World War, only to be heavily damaged by Luftwaffe incendiary bombs in 1940. After the war, it was restored to its original, stark grandeur. The simplicity of the circle, Langdon thought, admiring the building for the first time. The architecture was coarse and simple, more reminiscent of Rome's rugged Castel Sant'Angelo than the refined Pantheon. The boxy annex jutting out to the right was an unfortunate eyesore, although it did little to shroud the original pagan shape of the primary structure. â€Å"It's early on a Saturday,† Teabing said, hobbling toward the entrance,† so I'm assuming we won't have services to deal with.† The church's entryway was a recessed stone niche inside which stood a large wooden door. To the left of the door, looking entirely out of place, hung a bulletin board covered with concert schedules and religious service announcements. Teabing frowned as he read the board. â€Å"They don't open to sightseers for another couple of hours.† He moved to the door and tried it. The door didn't budge. Putting his ear to the wood, he listened. After a moment, he pulled back, a scheming look on his face as he pointed to the bulletin board. â€Å"Robert, check the service schedule, will you? Who is presiding this week?† Inside the church, an altar boy was almost finished vacuuming the communion kneelers when he heard a knocking on the sanctuary door. He ignored it. Father Harvey Knowles had his own keys and was not due for another couple of hours. The knocking was probably a curious tourist or indigent. The altar boy kept vacuuming, but the knocking continued. Can't you read? The sign on the door clearly stated that the church did not open until nine-thirty on Saturday. The altar boy remained with his chores. Suddenly, the knocking turned to a forceful banging, as if someone were hitting the door with a metal rod. The young man switched off his vacuum cleaner and marched angrily toward the door. Unlatching it from within, he swung it open. Three people stood in the entryway. Tourists, he grumbled. â€Å"We open at nine-thirty.† The heavyset man, apparently the leader, stepped forward using metal crutches. â€Å"I am Sir Leigh Teabing,† he said, his accent a highbrow, Saxonesque British. â€Å"As you are no doubt aware, I am escorting Mr. and Mrs. Christopher Wren the Fourth.† He stepped aside, flourishing his arm toward the attractive couple behind them. The woman was soft-featured, with lush burgundy hair. The man was tall, dark-haired, and looked vaguely familiar. The altar boy had no idea how to respond. Sir Christopher Wren was the Temple Church's most famous benefactor. He had made possible all the restorations following damage caused by the Great Fire. He had also been dead since the early eighteenth century. â€Å"Um†¦ an honor to meet you?† The man on crutches frowned. â€Å"Good thing you're not in sales, young man, you're not very convincing. Where is Father Knowles?† â€Å"It's Saturday. He's not due in until later.† The crippled man's scowl deepened. â€Å"There's gratitude. He assured us he would be here, but it looks like we'll do it without him. It won't take long.† The altar boy remained blocking the doorway. â€Å"I'm sorry, what won't take long?† The visitor's eyes sharpened now, and he leaned forward whispering as if to save everyone some embarrassment. â€Å"Young man, apparently you are new here. Every year Sir Christopher Wren's descendants bring a pinch of the old man's ashes to scatter in the Temple sanctuary. It is part of his last will and testament. Nobody is particularly happy about making the trip, but what can we do?† The altar boy had been here a couple of years but had never heard of this custom. â€Å"It would be better if you waited until nine-thirty. The church isn't open yet, and I'm not finished hoovering.† The man on crutches glared angrily. â€Å"Young man, the only reason there's anything left of this building for you to hoover is on account of the gentleman in that woman's pocket.† â€Å"I'm sorry?† â€Å"Mrs. Wren,† the man on crutches said,† would you be so kind as to show this impertinent young man the reliquary of ashes?† The woman hesitated a moment and then, as if awaking from a trance, reached in her sweater pocket and pulled out a small cylinder wrapped in protective fabric. â€Å"There, you see?† the man on crutches snapped. â€Å"Now, you can either grant his dying wish and let us sprinkle his ashes in the sanctuary, or I tell Father Knowles how we've been treated.† The altar boy hesitated, well acquainted with Father Knowles' deep observance of church tradition†¦ and, more importantly, with his foul temper when anything cast this time-honored shrine in anything but favorable light. Maybe Father Knowles had simply forgotten these family members were coming. If so, then there was far more risk in turning them away than in letting them in. After all, they said it would only take a minute.What harm could it do? When the altar boy stepped aside to let the three people pass, he could have sworn Mr. and Mrs. Wren looked just as bewildered by all of this as he was. Uncertain, the boy returned to his chores, watching them out of the corner of his eye. Langdon had to smile as the threesome moved deeper into the church. â€Å"Leigh,† he whispered,† you lie entirely too well.† Teabing's eyes twinkled. â€Å"Oxford Theatre Club. They still talk of my Julius Caesar. I'm certain nobody has ever performed the first scene of Act Three with more dedication.† Langdon glanced over. â€Å"I thought Caesar was dead in that scene.† Teabing smirked. â€Å"Yes, but my toga tore open when I fell, and I had to lie on stage for half an hour with my todger hanging out. Even so, I never moved a muscle. I was brilliant, I tell you.† Langdon cringed. Sorry I missed it. As the group moved through the rectangular annex toward the archway leading into the main church, Langdon was surprised by the barren austerity. Although the altar layout resembled that of a linear Christian chapel, the furnishings were stark and cold, bearing none of the traditional ornamentation. â€Å"Bleak,† he whispered. Teabing chuckled. â€Å"Church of England. Anglicans drink their religion straight. Nothing to distract from their misery.† Sophie motioned through the vast opening that gave way to the circular section of the church. â€Å"It looks like a fortress in there,† she whispered. Langdon agreed. Even from here, the walls looked unusually robust. â€Å"The Knights Templar were warriors,† Teabing reminded, the sound of his aluminum crutches echoing in this reverberant space. â€Å"A religio-military society. Their churches were their strongholds and their banks.† â€Å"Banks?† Sophie asked, glancing at Leigh. â€Å"Heavens, yes. The Templars invented the concept of modern banking. For European nobility, traveling with gold was perilous, so the Templars allowed nobles to deposit gold in their nearest Temple Church and then draw it from any other Temple Church across Europe. All they needed was proper documentation.† He winked. â€Å"And a small commission. They were the original ATMs.† Teabing pointed toward a stained-glass window where the breaking sun was refracting through a white-clad knight riding a rose-colored horse. â€Å"Alanus Marcel,† Teabing said,† Master of the Temple in the early twelve hundreds. He and his successors actually held the Parliamentary chair of Primus Baro Angiae.† Langdon was surprised. â€Å"First Baron of the Realm?† Teabing nodded. â€Å"The Master of the Temple, some claim, held more influence than the king himself.† As they arrived outside the circular chamber, Teabing shot a glance over his shoulder at the altar boy, who was vacuuming in the distance. â€Å"You know,† Teabing whispered to Sophie,† the Holy Grail is said to once have been stored in this church overnight while the Templars moved it from one hiding place to another. Can you imagine the four chests of Sangreal documents sitting right here with Mary Magdalene's sarcophagus? It gives me gooseflesh.† Langdon was feeling gooseflesh too as they stepped into the circular chamber. His eye traced the curvature of the chamber's pale stone perimeter, taking in the carvings of gargoyles, demons, monsters, and pained human faces, all staring inward. Beneath the carvings, a single stone pew curled around the entire circumference of the room. â€Å"Theater in the round,† Langdon whispered. Teabing raised a crutch, pointing toward the far left of the room and then to the far right. Langdon had already seen them. Ten stone knights. Five on the left. Five on the right. Lying prone on the floor, the carved, life-sized figures rested in peaceful poses. The knights were depicted wearing full armor, shields, and swords, and the tombs gave Langdon the uneasy sensation that someone had snuck in and poured plaster over the knights while they were sleeping. All of the figures were deeply weathered, and yet each was clearly unique – different armory pieces, distinct leg and arm positions, facial features, and markings on their shields. In London lies a knight a Pope interred. Langdon felt shaky as he inched deeper into the circular room. This had to be the place.

Current law and Human Resources

The functional role in human resources within an organization is the streamline process to managing employees and corporate objectives to reach strategic goals. The current law in relation to human resources practices within an organization provides the fundamental mainframe to conducting activities (Hamel, 1996). The human resources management team and senior management team works together in an effort to synergize the right methodology towards effective decision making. Therefore, the usage of HR systems plays an important role to obtaining and maintains the data required to creating a learning organizational culture.The overall commitment of the senior management team provides a winning strategy for identifying the organization internal matrix. Human Resources in the Pursuit for Creating Learning Organization Culture The role of organizational behavior in human resources management empowers the senior management team to effectively diagnose situations related to the project for ap propriate action and performance within the company. The organizational behavior is a critical aspect to assist the human resources in accessing the particular skills of the internal employees within a functional organizational matrix (George and Jones, 2005).The understanding of organizational behavior from a human resources manager’s perspective presents an in-depth conceptual, technical, decision making, and interpersonal skills that are required to successfully creating learning organization culture. The challenges in human resources can create multiple tasks to reaching the goals outlined in objective to demonstrating effective learning organization culture. For instance, the team formation process is detrimental to moving through phrases of forming, storming, norming, performing, and adjourning in order to reaching the plateau of a learning organization culture.The human resources management team’s primary goal in understanding the functional project organization assists in identifying the organizational behavior within the context of team building to successfully moving through the phrases (Mantel, Meredith, Shafer, and Sutton, 2008). The human resources manager utilized the identified organizational behavior concepts of the team and the functional organization to apply appropriate human interpersonal skills for applied motivation, knowledge, decision making, change management, code of ethics, style of communication, and leadership direction (Robbins, 2005)The interaction between the human resources manager and the senior management team are the stringent formed relationship that strengthens the communication matrix. The effort for sharing and receiving imperative information concerning the stages of the project tasks organizes the project for accurate reporting to stakeholders (Thill and Bovee, 2007). Therefore, the organizational behavior presents a synergy to the effective communication matrix monitored by the project manager to assure that the channel is effectively being relayed by all individuals.The communication method determines the success of the project and defines the organizational behavior concept within the organization. Project managers play an important role in assisting the human resources department to implement change management for an objective to creating a learning environment that reinforced the indentified organizational behavior concept (Hunger, 2007). In doing so, the expectations of the completed scope objectives are met as well as a formation of a productive project team. The skill of effective communication is the key to transferring the criteria of organizational behavior by demonstrating good decision making.The project manager’s decisions provide the organized efforts to staying on message and mission objectives for conducting training to inform and inspire the internal employees and external partners (George and Jones, 2005). The decision making identifies the possible scenari os within the organizational behavior concept of the organization for a more direct approach to a problem. Respectively, the learning organizational cultures present a challenge for the project to moving in the desired direction (Bryman, 2007).Therefore, the project managers should recreate the learning organizational cultures within the corporation environments that reinforced the specific objectives. In doing so, the demonstrated decision making to lead the cause for an effective learning organizational culture manifested from understanding the culture and securing a sufficient concept of the organizational behavior (Burnes, 2004). The identified learning organizational culture within the project environment empowers the human resource manager, senior management team, and project manager in motivating the internal teams to strive for effective learning environment (Collis, 2003).The learning organizational culture impacts the company for decision making during the process of compl eting the tasks for deliverables, in which, the organizational behavior detects how successful the channels of implementing changes and how issues are addressed. Therefore, the communication and culture defines the organizational behavior for human resources to effectively and efficiently manage the needs of the organization (Cameron, 2004).The transfer of information and delivering a clear understanding of the internal project needs essentially benefits all associated individuals to the progress of the learning organizational culture framework (Dibb, 2007). In the framework of organizational behavior, the attributes of effective communication and understanding the culture outlines the theory of motivation for human resources to utilize in solidifying the team. The theory of motivation offers the human resources key concepts to implement to the redefining the specific goals set forth from the project charter to the scope.The theory of motivation ranges from different thought of reas on from theorists to apply a certain scientific approach, however, the direct approach is the model to connecting the team objectives with a purpose mindset amongst internal company employees. Most employees need to feel the importance of the objectives; therefore, the project manager motivated communication tactics are critical for achieving the planned goals. The pursuit for a successful implementation is the normal functional operations of the technique of project management within the context of learning organizational behavior.The efforts of the three â€Å"C† are communication, cooperation, and coordination that all work together in a synergistic approach to create a winning coalition with organizational behavior and project management. The three â€Å"C† are essential to providing the means in allowing project management to function in a positive team environment. The objective to manage and complete the delivery of the organizational behavior within the princip als of human resources is the ability to achieve the company’s goals and mission in a strategic framework.The new organizational structure for the centralization of a human resources department creates an opportunity for a transition when implementing a new phase in learning objectives. Therefore, the change management plan for the human resources department is to outline a simplified way to streamline the information, in order to implement change in learning environment. The responsibilities are to successfully capture the criteria for initiating, execution, and to centralize the learning cultural organization initiative.The change management plan mission for an organizational structure will hone around the leadership assigned to the project that reinforces core initiatives. The communication model for the change management plan is too focused on fundamental aspects to incorporate and execute within a matrix organizational structure. In order to infuse a successful change wi thin a matrix organizational structure, the identification of assigned human resources leadership as well as the end recipient is required. Therefore, the human resource manager is the core responsible entity to ensure the initiating, executing, change management, and communication model.The human manager core responsibility is to provide the leadership to sync other department heads, organization trainers, resources, and project team in order to efficiently and effectively complete the project (Mantel, Meredith, Shafer, and Sutton, 2005). The communication model plays an imperative role to accomplishing the tasks outlined for a successful transition from one concept to a changed concept. Therefore, the human resources manager leads the direction for the project to enforce objectives necessary to accomplish the CEO primarily mission of the organization.