Importance of teamwork

Importance of teamwork 1. Introduction As organisations continue to strive towards competitive advantage and increasingly high performance standards, collaboration and team-oriented project management are increasingly providing the flexibility and innovative potential necessary to excel. Yet in spite of the dynamic characteristics of teams in practice, many organisations fail to recognise the core determinants of a team-oriented framework, instead grouping employees into non-linked, non-dependent, individually-driven models. This group-based approach is distinct from team-specific initiatives and fails to meet the rigorous determinants of dynamism and effectiveness necessary in the modern marketplace. The following sections will draw distinctions between teamwork and group work, highlighting the opportunities associated with team-driven performance. Further, several theoretical models of teamwork will be introduced, demonstrating underlying benefits of optimised team management and goal setting. Through this discussion, a framework of organisational implications will be introduced, focusing on team-generated performance and the importance of effective team outcomes in meeting organisational goals. 2. The Teamwork Paradigm In spite of their seeming interoperability, Fritz (2014:1) emphasises that the terms ‘team’ and ‘group’ hold practical distinctions when represented in the context of enterprise management. A group, in theory, represents three or more individuals who, although aligned according to similar objectives or a similar unit assignment, work and perform independently of each other to achieve organisational goals (Fritz, 2014:1). Alternatively, the definition of a team involves an alliance of three or more individuals who collaborate and work interdependently to achieve a mutual goal or objective over the course of a given project, focus, or agenda (Fritz, 2014:1). Accordingly, it is the structural segmentation of responsibilities (independent or collective) that differentiates between these two terms, creating opportunities for managers to apply appropriate solutions to resolve variable and complex organisational problems. Whilst employees may initially begin their organisational tenure as a member of a working group, it is ultimately the priority and high level objective of the leadership to stimulate functional team-working, actualising tangible, high-performing outcomes from a participative environment that are capable of supporting a broader organisational vision and agenda. Whilst group-based projects and group work solutions have been prescribed throughout a variety of educational, enterprise, and social scenarios, the distinction between individual and collaborative roles within the group work concept results in a variety of outcomes. Kwon et al. (2014:185), for example, suggest that the degree and level of collaboration is a highly variable framework, one which is defined according to the complexity of the project, the characteristics of the team itself, and the overarching objectives of the leadership. Yet, more importantly, the researchers demonstrate systematically that the roots of effective teamwork are based upon a process of competent and sustained collaboration, evading a variety of pitfalls, limitations, and challenges that arise from the individualised roots that largely characterise the group-work paradigm (Kwon et al., 2014:196). It is the ability for leaders to not only inspire employee engagement in a common goal or agenda, but collaboration within a heterogeneous, multi-functional, interdependent team that ultimately creates the necessary opportunities for maximising efficiency and stimulating higher performance outcomes over time (Hogel and Proserpio, 2004:1160). As team members continue to evolve beyond the pitfalls of group-based membership and individualised working priorities, the characteristics and capabilities of the team itself begin to emerge, providing pathways to new capabilities and programme development as members actively pursue mutual and shared goals and outcomes. 2.1 Belbin’s Team Role Theory As employees and managers strive to identify their optimal place and responsibilities within a given team-working scenario, roles and behaviours play a critical role in shaping performance outcomes and actualising group objectives. Belbin (2011:24) defines a team role as a ‘pattern of behaviour characteristic of the way in which one team member interacts with another where his performance serves to facilitate the progress of the team as a whole’. For managers, this theory has distinct implications, as through identification of particular characteristics, strengths, and skill sets amongst individual team members, team performance outcomes can be predicted with relative accuracy (Business, 2011:966). Within Belbin’s (2011:24) model of team roles, Batenburg et al. (2013:903) recognise that there are three dominant role categories including action-oriented, people oriented, and thinking/problem solving-oriented under which eight distinct role behaviours can be grouped: implementer, completer/finisher, shaper, coordinator, team worker, resource investigator, monitor evaluator, and plant. Figure 1: Team Role Theory Model (Source: Batenburg et al., 2013:903) Whilst the foundations of Belbin’s (2011:24) role theory were predicated upon a tenuous balance between role assignments and team performance, Batenburg et al. (2013:904) contest that the behavioural foundations of this theory undermine considerations of skill, intellect, and experience, failing to accurately predict team-specific outcomes. Alternatively, Prichard and Stanton (1999:664) propose that the role theory framework can be used in a more pro-active, learning-oriented manner in order to assist team members in becoming aware of skills needed for successful team work, identifying capabilities which may be absent from the team at any given time, and implement avoidance strategies to resist behaviour that may not be conducive to successful team-working. 2.2 Theory X and Y Amongst the early origins of team-oriented theory, McGregor (1957:166) introduced theory X and Y as a means of explaining how individuals are motivated according to two, diametrically opposed theories (James, 64-5). The following is a brief summation of each theory as outlined by McGregor (1957:166-7): Theory X Management is responsible for organising elements of a productive enterprise Without active intervention by management, individuals would be passive and resistant to organisational needs. The average worker is indolent and works as little as possible Workers lack ambition, dislike responsibility, and prefer to be led Individuals are self-centred and indifferent to organisational needs Workers are resistant to change Workers are gullible and not inherently bright Theory Y Management is responsible for organising the elements of a productive enterprise People are not passive or resistant to organisational needs. Workers have evolved as a result of experience in the organisation Motivation, development, and responsibility are all present in individuals and can be activated Essence of management is to arrange organisational conditions and methods to allow individuals to achieve their own goals and direct individual efforts towards organisational objectives. Purpose of management is to create opportunities, release potential, remove obstacles, encourage growth, and provide guidance. The tension between these two theories is significant, as McGregor (1957:169) outlines distinctive managerial initiatives and purposes which are either control and outcome-oriented (Theory X), or are supportive, guiding, and inspirational (Theory Y). When applied to teamwork and problem-oriented scenarios, this theory as described by DalFono and Merlone (2010:424) indicates an intrinsic pursuit of equity in efforts and organisational performance, whereby inequities may potentially lead to less effort and resistance to participation. Without managerial influence, the desire for employees to excel beyond their teammates’ performance levels (e.g. due to variable skill levels, lack of similar experience, etc.) is reduced to an internal tension, the foundations of Theory X. Yet, whereby managers offer inspirational support, contribute to employee development and self-efficacy, and create a balanced framework on which to base decisions and activate effort, DalFono and Merlone (2010:424) agree with McGregor (1957:169) that motivation and performance can be strategically enhanced. 2.3 The Hawthorne Effect First described in factory operations at General Electric, the Hawthorne Effect is a ‘phenomenon whereby individual or group performance is influenced by human behaviour factors’ (Lewis et al., 2007:40). A form of summative potential, this effect represents a group/team-activated improvement in team performance which prioritises a foundation of human resource-oriented management rather than more scientific, output-based agendas (Lewis et al., 2007:40). By recognising that teamwork is a function of social interactions including both formal and informal groups and interdependencies, the Hawthorne Effect idealises humanistic pathways by which managers are able to position, affect, and sustain meaningful performance changes in organisational teams (Lewis et al., 2007:40). This effect further explains the value which the very concept of ‘teamwork’ can have on improving and sustaining organisational performance from a motivational and participation-based standpoint. As employees strive to achieve desired performance outcomes under managerial scrutiny, Patel et al. (2012:214-5) argue that justice, as a facilitative mechanism, has a direct impact on organisational identification and perception, shaping the thoughts, feelings, and actions of individuals. When positioned in social scenarios, such justice-based effects are magnified, as identity itself is rooted to the role and position within the group, affecting an individual’s feeling of self-worth (Patel et al., 2012:215). Under likely conditions of team heterogeneity, Tore-Ruiz and Aragon-Correa (2013:555) propose that team members with higher individual performance assume an important, informative role in regards to team activity and potential. Yet, within the justice-based vein of Patel et al. (2012:214) and the overarching scrutiny of the Hawthorne effect (Lewis et al., 2007:40), there is a direct correlation between scrutiny and status and performance, an effect which is inherently magnified within the teamwork setting. Whilst group work may allow individuals to operate according to independent and individualised motivations and behaviours, continuity and predictability in team performance is critical to pursuing a broader spectrum objective, orienting members towards optimal behavioural outcomes. 3. Implications and Impacts For organisational leaders, team roles, characteristics, and values represent a critical opportunity for not only achieving organisational objectives, but for targeting specific strategic goals and priorities that can result in significant developmental growth. Van De Water and Rozier (2008:499) emphasise that the underlying value of the Belbin (2011:24) model is predicated upon managerial interventions, applying pragmatic and skills-driven techniques to team composition, role assignment, and role assumption. Yet for organisations, the realisation of such idealised outcomes is oftentimes overshadowed by various dimensions of behavioural and individual interference including personality, mental abilities, values and motivations, experience, and learning practices (Van De Water and Rozier, 2008:499-500). In order to improve upon dysfunctional and ineffective team conditions, researchers such as Dietz et al. (2014:908) have undertaken to assess the roots of teamwork in practice, describing constructive and behavioural traits that yield desirable working outcomes. Through their outcome-based assessment of nursing practice and hospital administration, the researchers reveal that structural dimensions including training, communication and HRM are used to affect work process outcomes, optimising team performance and achieving desirable organisational outcomes (Dietz et al., 2014:914). One of the challenges in empirical research as evidenced by Dietz et al. (2014:914) is that situational variability and distinctive behavioural values and agendas can significantly undermine the relative effectiveness of team-based actions and organisational performance outcomes. Gressgard and Hansen (2015:167) contend that ‘learning from failures requires sharing of information and knowledge about error experiences’; however, the researchers also recognise that such ‘holistic’ organisational learning does not always manifest by chance and must be supported by leader interventions and directional supports. This form of functional knowledge exchange represents a core component of leader involvement and activism in the organisation that not only allows for intra-unit knowledge exchange, but cross-unit knowledge transfer and absorption (Gressgard and Hansen, 2015:170). Both of the Dietz et al. (2014:914) and the Gressgard and Hansen (2015:170) studies idealise team-driven environments which, although situational in practice, are characterised by several high value traits and characteristics that can be further extrapolated and explicated: Strong Leadership: Strong, effective leadership involves not only relinquishing control of team functions and decision making to the various members, but supporting key functions such as knowledge exchange through purposeful interventions and goal setting. Direction and Vision: Effective teams benefit from a strong, purposeful vision that is capable of both directing behaviours and moderating individual values and priorities. Whilst leaders maintain responsibility for perpetuating this vision over time, it is the broader, big picture agenda of the organisation which ultimately defines and sustains the vision in practice. Interdependencies and Partnerships: In order to activate shared knowledge and maximise the benefits of heterogeneous teams, interdependencies must be built into the working dynamics, creating opportunities for members to activate new understandings and competencies within the context of the broader organisational objectives. Roles, Responsibilities, and Agendas: Focusing on the distinct, yet interwoven roles of individual team members, it becomes critical for effective teams to not only assign process-oriented tasks to members of the team, but to ensure that there is sufficient clarity and directional support to guide and sustain such processes. The pursuit of effective team-working is driven by both organisational needs and employee engagement, foundations which support, direct, and sustain goal setting and agenda-specific orientation over time. Deering et al. (2011:90-1) describe several key steps for actualising such goal-oriented outcomes, focusing on leaders as a directional force that supports team composition and role assignment, allowing teams to develop functional situational awareness (shared mental model), mutual support (cross-monitoring, cross functionality), and effective communication. Through the introduction of simulated training scenarios within a real world organisational context, Deerring et al. (2011:94-5) demonstrate how effective team-working can not only be trained, but can be solidified according to key organisational objectives, establishing foundational rules and guidelines that can then be extended over the course of the working processes. Such initiatives build upon what Laal (2013:1427) view as a necessary framework of collaborative learning which is ‘based upon consensus building through cooperation by group members’. Whilst less collaborative setting involving groups may ultimately allow individuals to pursue learning and knowledge on their own, the roots of collaborative learning are driven by commonalities and goal setting that can magnify the overall effectiveness of the team-working process over time (Laal et al., 2013:1428). Whilst training and learning in the workplace are largely holistic functions of daily operations, leaders can stimulate more directional objectives by identifying and defining specific goals and expectations that can support team performance and enhance effectiveness over time. At the core of teamwork orchestration are two leading priorities: to achieve consistent, high performing outcomes and/or to innovate or develop beyond the current state of organisational performance. Hogel and Proserpio (2004:1154) propose that team member proximity (both physical and cognitive) and role assumption play a significant role in the achievement of desirable collaborative processes. Whilst the researchers focus on the relationships between team-members across co-located, virtual teams, the evidence relating to proximity supports and coordination resources is indicative of the building blocks required for effective and high performing teamwork. Specifically, Hogel and Proserpio (2004:1160) describe the role of intermediary actors (e.g. managers) as a form of cross-location communication support system, creating communication bridges for co-located employees seeking to maintain their distinctive roles within a distributed, yet goal-oriented team. The evidence, although specific to a particular form of modern enterprise, demonstrates that regardless of status or role assignments, teamwork and the actualisation of effective outcomes in real world practice, is predicated upon effective communication and sustained interpersonal relationships that, by virtue of their group focus, are distinct from more traditional group-work and group-based assignments. The distinction between group and teamwork is important for managers to recognise, as collaborative foundations and interdependencies are unlikely evolve out of group-based activities, particularly due to the outcome-oriented priorities which inhibit more participative and collective agenda setting (Bedwell et al. 2012:128). In order to improve collaborative outcomes and organisational performance, Bedwell et al. (2012:134) recognise that collaboration requires participation in joint activities, a shared or common goal, reciprocity and support, the ability to evolve, and participation by two or more social entities. Whilst the roots of collaboration are largely intuitive, the effects of such team-driven performance on organisational practices can be directly linked to improved performance and positive enterprise outcomes. Hayne and Free (2014:309) model such team-driven performance improvements within the context of risk management and organisational monitoring. By diversifying the responsibility for risk identification and assessment in daily operations across a cross-functional team, the researchers demonstrate that not only does performance improve over time, but risks and vulnerabilities are systematically reduced, providing opportunities for new working processes and more efficient resource distribution (Hayne and Frere, 2014:325). In spite of the positive interpretation of teamwork modelled by Bedwell et al. (2012:134) and further highlighted by Hayne and Frere (2014:325), the actualisation of an effective, functional team is not a simple process, and may ultimately result in significant hurdles and organisational inconsistencies. Kwon et al. (2014:185) describe complications within the ‘interprofessional collaborative process’ that emerge from deficiencies within individual ‘collaborators’, creating hurdles and mitigating the benefits of team-working. One of the most significant hurdles identified through empirical testing and surveying was inadequate or missing socio-emotional interaction between the team members, inhibiting trust and ultimately resulting in challenges for group regulation and team participation (Kwon et al., 2014:196). Such findings indicate that for teams to move beyond the individualised hurdles affecting collaboration and mitigating participation, there must be sufficient motivation, a functional gap that establishes leader interventions and organisational vision as conduits that allow teams to evolve and achieve higher states of performance. 4. Summary Whilst the concept of ‘group’ in any team is a relative given, the concept of ‘team’ is fundamentally non-interchangeable with that of ‘group’. In spite of the fact that the distinction is relatively simplistic (individual work versus collaboration), in organisational practice, actualising an effective team is much more difficult than simply assigning individuals into groups. The multi-dimensional variables impacting upon team performance, role assignment, and member behaviour are of significant importance as managers seek to evaluate and target high performing team outcomes. From personal affiliation and value-based alignment within the organisation to collaborative learning and team-driven capacity building, the factors that influence team effectiveness are a critical consideration. In spite of long-lived, industry-leading theories such as the team role theory, Theory X Y, or the Hawthorne Effect, it is difficult to establish a consensus in regards to the roots of effective team membership, and by default, effective team-working. Individuals can be effective members of groups and fulfil their role according to their own underlying agendas; however, in order for organisations to truly activate performance and maximise their potential, a more functional, dynamic team environment is necessary. It is through the layered engagement of multi-dimensional skill sets and competencies that managers are not only able to maximise the effectiveness and efficiency of their teams, but are able to identify collaborative strengths and collective advantages that might otherwise remain obscured by individual priorities and actions. References Batenburg, R., Van Walbeek, W.V., Der Maur, W.I. (2013) ‘Belbin Role Diversity and Team Performance: Is There a Relationship?’ Journal of Management Development, Vol. 32, No. 8, pp. 901-913. Bedwell, W.L., Wildman, J.L., DiazGranados, D., Salazar, M., Kramer, W.S., Salas, E. (2012) ‘Collaboration at Work: An Integrative Multilevel Conceptualization.’ Human Resource Management Review, Vol. 22, pp. 128-145. Belbin, R.M. (2011) Team Roles at Work. Oxford: Butterworth-Heinmann, 2nd Edition. Business. (2011) Business: The Ultimate Resource. London: AC Black Publishers, 3rd Edition. Dal Forno, A., Merlone, U. (2010) ‘Effort Dynamics in Supervised Work Groups.’ Journal of Economic Behavior and Organization, Vol. 75, pp. 413-425. Deering, S., Johnston, L.C., Colacchio, K. (2011) ‘Multidisciplinary Teamwork and Communication Training.’ Seminars in Perinatology, pp. 89-96. Diez, A.S., Pronovost, P.J., Mendez-Tellez, P.A., Wyskiel, R., Marsteller, J.A., Thompson, D.A., Rosen, M.A. (2014) ‘A Systematic Review of Teamwork in the Intensive Care Unit: What Do We Know About Teamwork, Team Tasks, and Improvement Strategies?’ Journal of Critical Care, Vol. 29, pp. 908-914. Fritz, R. (2014) ‘Differences Between Group Work and Team Work.’ Chron, Small Business, Available At: http://smallbusiness.chron.com/differences-between-group-work-team-work-11004.html . Accessed 6th October, 2014. Greerssgard, L.J., Hansen, K. (2015) ‘Knowledge Exchange and Learning from Failures in Distributed Environments: The Role of Contractor Relationship Management and Work Characteristics.’ Reliability Engineering and System Safety, Vol. 133, pp. 167-175. Hayne, C., Free, C. (2014) ‘Hybridized Professional Groups and Institutional Work: COSO and the Rise of Enterprise Risk Management.’ Accounting, Organizations and Society, Vol. 39, pp. 309-330. Hoegl, M., Proserpio, L. (2004) ‘Team Member Proximity and Teamwork in Innovative Projects.’ Research Policy, Vol. 33, pp. 1153-1165. James, D. (1999) Introduction to Team and Personal Development. London: Chartered Institute of Bankers. Kwon, K., Liu, Y.H., Johnson, L.S.P. (2014) ‘Group Regulation and Social-Emotional Interactions Observed in Computer Supported Collaborative Learning: Comparison Between Good vs Poor Collaborators.’ Computers and Education, Vol. 78, pp. 185-200. Laal, M., Naseri, A.S., Laal, M., Kermanshahi, Z.K. (2013) ‘What Do We Achieve from Learning in Collaboration?’ Procedia—Social and Behavioral Sciences, Vol. 93, pp. 1427-1432. Lewis, P.S., Goodman, S., Fandt, P., Michlitsch, J. (2007) Management: Challenges for Tomorrow’s Leaders. Mason, OH: Thomson/South-Western, 5th Edition. McGregor, D.M. (1957) ‘The Human Side of Enterprise.’ Management Review, pp. 41-49. Patel, C., Budhwar, P., Varma, A. (2012) ‘Overall Justice, Work Group Identification and Work Outcomes: Test of Moderated Mediation Process.’ Journal of World Business, Vol. 47, pp. 213-222. Prichard, J.S., Stanton, N.A. (1999) ‘Testing Belbin’s Team Role Theory of Effective Groups.’ The Journal of Management Development, Vol. 18, No. 8, pp. 652-665. Torre-Ruiz, J.M.D., Aragon-Correa, J.A. (2013) ‘Interdependence Between Best Team Members and their Teammates.’ International Journal of Manpower, Vol. 34, No. 5, pp. 552-567. Van de Water, H., Ahaus, K., Rozier, R. (2008) ‘Team Roles, Team Balance, and Performance.’ Journal of Management Development, Vol. 27, No. 5, pp. 499-512.

Personal Reflections

Jeremiah learned a lesson that is its deep understanding of the limitations of human beings that we cannot live a decent and satisfying life without constant guidance of Almighty God. Through the book of Jeremiah, who first taught me is, how servants of God are called to serve Him and how the Almighty chose to serve his servant from the womb itself. â€Å"Now the word of the Lord came to me saying, ‘Before I formed you in the womb I knew you, and before you were born I consecrated you; I appointed you a prophet to the nations.† (Jeremiah 1: 5). Jeremiah the Prophet was commissioned from the womb of his mother for his sacred duty. There are some things here that is beautiful and wonderful, when we consider what it says about the knowledge of God. God told Jeremiah that he â€Å"knew† before he was created in the womb. He already knows the strengths and weaknesses of Jeremiah. He knew that Jeremiah would be what God wants to use during certain periods of the history of Israel. Every servant of God had their own commissioned to serve Him in various office. Strong Relationship with GodJeremiah has a long-term relationship with God. Over time, he learned to inspire and trust him with positive results from many experiments that took place in the office. The righteous prophets, who tell the truth about the national condition, are not human. Jeremiah has some real friends. But God is the first in the life of this prophet. He knows and obeys God as Creator. Jeremiah was chosen to record one of the deepest parts of the Bible by God. â€Å"Thus says the Lord:† Give to the wise not to praise his wisdom, not to give a strong glory to man in his power, nor to leave the glory of riches and riches? But he who glorifies this glory, who understands and knows me, who God is, makes love, judgment, and justice on earth. (Jeremiah 9: 23-24). Jeremiah the Rescuer Despite the different circumstances, the prophet Jeremiah lived in a period of national chaos at a time when it looked like the current climate of uncertainty and anxiety. The faith, according to Jeremiah, is supported and supported by God's personal commitment to him. Jeremiah says â€Å"Then the Lord returned his hand and touched my mouth, and the Lord said, â€Å"Behold, I have put my words in your mouth. Today, I have made all these nations and over the kingdom, destroy and exterminate, build and (9-10)†. We can see the contents of the book itself, which Jeremiah prophesied during the period of sudden decline and ultimately the capture of the country of Judah. This is a prominent voice in the expression of God's matter for his people. Over the course of about 40 years, Jeremiah prophesied during the reign of the five different kings of Judah by the worthy Josiah. Guide trouble with it, let Jeremiah learned a few lessons about the nature of God and the very human condition that men and women of the this century must understand and acknowledge the commission of God given to them and to save nations or people.Relying on  God alone.Most of the time we forgot to relying on God when the time of persecutions. But in this book teach us, despite the severe persecution of his people, Jeremiah knew that the Supreme Lord was the absolute control of these events. Many compatriots do not, and some of them continue to weaken their message, directly from the Creator. But God had said: â€Å"I am watching to see that my word is fulfilled† (Jeremiah 1:12,  NIV).Our Creator has a clear planning and purpose for the salvation of mankind. Some things in this world make sense only if we accept this fact. For all Judah, who were attending the day of Jeremiah, God promised them that he would bless them when they were captured in Babylon. â€Å"For I know the thoughts that I think toward you, says the  LORD, thoughts of peace and not of evil, to give you a future and a hope. Then you will call upon Me and go and pray to Me, and I will listen to you† (Jeremiah 29:11-12).Great commisionGod does not like to punish Judah for national and personal sin. He sent prophets to warn them in advance, but the nation has ignored. â€Å"In vain I have chastened your children; they received no correction† (Jeremiah 2:30). So, national captivity became a necessity. What are the teachings of our world today? What we can learn by this? Of cause it's become the reflection of today's world. Before the disaster of Judah, Jeremiah expressed repentance by the people for the people of his. â€Å"Amend your ways and your doings, and I will cause you to dwell in this place† (Jeremiah 7:3). God calls people to conversion and personal Judah nations (verses 4-7), but it did not happen. We can get it that many benefits from the guidance of His constant regardless of how bad the country was left. â€Å"O Lord, correct me, but with justice; do with your anger, lest thou not think do not matter† (Jeremiah 10:24). Can pray the same prayer today for our country Malaysia? Yes we can because God the Almighty is the same yesterday-today- and tomorrow. Surely he will listen to our prayer. Accept the Rebuke.Jeremiah was human and had failings, but at least he honestly admitted them to God. Instead of piously covering up his true feeling, he pour out his heart to the Lord and the Lord answer him. He asks God, that he wonders why the pain and loneliness seem to be unending! He wonders whether God will fail him. Will God be like an unreliable and seasonal brook? God's answer may shock the prophet, for the Lord told him he needed to repent, if he repent God will restore him that he may serve the Lord, if Jeremiah utter worthy, not worthless, word, so that he may be the spokesman. The Lord always balance rebuke with assurance. He promised once again to make Jeremiah a fortified wall and give him victory over all enemies. Jeremiah had to learn to walk by faith, which meant obeying God's word no matter how he felt, what he saw, or what people might do to him. God never promised Jeremiah an easy job, but He did promise Jeremiah all that he need to do His work faithfully. God reminds Jeremiah that the suffering he has experienced is exactly like what God had told him. Jeremiah then, is not to crumble in the face of adversity but rather redouble his commitment to his prophetic vocation. Persecution has not derailed God's promise to deliver and vindicate (verse 20), and God reminds Jeremiah that his perseverance is the very vehicle by which the people are won over to repentance (verse 19). Conclusion Is it incredible for God's chosen servants to be weak and harm their own ministries? No. Because every servant of God is a human being and is subject to the weakness of human nature. Example; Moses became discouraged and wanted to die (No. 11: 10-15); Joshua was willing to stop and leave the land of promise (Jos 7: 6-11), Elijah even left his place of duty and hoped to die (1 Kings 19) and Jonah was angry and he refused to help the person he came to rescue (Jonah 4). God does not want us to ignore our feelings, because it will make us less than human beings, but He wants us to trust Him to change our feelings and to walk with faith in Him.The book of Jeremiah teaches that honesty and faithfulness in the midst of suffering are signs of prophetic service and a lesson that is its deep understanding of the limitations of human beings that we cannot live a decent and satisfying life without constant guidance of Almighty God. The announcement of the prophet to his initial call was a way in which God would carry out his redemptive work in the world and reaffirm the promises of liberation.

Gabriel Alvarez Essay

The Ninth Circuit believed that because respondents’ donning and doffing is an vital and necessary preliminary activity included by respondents’ principal work activity, all activities performed afterward such as walking accordingly occur during the ‘principal’ workday and is compensable. The court rejected the petitioner’s argument that Section 4(a)(1) of the Portal Act makes clear that the walking time at issue is not compensable even if it follows clothes changing. The Supreme Court ruled in favor of the employees of IBP, Inc. because putting on protective gear and walking to and from changing areas are â€Å"integral and indispensable† to the job’s â€Å"principal activities†. ISSUE(S) The issues presented to the Supreme Court for determination were whether the time spent walking between donning and doffing areas and workstations, and the time spent waiting to put on protective equipment were compensable under the FLSA as amended by the Portal-to-Portal Act. The Supreme Court held that time spent walking following putting on protective equipment and prior to removing protective equipment was compensable under the FLSA as amended by the Portal-to-Portal Act REASON(S) The Court held that any activity that â€Å"is ‘integral and indispensable’ to a ‘principal activity’ is itself a ‘principal activity’ under section 4(a)(1) of the Portal-to-Portal Act.

Compare Contrast Greek and Roman Art Essay - 651 Words

Compare Contrast Greek And Roman Art And Architecture Compare/Contrast Greek and Roman Art and Architecture Since the onset of Greek and Roman civilizations centuries ago we have seen the art and architectural worlds evolve into what we know them as today. In fact, many of the ancient Greek styles were duplicated by the Romans and modified to suit their needs. We can still see a lot of Greek and Roman influences in the present day, especially in the architectural world. Below I will cite some examples of Greek and Roman pieces of art and a structure from each culture and detail some similarities as well as some contrasting values. I’d like to begin by comparing some pieces of art. In The Fallen Warrior (Greece) and The Dying Gaul†¦show more content†¦Upon looking at each structure you would immediately notice the use of columns. Albeit the Parthenon’s main weight-bearing elements are the columns whereas the columns used on the Pantheon are more aesthetic than functional. Each of these structures also makes use of a portico that originated in the Greek culture. Both structures are immense places of worship to the gods. The Parthenon was created for the goddess Athena but over the centuries it changed through a series of hands finally ending up as an ammunition dump for the Turks during a seventeenth century war with the Venetians. The Venetians bombed the building leaving most of it in ruins. The Pantheon was created as a house for sculptures of Roman gods. Enough care was taken throughout the centuries that this structure is still being used for religious functions today. The Parthenon was a more simplistic and ancient looking design where the Pantheon took on a whole new era. The dome came into play along with the many ornamental features seen on the inside as well as the outside of the Pantheon. The interior contains marble slabs and granite columns. These are accentuated when the sun shifts locations through the oculus in the center of the dome. 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