e gm an Ă d eme a r nt i Ş l i m ed a u t s c i a v Ţ ei r 3-2006/rev... · suggestions for...

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Ă DE MANAGEMENT ŞI EDUCAŢIE

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No. 3/2006 Editorial Board

Professor Radu VOINEA, PhD, member of the Academy General, Professor Mircea MUREŞAN, PhD, member of Romanian Scientist Academy Professor Ion Gheorghe ROŞCA, PhD Professor Ion STANCU, PhD Gl. bg. Professor Edwin MICEWSKI, Director of theInstitute for Military Sociology and Military Pedagogy –Vienna Rear-Admiral, Professor Marius HANGANU, PhD, member of Romanian Scientist Academy

Editor-in-chief

AF Colonel, Professor Eng. Gavril MALOŞ, PhD

Deputy editor-in-chief Lecturer Sorina-Mihaela MARDAR

Editors Professor Constanţa BODEA, PhD Major lecturer Dorinel-Ioan MOLDOVAN, PhD Assistant Professor Luiza KRAFT, PhD Professor Vasile MACOVICIUC, PhD Professor Alecxandrina DEACONU, PhD Lecturer Elena ŞUŞNEA

Cover Elena PLEŞANU

Text processing

Liliana ILIE

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The fundamental scientific research in military sciences ................................................................... 5

Rear Admiral, Professor Marius HANGANU, PhD The main traits of an efficient manager – Models of an efficient manager ........................................ 8

Marian ION The human resorces – a strategic advantage..................................................................................... 16

Professor Alexandra DIACONU, PhD The position of organizational behaviour in a company's competitive strategies ............................ 20

Assistant lecturer Mihaela-Alexandra IONESCU Organizational and cultural change – an analysis of an epistemology – based model ..................... 24

Assistant lecturer Mihaela-Alexandra IONESCU Professor Stefan STANCIU, PhD

Introduction of border police officers BSc and MSc level education at the Border Policing Faculty of Miklós Zrínyi National Defense University ................................ 28

Gábor KOVÁCS, PhD Suggestions for better classrooom management through peer teaching ........................................... 32

Assistant professor Luiza KFRAFT, PhD The fear of change............................................................................................................................. 36

Assistant professor Mirela IONIŢĂ, PhD The radio theatre ............................................................................................................................... 40

Professor Raisa RADU, PhD Modern dilemmas in teaching philosophy and cultural history at Miklós Zrínyi National Defense University.................................................................................. 43

Professor Lajos VINCZE, PhD Military and safety engineering programme..................................................................................... 48

Lt. col. Jenö SIPOS, PhD Lt. col. Akos POROSZLAI

A moral radiography of envy............................................................................................................ 54

Professor Vasile MACOVICIUC

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TTHHEE „„CCAARROOLL II”” UUNNIIVVEERRSSIITTYY PPUUBBLLIISSHHIINNGG HHOOUUSSEE''SS

Editor-in-chief: AF Colonel Gavril MALOŞ, PhD Text processing: Liliana ILIE

Panduri Street no 68-72, Bucharest, 5

e-mail: [email protected] Phone: 00-40-021-319.48.80/215; 307

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Ready to print: 14.12.2006

„Carol I” National Defence University Printing House, order no. 390/06 00100/1951/06

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Marius HANGANU, PhD Rear Admiral, Professor, “Carol I” National Defense University

ne of the tasks of the structures from the Armed Forces, in general, is to ensure a high

capability of diagnosis, expertise and the fundaments of decision, up to the highest level.

In order to reach this goal, serious investigations in multidisciplinary domains are needed. They address to both state and society, to nations and community. From this point of view, the armed forces as a state institution in a civil society and as a representative of Romania in a future European community have their own adapted structures, which is part of the general effort of the nation. These structures have to regulate in the future, the military problems of organizing, endowment, doctrine, strategies, conceptions, leadership, and so on.

At the same time, it has to open enough roads from the interior to exterior in order to get and make the best of its own scientific capabilities that are much needed by the short and medium term evolution.

The scientific research in the military field is very complex, dynamic and multidisciplinary. It is developed on two main directions: fundamental research and applied research.

The applied research is achieved by the Agency for Research in Military Technique and Technology, and by the Academy for Military Technique; their coordination is accomplished by the Sectorial Plan of the Ministry of Defence, elaborated by the Weapons Department.

Two main research institutes achieve the fundamental research: the Institute of Defence Political Studies and Military History, subordinated to the Weapon Department, and The Centre for Defence and Security Strategic Studies, subordinated to "Carol" National Defense University. Both institutes are complementary.

The two institutions (The Institute and the Centre) have their own research plans that are decided based on investigation, the needs, and the requests of the central structures of the Ministry of Defence, as well as of other military structures.

These requests of the military structures are completed with other proposals made by the tow institutions.

For example, the Centre for Defence and Security Strategic Studies which is a part of "Carol I" National Defense University, has the following programs:

1. Concepts and theories; 2. Euro Atlantic Integration and

European Union Adhering; 3. Armed Forces and Romanian

Society; 4. Zones of Strategic Interest; Security

Organizations. Each program is developed alongside a

period of a few years and is composed by a number of research projects. In its turn, each project has more research themes.

Scientific researchers that function in the Centre for Defence and Security Strategic Studies accomplish this plan.

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The themes, which are prognosis themes, are sent to all the decisional factors, like the Presidency of Romania, the parliament, the Government, the ministries and big operative units. The themes are consulted in order to write all kinds of documents, like the Military Strategy of Romania, different laws and regulations.

Besides these themes, the Centre for Defence and Security Strategic Studies has a bilingual quarterly magazine, "Strategic Impact". This magazine is distributed in 35 countries, and for a year, it has been sent to the Institute of the Science of Information, from Philadelphia (USA), for evaluation and to be introduced in the database.

The scientific research results are disseminated through conferences, seminars and round tables with international participation.

The fundamental military research is the object of activity for the researchers from the Centre for Defence and Security Strategic Studies. It is completed with the scientific research of the teaching staff, the PhD candidates, master candidates, officer students, and students, that have as main activity education.

The members of the teaching staff, according to Law no. 128, regarding the Statute of the teaching Staff, have a period dedicated to scientific research, during the 8 hours of daily work. Thus, during an academic year, there are 144 hours of scientific research that is concretized in papers or articles, usually connected with the academic subject taught by the titular. All these accomplishments are part of a program established by the faculty at the beginning of the academic year.

Each department chooses a research project out of this program and it divides it in a number of themes for each member of the teaching staff.

The teaching staff has research slips with their annual scientific research activities.

Besides this college research program, the teaching staff is part of several research centres studying the military phenomenon and

take part in different projects in cooperation with other centres or institutions and at grant competitions or projects organized by the Ministry of Education and Research.

There are four such centres approved by the Senate out of which one is accredited by CNCSIS as well.

The Scientific Council in Carol I National Defence University suggested that another research centre be set up in this academic year; this proposal will be under the Senate's approval at its first meeting.

The research centres made up of teaching staff are the following:

– The tactical and operational military actions' scientific research centre;

– The military management scientific research centre;

– The Air and Naval Forces military actions scientific research centre;

– The military logistic scientific research centre;

– The Land Forces military action scientific research centre.

There are two magazines to disseminate these centers results: “Carol I National Defence University Bulletin” and "The Military Management Magazine", bilingual and edited with The Economic Studies Academy with which we have concluded a cooperation agreement.

From the point of view of participating at grant competitions or projects within the Innovation Development Research National Plan programs, although we are at the beginning, we already have sixteen projects financed after participating at different competitions out of which seven have been won at CNCSIS.

These are only some of our preoccupations in the field of university scientific research and their objective is obviously the fundamental military scientific research.

There is and always will be a biunivocal relationship between the fundamental scientific research and the applicative one because:

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– all structures with applicative research benefit from the fundamental scientific research (of course if their themes have the same profile);

– accumulating the applicative research results can be the premise of profound study needs which will certainly generate directions and programs for the fundamental scientific research.

In order to be aware of the future and warn about what will happen in a few decades, for the Romanian military system it is necessary to reorganize the scientific research out of the necessity to control the present very rigorously.

Now our priorities are participating at the EU 7 Research Program where there is a distinct field for security and at NATO research programs and other regional programs (such as those regarding the Black Sea or the Mediterranean area or the Balkans.

In addition, other predominant objectives of our institution are the ongoing participation at national programs (such as "Impact" and "Superior Research") and at CNCSIS and the Romanian Academy grant competitions.

In modern armies, military scientific research is rigorously organized thing which demonstrates once again the importance it is given. Generally, this is organized on three types of structures:

– unspecialized structures (those running the combat training and which have themes, programs, consultancy, expertise and monitoring respectively headquarters, directions etc.;

– partially specialized structures, the education institutions being the most representative; specialized structures that is research centres, some of which are superior ones within universities and academies or affiliated to the General Headquarters or the Ministry of National Defence.

Generally, the scientific research has objectives, which emphasize its multi-disciplinary and multi-dimensional character as results from many European countries' documents (United Kingdom, France, Germany, Italy etc). The great objectives regard the geopolitics or geostrategy, military policy, national security and defence, the civilian-military relation and military strategy.

The military scientific research financing is generally achieved through budgetary allowances designed to the defence. Other financing sources of the activities, programs and provisions can be support sources (respectively donations or sponsorships) or own resources due to fructification of the scientific research results.

Translated and adapted from romanian by Diana Deaconu Alexandrina Vlad

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Col. Marian ION Direcţia Reprezentare Patrimoniu şi Asistenţă Socială

hat is generically called ‘managerial style’ essentially depends on the managerial

capacity of the leader and on the complex of ideas, concepts and prejudgements, often deeply implanted in the subconscious, concerning people’s attitudes, business, etc. This managerial style, more relaxed of, on the contrary, stricter, friendlier or more courteous, rigorous or intuitive has a strong significance in the professional success of the manager.

The analysis of the leadership and managerial styles caused the statement of numerous points of view and theories, which although very different, could be grouped into three conceptual models: the conceiving of managerial style as a function of person, as a function of situation and as a mixed function (of person and situation). A classic study developed in this domain presented some leaders’ profiles, their features being grouped into four categories:

- physical and constitutional traits: age, size, weight, physical qualities, energy, health, exterior aspect;

- psychological traits: intelligence, instruction, knowledge, intuition, originality, adaptability, temperament etc.

- psychosocial traits: tact, diplomacy, sociability, popularity, prestige, capacity of influence and persuasion etc.

- sociological traits: socio-economic level, economic and social status, etc.

By contrasting these factors to the results obtained in leading people, Stogdill established for most of them insignificant or

negative correlations. But this does not mean that the leaders’ characteristics would not influence the managerial style and the level of performance of the leading activity, recent researches confirming their roles, but not the great importance that was initially attached to them.

The model that conceives the managerial style as a person’s function’ is represented by old preoccupations of management theory, social sociology and psychology. According to this model, ‘the managerial style is a person’s function, natively endowed with special qualities.

1. Starting from the conception, Max Weber formulated ‘the charismatic model’ of a leader; people obey the charismatic authority of the leader in virtue of their trust in the special qualities of the person endowed with this authority.

Although the charismatic model was strongly criticized, the idea that the success in leading depends, mainly, on the quality of the leader, has prevailed. There were organized researches of historical psycho-sociology on some great leaders, to establish the traits that assured their success.

2. Opposite to the charismatic model, ‘the situational model’ was elaborated which lays stress on the characteristics of the leading group, on the particularities of a situation where leading is exerted, and on the expectations of the members of the group.

According to this model, it is not the personal traits of a manager that assure the success, but the adequacy of these traits to the particularities of situation and the demands of

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the leading group. The situation asks and imposes a certain type of managers; a person will have success in leading only as far as he/she will meet the demands of the situation and of the group. In the situational model, the manager has an important, passive role, acting only according to the situation.

The situational model was criticized because it ignores the role of the manager’s personality in the prediction of the managerial activities’ results.

3. To overcome the limits of charismatic and situational models the ‘mixed model’ was elaborated, that considers leading as a function of person, of situation and above all these, the relation between them. In this model, the relation between the managers and the situation is a complex one: it is not about the simple adaptability of a person to the situation, but the structuring and sustaining the situation; it is not about treating a person as an invariable man, but as a product of interactions, of relations that are set up between working groups and managers in the process of leading.

The mixed model suggests a more nuanced and adequate approach, taking also into consideration the role of the managers’ personal traits (that existed before holding a managerial function and acquired during the activity of leading and the role of situational factors and the complex interaction between the manager and the leading group).

The factors that determine the

particularities of the efficient manager The interpretation of leadership

according to the mixed model, as a function of a person and situation, represents an adequate theoretical environment for the identification ‘of the factors that determine or condition the managerial style formation’. Starting from the theoretical and methodological reasons of the mixed model, the formation and dynamics of managerial styles are determined and influenced by the following group of factors:

a) factors that refer to the manager as a person:

- type of personality (temperament, aptitudes, character)

- intellectual qualities - professional and managerial training

and the experience obtained during leading - motivational level: the economic

motivation, i.e., material motivation, professional motivation (work, professional activity); the psycho-social work motivation (the interaction between the members of work group).

b) factors that concern work particularities:

- the technological labour organization - division of labour c) factors that are linked with the

particularities of the social environment that develops the management activity

- the quality of collaborators and subordinates that influence leadership as well as through the potential and personality of each and through cohesion, solidarity and general awareness of the group;

- the forms of organization - the institutional leadership system - the organizational culture - the informal relations between

managers and group members, in terms of which the socio-affective structure of the group is constructed

When the efficiency of the managerial style is concerned, it must be stated that this ‘quotes’ through the way in which the style succeeds in increasing productivity.

The efficiency of the successful

manager and its identification elements The essential role in the assurance of

style efficiency is due to the managerial capacity of the leader.

The leadership success of the organization does not depend only on the potential of this capacity, the personality, the intellectual qualities, the preparation and the leader experience leave their mark on the

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entire leading process, amplifying of diminishing the results.

What really matters is the ‘capacity of knowing how to apply them practically, how to make them operational inside the company that he/she leads. Besides, the ‘managerial capacity must be conjugated with personal leader commitment towards the objectives’.

Commitment presupposes ‘intense concern with fulfilling the tasks, ambition and persistence for reaching superior results, by using rationally all the capabilities (personal ones, the ones of the collaborators and of the subordinates).

Important for the activity efficiency is the psychosocial relationship of the managers with their subordinates, that sustains and feeds the cooperation within the members of the group.

These relationships influence the climate within the organization. This is the result of the specific way in which communication and information, organization and training, decisions transmission and control, therefore all management components take place. Within this process difficulties may occur due to varied disturbing situational factors. In these cases, the manager as a promoter of the management style has to be able to provide the staff with a loyal, coherent and optimistic moral behaviour that will foster the necessary confidence it the confrontation with these difficulties.

Opposite there is a no adequate managerial style that will lead to the inhibition of the initiative avoiding the responsibility and decreasing the general abilities of action.

Work efficiency increasing. Ways of

work efficiency increasing of the successful managers The ‘scientific’, systemic approach of

increasing the manager’s work efficiency imposes, as a first step, self- analysis, work time management, its diagnostic. Based on that, it is possible to identify the most

adequate way of improving the managers’ work.

The correctly used of working time is fundamental in increasing the managers’ efficiency. The results each person gets, in any activity, visibly depend on using the work time. When managers are concerned with their own time management as well as their subordinates, they attach to it a sensibly greater importance. Numerous investigations showed the existence of frequent and serious deficiencies concerning the time used by the managers that work at higher, medium and lower levels of the hierarchy.

It is often stated that: - the official working day schedule is

overrun especially by the higher and medium level managers

- the structure of a working day is not always correct

There are three reasons that generate such a situation: the incorrect organizing level of their personal work, the complexity and the difficulty of the managerial obligations, lots of them censored by the time and the pressures coming from the above levels, from the subordinates and the trade unions.

In order to have an efficient time usage the successful managers have identified the following priorities:

An important percentage of the working time is used for the conceptual, perspective work. This is undoubtedly reflected in the strategies quality and the action programs aiming to the organization development.

Also, the average time used for the documentation is important. This has as a consequence new knowledge about the novelties in the managerial fields, a fact that reflects the decisions’ quality and the fact that the manager’s actions that are temporal or operational.

The time used for meetings and phone conversations is reduced and actions are taken in order to eliminate the loss or fragmentation of the working schedule. The over division of the manager’s working schedule could have a negative influence on the working results

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quality, together with the over intellectual demand from the leading group.

During the working time of a leading group the principles, the rules, methods, and techniques established by the management science (i.e., methods of analysis, diagnostic, brainstorming) are frequently used. The efficient managers have their work done according to daily and weekly schedule that assures a strict partition of the working time and of the efforts according to the priorities imposed by the existent conditions.

The main conclusion that springs from this presentation of working time usage by the efficient managers is that the main accent is laid on the rational working time usage, elimination or diminishing of the activities that do not belong to the current tasks execution.

For this purpose, a selection of the methods and ways successfully used in this field are presented in what follows.

The planning of the managers’ work. As any other work, the managers’ work has to be planned. We stress this out as in the daily routine, in spite of the fact that nobody denies it, in the managerial practice one would state out there is a restraint in this respect.

There is not a fixed model to be followed, but certain rules based on a work analysis of numerous successful managers were formulated:

- do not spend time on minor problems, that can be assigned or delegated to the subordinates

- concentrate the efforts on the key problems, important for solving the given tasks

- assure compact and quiet periods of time for individual work, necessary to carry out most of the important tasks

- solve the most numerous and difficult problems in the first hours of a working day.

- leave the problems that do not require special attention, or that are less important to be solved at the end of a working day

- select the problems that require certain knowledge of specific fields in order to be transmitted to the experts

- reserve some time in the daily schedule for unforeseeable, important or urgent problems, especially if you are a higher and medium level manager.

In order to program a time usage schedule, based on the above-mentioned rules, one can take into account varied ways. The most popular one is the work charts that can be done monthly, weekly or daily. Experience shows the most efficient ones are the weekly and daily charts.

Special attention should be paid by the managers to memory, in order to ovoid omitting and to free themselves of forgetting things. In this respect they can additionally use task charts, or other ways such as:

- as soon as a tasks appears, write it down on a piece of paper, in a notebook or in an agenda

- draw the individual charts selected according the problems, the collaborators or type of managerial actions;

- draw files and special folders for problems that require a large volume of documentation

An efficient manager and the improvement of his/her relationship with the subordinates. An essential characteristic of the managerial relationships is that they are manifested through interpersonal relationships. In fact, the manager’s work is essentially related to working with people.

This becomes more direct and frequently obvious within a work group. Maximum efficiency requires some qualities from a manager, i.e., knowledge and specific behaviour such as: the capacity of understanding the human nature, of observing the subordinates’ feelings and the elements that motivate them, the ability of efficient communication, of admitting the inevitably human errors, a participative approach of the problems, enthusiasm and contagious energy to be transmitted to the subordinates, etc.

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At the same time, subordinates must have certain qualities, knowledge, abilities and behavior, especially professional ones, and also the psycho-social ones. In spite of the fact that the managers have the tendency to select subordinates having similar qualities to their own, the researches revealed that it is better to select, at least partially, based on complementary principles, when the professional knowledge is concerned. Important is the fact that among the leaders, their collaborators and subordinates there are psycho-social compatibilities necessary to the development of normal human and managerial relationships.

In order to build a team, in the psycho-social meaning, in order to create a proper work atmosphere, it is necessary that the managers set up their work based on certain rules, such as:

1. Treat the other as you would like to be treated

2. Respect everybody’s personality and dignity

3. Take people as they are, not as you imagine they are and not expect the impossible from them

4. Keep direct contacts with the staff in order to know its preoccupations and goals better

5. Treat each and every person differently, trying to understand the collaborators, try to be in their shoes, based on the qualities, knowledge and abilities everybody has.

6. Do not preach, but be an example 7. Be impartial 8. Be severe when principles are

concerned, but flexible concerning the form 9. Always keep your word, as the

manager must be correct 10. Any worker must be informed in

advance concerning any modification that will bring changes in the company

11. Act continuously for the development of team spirit, in order to create a climate of mutual trust

12. Use tactfully the given competence and responsibilities, imposing yourself to the subordinates through knowledge authority, not through constrains

13. Fight against gossip with known and verified facts

14. Use communication and sanction tactfully

15. When there are difficulties and failures due to the collaborators, find out first, as a manager, who is guilty

16. Recognizing the qualities, knowledge and abilities of the subordinates is always an incentive

Personal relationships with the subordinates viewed by the above mentioned rules ensure motivation and control, setting up a healthy work environment, favourable for discovering the personnel’s abilities.

An efficient manager uses modern collaborators. A perfect modality used by a modern company to expand work responsibility and competence pertains to the manager and represents using on a large scale non-subordinated specialists or there subordinates.

The non-subordinated category of specialists of a manager can be outsourced from management consultants, manager assistants; heads of the information department; specialists in human resources, heads of other departments.

The most important collaborators of a manager are the managerial consultants.

The advantages offered by these consultants are obvious – they put at the company’s disposal highly qualified competences in certain fields, they have a methodology in introducing changes within the management, they have a rich experience concerning similar situations, being able to make an impartial analysis, not having any link with it. Alongside with employing managerial consultants, in order to improve the work efficiency of the managers, one will have the support of the interdepartmental collectives’ activity.

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The use of the interdepartmental collectives implies certain advantages, among which the most significant could be:

- assuring the establishment of a complex of managing decisions, through the large number of specialist that participate to this act

- increasing operative solutions to varied and complex problems

- accelerating team spirit - helping to higher usage of specialist

potential The specialists in the human resources

field are part of the modern collaborators of the managers, whose role is amplified if one takes into account the special nature of the management activity – that of working with people.

A fruitful collaboration between the human resources specialists and managers is conditioned by the changes that have to be operated from structural-functional changes at the level of this department.

The efficient use of the secretariat. The structural component with complementary role along a leading position, at the superior level of each tasks there are works of administrative nature, the routine in order to ease the managers work, in this respect the secretariat gets new dimensions, due to the increase of the management complex activity, of the decisions and of the actions taken by the managers.

A well organized and competent secretariat helps the manager work through many elements: it has a decisive contribution in the rational organization of the managers’ activity; it creates preliminary conditions for the manager in achieving operative and efficient contact with persons within and out the company; it assures the efficient information exchanges at the management level, especial in its upper level, it helps the manager in his daily administrative routine thus improving the rational work time that the manager has.

Modernizing the managerial instruments and tools. The use of some

systems, methods and management techniques at all hierarchy levels increases the effect of the decisions and taken actions, it harmonizes and orientates the managers’ efforts and their collaborators towards the accomplishment of the quantity and quality of the assumed objectives.

Implementation in the managerial work of some systems, methods and modern techniques, will intensify the scientific character of the management processes and the amplification of the manager contribution at the efficiency increasing.

The efficient manager’s profile, a

synthesis of his/her managerial skills The transition of the management

presumes ascension of the manager to the perfection, by amplifying the managing qualities.

Simultaneously it is necessary to reconsider the perception of the managerial activities; the manager ceased to be a ‘tasks disperser’ with limited possibilities in solving different problems. He has to be an authentic leader, a superior synthesis of the managerial skills as factor of production and his profile has to show:

a.an entrepreneur b.a conceptual man c.a leader d.a man of results, an achiever Among the qualities proper to a leader

can be mentioned: - a good knowledge of the managed

group and its activity field (the market, the competition, the goods, the technologies, the key personalities and the stimulatory facts for each individual.

- The relationship within the organization and its activity frame

- A good reputation and successful antecedents in varied activities (giving him notoriety)

- Intellectual skills and abilities (analysis perception, trustful judgments, strategic and multidimensional thinking, sensibly towards people, human nature

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understanding, the capacity in creating good relationship within his staff and people motivations)

- Moral qualities (integrity, honesty) - A strong motivation in being a leader Orientated towards thinking and

actions, these qualities show an authentic leader, expressed through 4 characteristics: vision, realism, courage, credibility

The vision presume the aptitude in distinguishing the perspective in all its vast dimension; this needs an ample thinking, the constant care for the future, the permanent attention on the environment changes and perception clarity

The vision of a leader liberates from a perspective and penetrating spirit, sustained by an abstract and analytical reasoning; thus the visionary-leader is capable of establishing logical rapports to decompose and to analyze a problem in its multiple aspects.

The leader’s vision relies on a systematic and strategic thinking and on the use of a great amount of information. These ones offer him the possibility of a superior understanding of the sense of evolution of company’s exterior medium and the implications of this evolution over his company as well as the formation of a perspective vision similar with the evolution of the exterior environment. The leader has the ability of transforming this vision into a coherent strategy that will communicate to the lowest hierarchical level. But the most important thing is that the leader knows how to make the organization to be identical with the strategically objectives achieving a real social partnership.

Conceived as a triple relation between the employers, managers and shareholders, the social partnership can not be achieved unless the relations between these partners rely on mutual trust, the first condition necessary to the cooperation.

The achievement of the social partnership imposes previously the change of the organizational culture. This can be achieved by using an education program that

has to persuade the employers of their common interest with the company objectives, to contribute at the formation of a state of trust between the employers, managers and shareholders and to find the forms of collaboration and organization through which the social partnership is achieved.

The key to education understands the fact that the mutual trust sets up through: information, consultation, negotiation and association to decision. There are the four elements that sustain the cooperation and grounds of a real social partnership.

Irrespective of the strategies and the tactics that they apply the managers are described by some common elements:

- successful managers assume the direct responsibility for the formation of other managers.

- Managers have their own ideas and values; they are full of energy and intelligent people. They have good structured values of the type of behaviour that will lead to the success of the organization, but also to personal success. In the same time, they transmit deliberately a positive energy to the ones that they coordinate and manifest intelligence towards realties by taking some efficient and firm decisions. The ideas and the system value orientate their decisions and energy and intelligence allow the implementation decisions.

- Elaborate previsions through which they succeed in the organization involvement on the one hand emotionally, on the other hand intellectually, for achieving what they really want. They have methods and techniques of preparation very well defined.

Every man has an unused leading potential. Of course, there are differences between people owed to the natural causes as well as education that means the genes and the developing process, differences that may allow a man to be efficient physically or in the leading domain realized by a certain person, he is able to improve these performances.

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The organization led by an efficient manager has the success guaranteed. He/she redefines the mission, the culture of the organization and succeeds in facing up a great amount of challenges which few people hold on to; these necessary features of a manager

meant to radically transform the organization must be possessed by every efficient manager, regardless of the hierarchical level he/she finds himself/herself in.

REFERENCES: Drucker. P. F, The Practice of Management, New York, Harperbusiness,1993. Fayol, H., Administration industriell et generale, Dunod, Paris, 1964. Hoffman Oscar, Management.Fundamente socioumane, Editura Victor, Bucureşti, 1999. Johns Gary, Comportament organ izaţional, Editura Economică, 1998. Maynhard, H. B., Conducerea activităţii economice, Editura tehnică, voi. 1-4, Bucureşti, 1971. Mondy,R. Waine, Human Resource Management Prentice Hall, New Jersey, 2002. Noel. M. Tichy, Leaderul sau arta de a conduce, Editura Teora, Bucureşti, 2000. Scholtes, P.R., The leaders Handbook, McGraw-Hill New York, 1998. Cândea, R.M., Comunicarea managerială, Editura Expert, Bucureşti, 1996. Cornescu,V., Mihăilescu, I, Stanciu,S, Management – teorie şi practică, Editura Actami, Bucureşti, 1994. Covei, S.R., Eficienţa în şapte trepte. Un abecedar al înţelepciunii, Editura Alfa, Bucureşti, 2000. Cristea, D., Structurile psihosociale ale grupului şi eficienţa acţiunii, Editura Teora, Buc, 1984. Dafinoiu,I., Personalitatea. Metode de abordare clinică, Editura Collegium, Bucureşti, 2000. Dijmărescu,I., Bazele managementului, Editura Didactică şi Pedagogică, Bucureşti, 1966. Jinga, Ioan, Managementul învăţământului, Editura ASE, Bucureşti, 2003. Jinga, Ioan, Conducerea învăţământului. Manual de management instrucţional, Editura didactică şi Pedagogică, 2001. Moraru, I, Tratat de psihologie managerială, Editura didactică şi Tabachiu A. Pedagogică, Bucureşti, 1997. Nicolcescu O., Verboncu I, Management, Editura Economică, Bucureşti, 1999. Nicolescu, O., Radu,I, Simulare managerială complexă, Editura Economică, Bucureşti,1996. Nicolescu, O., Ghidul Managerului eficient, vol. 1 -2, Editura tehnică, Bucureşti, 1994. Nicolescu, O., Verboncu, I, Management şi eficienţă, Editura Nora. 1994.. Petrescu, I., Managementul resurselor umane, Editura Lux Libris, Braşov, 1995. Petrovici, V., Managementul resurselor umane, Editura Muntenia, Constanţa, 1998. Petrovici, V., Bazele managementului, Editura Muntenia şi Leda, Constanţa, 2001. Popescu, D., Eficienţa comunicării în afaceri, Editura Luceafărul, 2003.

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Professor Alexandra Diaconu, PhD The Academy of Economic Studies, Bucharest

The reality present in the past-few-years Romania has determined the approach – from a theoretical perspective – of a considerable number of topics belonging to the human resources field. The conceptual framework has enriched, the instruments and work methods have become more refined, so that they meet more diverse needs and expectations. The purpose of this article is to suggest another way of taking action against the functional short-sightedness and of distinguishing the role human resources play in the elaboration and application of an organization’s global strategy. Key Words: HR strategic integration

he management of any organization, in any given part of the world, comprises an

important dimension of planning which frequently includes the strategic dimension. From a theoretical, as well as from a practical standpoint, strategic planning was for a long time preoccupied almost exclusively with the external aspect, meaning the product-market-technology triangle, thus completely ignoring the human resources field. Later, an increasing number of strategic planners agreed on the necessity of integrating human resources aspects in the organizational strategy, but where unfortunately unable of succeeding in this attempt. A lot of the methods suggested at a theoretical level were extremely simplistic. It’s only recently that we have been able to find rational, logical schemas, truly appropriate for the strategic integration of human resources. They are viable alternatives that protect the

organization against the risks of frequent failures which occur in strategic planning because of prevision and action errors accounted for by the human factor. In addition, they allowed planners to reflect on opinions that were no longer true to the same degree. For a long time, the following statements were regarded as being ultimate truths:

- human resources are always a constraint and never represent an advantage in business competitions;

- workers are extremely yielding; - it is impossible to conduct an analysis

in the human resources field, as it would be too uncertain;

- deficits in human resources can always be regulated on the work market;

- the decision of dismissing surplus personnel never affects the remaining employees;

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- relations with unions can only be conflicting;

- financial or material resources are always more important than human resources.

All of these beliefs were becoming more and more questionable.

At the same time, it is easier to prove that, when human resources are not considered equally important with other resources, certain organizational projects run the risk of being belated or even compromised because of personnel-related operational obstacles: insufficient number of shifts, a lack in workforce, over- or under-qualified employees, extremely high salary costs… When faced with these risks, numerous high-rank managers realize that human resources have become an important strangulation point that prevents a healthy and long-lasting expansion, a maybe insurmountable blocking factor, and that their integration in the global strategic vision is indispensable.

Human resources problems allow the

development of three ways in which they can be integrated in strategic planning:

- firstly, the planning analyst can provide pieces of analysis to the strategic planner (analysis regarding threats and opportunities, as well as weaknesses and strengths encountered in the human resources field). Naturally, the aim of this integration form is that of influencing decision-makers to come to a common viewpoint with the existing human resources, before adopting an external strategy.

- secondly, the human resources planner can take part in the strategic decision-making process and can ensure himself that the human resources problems were studied in all the four stages of the decisional process (objectives, scripts, evaluation and costs);

- thirdly, the human resources planner should conduct an analysis of the human resources practices and management, check them against the decided-upon script and guarantee their coherence.

The quality of the human resource decision is of course influenced by the number and consistency of the scripts that are taken into consideration. The decision regarding the appropriate script always relies on a sustainability study which accounts for the possibility of its application and for the advantage it creates in business competitions. In other words, in the human resources field, a strategic script is achievable when the purchase, development and workforce motivation costs are compatible with the available financial resources. Any insurmountable unbalance may lead to a script rejection, or may at least foster its modification according to new hypothesis.

If from a quantitative viewpoint the

sustainability study easily points out the work force surplus or deficit, not the same is true for the qualitative aspect of the matter. Frequently, qualitative and social factors are neglected because it is estimated that they are too random or that they have too limited short-term impact. In addition, one cannot ignore the fact that the strategic planner’s reasoning is always biased by his own value system, or by personal norms. Consequently, in the human resources field, here is what some strategists do:

- they hesitate to make choices that determine a large number of dismissals in periods of economic recession;

- they hesitate to choose a growth script based on cost ruling, especially when its effects may be the following: work dissatisfaction, the necessity of establishing norms based on time and movement studies, the potential decrease in product quality;

- they hesitate to manage their organization according to Taylor’s principles and make an attempt in innovating and applying a more participative management;

- they hesitate to ignore the ethical dimension. Their make their minds for a profit distribution policy favorable to the employees because this is what needs to be done, from a moral perspective;

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- they abandon the attempt of reconciling the social and economic dimensions, as this is something worthless and too difficult to achieve. However, there are strategists that launch themselves in discussions and counseling activities together with different actors in the organization and therefore succeed in achieving a balance which sustains the success of their organization.

Beyond the inevitable lack of

objectivity, the following are required in a strategic planning:

- setting appropriate human resource goals that sustain the global strategy of an organization. In order to be successful, an organization needs to be certain it has employees whose profile (regarding motivation and competency) is compatible with the type of global strategy applied. A high degree of compatibility implies that the employees are able and willing to contribute to implementing the organizational strategy.

In the human resources field, the goals

may refer to: • the number of employees (avoiding

surpluses or deficits), • the degree of working-time usage, • the employees’ structure (this depends

on their involvement in leadership or execution activities, or on the functional filed in which they operate),

• the level of union activity, • the degree of motivation (individual

and/or collective behavior, loyalty to the organization).

- explicitly stating effective ways, policies and management mechanisms that will allow the achievement of set goals. It is not difficult to imagine that all these are different from an organization to another. For instance, some organizations are content with only applying minimal policies (the wage policy in agreement with law stipulations regarding minimal wage), while others are much more generous (leader wage policy, workplace safety policy) or even avant-garde

(profit sharing, participation in the decision-making process…).

The variety of human resources management means and systems mirrors the interaction between multiple forces:

certain systems are required by the global strategy itself. For instance, the functioning of a cost ruling strategy will be facilitated by those performance evaluation policies based on short-term or long-term outcomes, or by well controlled remuneration policies;

certain systems are influenced by factors belonging to the internal or the external environment. This is true for access-equality programs required by the law or for those systems of relating, of being taken into account, required by employees.

certain management systems are biased by managers’ social values. For instance, a workplace safety policy implies strategic product-market choices which allow a complete workforce usage. Managers with strong social or humanist values will display a tendency towards using the social factor (generous policies regarding employees) in order to achieve economical purposes, whereas those with strong economical values will rather tend to use more traditional, more severe policies.

In conclusion, planning and strategy are

two inter-related concepts, which will become compulsory in human resources managers’ vocabulary. The increasing uncertainty present in the organizational environment forces people in the top-management positions to require from their collaborators (including those operating at the human resources level) that they think and act in a more strategic manner. In order for these specialists to truly be willing to assume this new role and to prove the impact of the human resources field on the achievement of the general organizational goals, it is necessary that they step beyond the partial or functional perspective in which their own specialization imprisons them. It is a difficult step, when we take into account the existing

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tradition, but those who take this step will benefit from unexpected professional and personal rewards. Instead of initiating human resources actions out of a being-fashionable drive, they will be able to conceive and build

articulate systems of activities, they will be able to understand today problems that might occur tomorrow, and they will become an active support for the success of their organization.

REFERENCES: Armstrong M., Managementul resurselor umane, Editura Codecs, Bucureşti, 2003. Bontis N., There is a price on your head: managing intellectual capital strategically, Business

Quarterly, Summer, 1996. Bueno Campos E., Dirección estratégica de la empresa. Treinta años de evolución teórica,

Documentos IADE, nr. 45, 1994. Charpentier P., Manager les resources humaines, INTEC, CNAM, Paris, 2004.

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Mihaela-Alexandra IONESCU, doctoral candidate Assistant Lecturer, National School of Political and Administrative Studies (SNSPA) Faculty of Communication and Public Relations

he aim of the present paper is to show the context for the position played by organizational

behavior (OB) in the make up of a company’s competitive strategies. Our interest has been to emphasize the direct and indirect impact of OB upon the performance of a company involved in economic competition, by accounting for the epistemological foundations of the field, in correlation with its implications upon competition based strategies.

The concern with the study of the behavior of individuals inside an organization does not go beyond the span of the last century. The beginnings of this kind of interest pertain to psychology – a science focusing on individual behavior; sociology came next in line with its focus on human interaction. It is during the same time interval that the science of management started to develop as a science meant to map the interactions among the individuals of an organization and it managers.

Organizational behavior took over from psychology the study of learning, motivation, personality, perception, training, work satisfaction, individual decision making, attitude measurement etc.

Sociology contributed to the development of the OB concept by feeding in such issues like group dynamics

phenomenology, communication, power and conflict management, as well as the analysis of inter group behavior. It is also sociology that provided the background for organization theory, organizational change and organizational culture.

It is this kind of knowledge that has led to the concept of OB – a borderline area encompassing the whole of human relationships found in a permanent state of dynamics with technology based structures.

Furthermore, this overview of the epistemological foundations of OB opens the inroads towards the acknowledgement of concepts, theories and practices form social psychology, anthropology and political science.

From social psychology, OB has taken the study of behavioral and attitudinal change, as well as the group processes, including collective decision making.

Anthropology has contributed in its turn to the consolidation of the science of OB, particularly in the use of comparative analysis, while political sciences have fostered the inroads into the phenomenology of power, conflicts and organizational policies.

Perhaps, the most suggestive presentation of the positioning assigned to organizational behavior is given by Figure 1 below.

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Learning, motivation, personality, perception, training, efficiency in leadership, job satisfaction, taking individual decisions, obtaining good performance, measuring attitudes, professional selection, the design of posts, work-related stress

Group dynamics, communication, power, conflict, inter-group behaviour

The theory of formal organisation, bureaucracy, organisational technology, organisational change, organisational culture

1. Change in behaviour, change in attitude, communication, group processes, group decisions

Comparative values, corporative attitudes, trans-cultural analyses

Organisational culture, organisational environment

Conflict, intra-organisational policies, power

PSYCHOLOGY

SOCIOLOGY

SOCIAL PSYCHOLOGY

ANTROPOLOGY

POLITICAL SCIENCE

INDIVIDUAL

GROUP

ORGANISATION SYSTEM

ORGANISATIO-NAL

BEHAVIOUR

Figure 1 – Source: Stephen P. Robbins apud Ion Boboc, Organisational and Managerial Behaviour. Fundamentals of Psychology and Politology, volume 1, 2003, p. 15

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The above table becomes more

complicated if we allow that a new scope of research emerges – organizational psychology – (including the psychology of management) – to be found at the crossroads of psychology, social psychology, sociology and politology, as well as of management as an economic and engineering subject.

The attempt to position organizational behavior in the neighborhood of organizational psychology and the psychology of management is difficult, as long as organizational psychology and the psychology of management focus on the influences, status and role of an individual (namely the of the leader) in organizations while management is a science whose object of study is only the process of management.

Stephen Robins has accounted for the legitimacy of the field entitled organizational behavior with evidence from psychology, sociology, social psychology, anthropology and political sciences. One may also add to them economic sciences (Donald D. White AND David A. Bednar), even engineering and medicine (Ricky W. Griffin and Gregory Moorhead apud Boboc, 2003, p. 14).

Organizational behavior may be broken down into several components such as the individual, the interpersonal, the group and the organizational component.

Although psychology and sociology are steady suppliers of the field, one cannot overlook the parallel feed coming form the studies of the classical school of scientific management founded by Frederick Taylor and Henry Fayol. Taylorism acknowledged – as principles of management – scientific research and work analysis (norms, dynamics), rigorous labor selection, training and the development of a valuable class of workers, the cooperation and distribution of responsibility among senior leadership members. Frederick Taylor – considered to be the father of classical scientific management – has promoted a theory regarding the efficiency of work organization focusing on monitoring and control. However, the principles of the classical school of thought in management have overlooked the human side of work, the employees being considered only

work assets – labor, mere pinions in the overall gearing of the enterprise.

Organizational behavior covers a wide scope of activities: knowing and meeting the needs of the employees, grasping group dynamics, accepting and respecting differences among people and the cultural values they bring to the organization and other managerial activities.

The founder of the concept of Organizational Behaviour was Fritz Roethlisberger who, together with Elton Mayo identified the nature of the relation between individual behavior and group behavior and its influence upon work productivity. Their first finding (Hawthorne study) concerned the importance of social (informal) relations that proved to be more important than the payment system. It was as late as 1957 that the concept regarding organizational behaviour came to be acknowledged by theoreticians through the doctoral studies being promoted in some American universities thus counteracting the action of the opponents to the „human relations school“, mainly represented by Elton Mayo

The research domain is therefore interdisciplinary: it is to be found at the crossroads of sociology, psychology, anthropology, economy, work law and ergonomics, the latter being itself a borderline approach. Macro-organization behavior, originating in the works of Max Weber, Karl Marx and Herbert Simon is closer to sociology. Micro-organizational behavior, more concerned with communication, motivation, learning, attitudes, group dynamics, leadership or conflict dynamics, taps at psychological resources.

Although the area of organizational behavior seems so vast that it creates the illusion of being inconsistent, it represents however the bond without which organizations cannot survive and cannot develop in the condition of economic competition.

Any company has a strategy, implicitly or explicitly. It has been found lately that the advantage of a company comes with the existence of an explicit strategy. Stated in

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brief, developing a strategy with a competitive edge means to find a way that allows the company to compete on the market, to define its objectives and develop its policies, that is the appropriate means to attain the targets it has set itself (Porter, 2001, p. 10).

There is a classical method of developing a competitive strategy, named the competitive strategic wheel (idem). At the hub of the wheel one finds the economic and non-economic objectives of the organization: increased profitability, market share, social responsibility etc.

The spikes of the wheel are represented by the most relevant political directives - the markets targeted, line of business, finances and control, research and development, supply, human resources, production, distribution, sales, marketing. All these policies originate in the objectives and are interrelated in order to provide stability to the whole mechanism. Furthermore, a strategy takes into consideration the existence or rather the constraints of factors determining the internal limitations of the company: its strong and weak points. Mention should be made of the company’s assets and capacities, namely the financial and technological resources, its trademark etc. (ibid., pp. 11-12). One should also add to the above the organizational values deriving from the motivation of the executive directors and the other employees in charge of implementing the chosen competitive strategy.

Opportunities and threats are part of the external factors conditioning the development of a strategy. One has to deal with the layout of social expectations (behavior of social groups, social interests, governmental policies etc.) and the sector of economic activity.

The competitive strategy, tacit or explicit, even if operating in a transitional or mature competitive environment, is determined from its design stage to its application by the existence of human capital featuring a twofold quality: as intervention agent and as an entity being intervened upon. In other words, one of the important policies of a strategy is the one referring to staff, along key dimensions that pertain eventually to organizational behavior. By way of an example, the management and managerial decisions featuring in the competitive strategy promoted by a developing sector of activity should focus on a type of motivational mechanism relying on creativity, pioneering spirit, the employees’ entrepreneurial courage etc. However, in a mature competition environment, the motivational strategies should be more subtly adjusted. Consequently, an organization related focus – strengthening loyalty and staff commitment, in order to concentrate organizational group structures and make them work smoothly-fluid – is one of the mechanisms to be used by a company operating in a mature sector in implementing a competitive strategy adapted to dynamic conditions.

REFERENCES: Boboc Ion, Organisational and Managerial Behaviour. Fundamentals of Psychology and Politology, volume 1, Organisational Behaviour, Bucharest, The Economics Publishing House, 2003. Hendrikse George, Economics and Management of Organizations. Co-ordination, Motivation and Strategy, Berkshire, The McGraw-Hill, Education, 2003. Lafaye Claudette, Sociology of Organisations, translated by Mihaela Zoicaş and Elisabeta Stănciulescu, Iaşi, Polirom Publishing House, 1998. Moscovici Serge, Psychologie Sociale, Paris, PUF, 1990. Parsons T., Structure and Process in Modern Societies, Glencoe, The Free Press, 1960. Porter E. Michael, Competitive Strategy, Bucharest, Teora Publishing House, 2001. Stanciu Ştefan, Ionescu Mihaela Alexandra, Organisational Culture and Behaviour, Bucharest, Comunicare.ro Publishing House, 2005.

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Assistant Lecturer Mihaela Alexandra IONESCU, doctoral candidate National School of Political and Administrative Studies (SNSPA) Faculty of Communication and Public Relations Professor Ştefan STANCIU, PhD National School of Political and Administrative Studies (SNSPA) Faculty of Communication and Public Relations

Motto: We are living in a time in brackets, the time between two distinct

epochs. It is as if we put the present time in brackets, separating it from the past and from the future alike, because in fact we are living neither the past, nor the future (…). We haven’t accepted with open arms the future, either. We have done the most human thing to do: we cling to the past we know, as we fear the future we do not know at all. The time in brackets is the time of change and wondering. In stable times everything has a name and a place of its own, and we can barely intervene. But in the time in brackets we have an extraordinary power to act efficiently and an extraordinary influence - on an individual, professional and institutional plan – on condition we have a clear idea on the way ahead of us.

(Naisbitt John, 1989)

or any organization, the input about, and the analysis of, the external environment generally

speaking, and -particularly speaking - of the marketing environment, represent the starting point in identifying the opportunities and threats likely to determine the company’s development or bankruptcy. Consequently, one has to be aware of the issues and requirements posed by this environment, as well as of the quantitative and qualitative changes it features, and even attempt to anticipate the future development of the environment, so that the organization might

adapt to the new structure (Stanciu Sica, 2006).

The interest in a real time analysis of the external environment has been determined by its very features of dynamism and competitiveness. It is in this kind of environment that new laws appear, actual strategies for market conquest are being developed, the client’s interest may ebb down as a result of an accelerated diversification of products and services being offered by other producers. At the same time, the management of the internal marketing environment (encompassing the totality of activities and

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conditions underpinning the work of the marketing department as well as its relations with the other organizational departments) has to cope with the same kind of demand. The marketing managers should cooperate with the mangers of the other departments: research-development, production, supply, financial-accounting, human resources and top managers.

That is the background underpinning the life of an economic organization, its survival or performance that allows us to conclude that change lies at the very core of the contemporary model of order, irrespective of field or onthological extraction.

It has already become a commonplace procedure to look at organizations, whatever their type, as social systems. We might claim that far from being mere fashion, this organization animism has become nowadays the asset making the difference between ensuring the rate of success, of survival and image, in other words, everything related to making profits, staying alive on the market, no matter how large or small the market is. Thus, the quality of an organization’s market relations is directly proportional to their capacity to accept the existence of change as a variable required in inter and intra organizational competition and to reduce resistance to change.

Eventually, the reduction of the resistance to change should become one of a company’s current, routine objectives. That is why the examples of good practice in successful businesses in this respect are new proof that investing in change is tantamount to keeping the business alive. A study undertaken by Lou Carter’s Best Practices Institute (BPI) (Carter Louis, Ulrich David, Goldsmith Marshall, 2005, p. XV) upon the change models and practices has shown that most organizations consider change as their true work (idem). The respondent organizations were selected according to criteria such as the field of work (quite a wide range: electronics, communications, health, media, services, finance, IT, defense, education, chemical industry etc.) size and

position of the market, with the purpose of defining the most relevant ways they had implemented strategic change and reached their objectives. Another very important criterion was that the respective organizations should have acquired good results in implementing change. Despite the fact that BPI has shown that each organization has its unique methods of dissemination and finalizing change, there is however an underlying pattern, a set of good practice examples likely to provide a common framework to this kind of approach. Furthermore, his diagnosis has revealed that the prime engine of implementing and perfecting change is in the hands of the human capital. Here are some of the points that have led to the previously mentioned conclusion: strong organizational and financial history, structured, formal programs of human resource management as an outcome of the interrelation between strategy to company objectives, talented staff and recruitment sources with good potential, interest shown to change, and most of all, the financial results granting legitimacy to the action undertaken (ibid., p. XVI). One should also add the fact that the elements that have facilitated change processes in each of the above companies have been of a psycho-social nature. Mention should be also made at this point of the commitment of all members toward company objectives and culture, accepting change in behavioral, culture and perception of as a way of life by all company members, taking up models of organization efficiency likely to evaluate and improve competencies, skills and managerial performance and supporting the top management in implementing change (ibid., pp. XIX-XX).

It is against this background that we have chosen to focus upon the organization change impacting upon organizational culture by resorting an analytical model taken over from the sociology of science and used as a framework in the research and consultancy work of Jonathan L.S. Byrnes (dec. 2005-jan. 2006, pp. 50-51), reader at Michigan Institute

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of Technology (MIT), president of the consultancy company Johnatan, Byrnes&Co and Harvard Business School Doctor. We are referring at this point to the model of paradigmatic change put forth by the epistemologist Thomas Kuhn.

In his work The Structure of scientific revolutions (1976), Th. Kuhn initiated a psycho-sociological analysis into the history of science using the concept of disciplinary paradigm. This paradigm is a model of scientific practice underlying the professional formation of a disciplinary group. Paradigms are exemplary achievements offering specialists, over a time interval, problems and model solutions. Their features include a tacit kind of knowledge and lack of commensurability (they cannot be compared because findings are based on tacit knowledge which is different from one paradigm to another). The transition to another paradigm is made through conversion, that is irrational, because its incomensurability generates a circular type of argumentation which can only strengthen the initial assumptions.

The kuhnian concept has been translated into the space of cultural studies, which has allowed for the operationalization of the cultural paradigm sintagm that has to comply with the same demands as the disciplinary one and that has offered the research frame used in the consultancy work on management problems related to organizational and cultural change. Actually, we signaled in our work Culture and organizational behavior (2005) the operational importance of the paradigm as a concept to be used in the understanding and research of organizational culture by resorting to the tacit explicit discrimination. It was in this work that we have stated that cultural change is a species of organizational change, but it is an important one, since transformation is equivalent to a re-evaluation of the basic presuppositions that the individuals make and can be found in the fabric of any cultural design. At the same time, the ups and downs of organizational change reverberate into cultural layers. No

matter the level of change – whether at structure level, form of ownership, type of technology or leadership strategies – it asks for cultural changes since cultural conservation and inadaptation are inimical to the success of the process.

J.L.S. Byrnes (2005-2006) advocates this mechanism of organizational and cultural change of companies in their economic competition. He has stated that the empirical proofs supplied by the business experience of the firms support the idea that a change in the paradigm of doing business complies with the findings made by Th. Kuhn in the previous century. The need to change appears in the kuhnian model at the moment of a crisis. Mutatis mutandis, claims J.L.S. Byrnes, any paradigmatic change should be preceded by the identification of a crisis (it is only the potential impact that matters, not the actual extent of the crisis). To continue to operate with a concept of gradual change in the case of a company means only introducing a new way of doing business, not necessarily generating great maximum profit. Only a paradigmatic change actually synonymous to the introduction of organizational culture opened toward radical solutions means creating added value to the business. The recommendation made by J.L.S. Byrnes to the executive directors is to create an organization culture focused on the change paradigm. He identifies three forms of support: carrying out a case study upon the dangers threatening the firm, the clear and accessible representation of the paradigm (for example based on concrete projects with an illustrative role) and waiting for the right moment. Frequently, a company would reject change if there is no critical mass of executive managers likely to support it).

To conclude, it is useful to emphasize the fact that the tacit level of culture may change only in a crisis situation under the guise of paradigmatic change, when the old constitutive elements stop responding in a satisfactory way to current or long term problems.

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REFERENCES: Benson P. Shapiro, Byrnes L. S. Jonathan, Revitalize Your Mature Company to Sustain Market Leadership in Harvard Business Online, January 14, 2005. Byrnes L. S. Jonathan, The Challenges of Paradigmatic Change in New Business, no. 4-5, Year I, December 2005-January 2006, pp. 50-51. Carter Louis, Ulrich David, Goldsmith Marshall, Best Practices in Leadership Development and Organization Change. How the Best Companies Ensure Meaningful Change and Sustainable Leadership, San Francisco, Published by Pfeiffer, 2005. Kuhn S. Thomas, Structure of Scientific Revolutions, Bucharest, The Scientific and Encyclopedic Publishing House, 1976. Naisbitt John, Megatrends: Ten New Directions Transforming Our Lives, translated by Constantin Cosman, Bucharest, Political Publishing House, 1989. Stanciu, Sica, Fundamentals of Marketing, http://www.unibuc.ro/e Books/StiinteADM/sica/3.htm, 2006. Stanciu Ştefan and Ionescu Mihaela Alexandra, Organisational Culture and Behaviour, Bucharest, Comunicare.ro Publishing House, 2005.

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Gábor KOVÁCS, PhD university associate professor, border police lieutenant colonel head of department of Miklós Zrínyi National Defense University of Hungary

hort historical overview of the training

Professional training was founded in 1960 by the Departments of Border Policing at Lajos Kossuth Military College and Miklós Zrínyi Military Academy, which is the legal predecessor of Miklós Zrínyi National Defense University. Its objective is to train officers with basic and higher qualifications, who are able to organize and lead service activities at border police units and traffic checkpoints as well as perform border policing and defence tasks as commanders at subunits and higher units using their policing and border defence skills.

The general requirements of the training

As a result of the training, the graduated officers’ knowledge have to meet the theoretical and practical requirements; they should be able to organize and manage the activities of their organizations; to keep laws, regulations, rules and norms related to the EU; to keep law and order; to control the use and maintenance of technical equipment applied in border policing; to protect the life and health of their subordinates, respect their dignity, represent their rights, ensure their allowances and the conditions to practice their

rights; and to fulfill the determined training requirements.

Training objectives To train professional officers and

experts related to the field, to perform tasks in connection with border guarding, border policing and its law enforcement. These officers are trained in modern management sciences, management- and organizational skills, social natural and technical sciences, theoretical and applied legal studies as well as methodological skills and have reached intermediate level in at least one foreign language, to be able to analyze, assess and plan the activities of border police and defence organizations, to lead the organizations assigned to them, to perform civil defense and crisis management duties and direct such tasks efficiently, and to organize cooperation between the law enforcements forces, national security and police forces. They meet the requirements prescribed by the European alliances for police and military leaders, and they are capable of performing their tasks within the framework of such a system. The PhD course requires special and comprehensive knowledge in the border police management, and gives a scientific grade for the higher rank officers mainly from the field of

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planning and commanding. MSc (university) graduates are able to perform their tasks at a high standard, to perform directive and management duties in various special fields,

to organize and direct cooperation between different forces under various conditions of the constitutional order. The university education (MSc) consists of additional 4 semesters and 120 credit points, gives knowledge to command a group with more than 100 persons.

The process and the content of the training are in a close relation. It includes general literacy base with the subjects of human manager subjects (psychology, pedagogy, philosophy), law, science of commanding, economy, and IT. After that the professional subjects of the border management are analysed in theory and practice, strictly aligned with the EU standards. The students also get acquainted with different theory of the security policy - including the security policy of the EU and

NATO -, the questions of the border security and with the management of cross border crisis situation (illegal migration, conflicts, organised crime).

BSc (college) graduates are able to perform management and directing tasks at the areas of border defence and border policing, using their professional, law enforcement and management skills. They can fulfill management functions within their own areas using their management skills. Their knowledge of wide spectrum enables them to fulfill appointments in border defence and border policing.

The college education (BSc) consists of 6 semesters, and 180-credit points- recognized by the EU as well. This empowers the young officers for the command of a group of 20-40 personnel and participating in the management of local offices.

On the department of Border Policing are two major training.

BASIC T RAINING O F BO RDE RG UARD (4 weeks)

SPE C IALIZAT IO Ncommander or technical

leadership

T HRE E Y E ARS PRO G RAMG raduated by BSC

T HRE E Y E ARS PRO G RAMspecial knowledge

E DU C AT IO N O F C O MMANDE RS

MIDDL E L E V E L S

E DU C AT IO N O F HIG HE R L E VE LS

PRAC T IC E ANDT HEO RY

T HEO RY

SIE NC E

T WO Y E ARS PRO G RAMG raduated by MSc

4-6 semester

1-3 semester

THE BOLOGNA PROCESS ON THE NATIONAL DEFENSE UNIVERSITY

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1.Major in Border Policing Management

2.Major in Policing Technique Border Police teachers, professors with

scientific grade and extent professional-commanding experiences fulfil the elaboration of the professional teaching materials and the teaching. In all of the education forms and levels the most modern technical equipment – ensured by the EU – are available for the practice training. The teaching materials contain the Schengen Acquis, Schengen Codex, and EU and national rules for establish the integrated border management.

The Hungarian institutes of higher education achieved significant results in adopting the EU relevant subjects in law, security policy and criminology. The teachers and lecturers participated in several scientific conference, meetings and trainings.

Detailed rules of training Length of trainings: a.)University undergraduate training:

10 terms with 3000 hours altogether, (equalling 300 credit points)

Extension training for college graduates:

- full-time course: 4 terms with 1200 hours (equaling 120 credit points).

- correspondence courses: 4 terms with 400 hours (equaling 120 credit points).

b.) College undergraduate training: 6 terms with 1800 hours (equaling 180 credit points), out of which 1800 classes are compulsory on the full-time course.

Hours comprise of all the time spent on study during teaching and exam periods (classes, exam-preparation, consultation, independent study, training practice, project work and management practice). Classes refer to time within teaching periods spent under the control of a teacher: theoretical and practical classes in compulsory and optional subjects as well as the compulsory practice periods within the teaching periods.

The study control system is made up of proved course attendance, consecutive or independent grades, various exams,

fulfillment of practice time, a final paper and final exam.

General end-of-year exams in the

university program: Theory of management and organization; Physical education. In the college program: History of philosophy and culture; Theory of management and organization; Penal code and penal procedure law; Physical education. Specialized exams on both programs: Penal code and penal procedure law. The university program also requires: Preparation of management organizations and their methodology.

Requirements on college level, especially: successful fulfillment of 4 comprehensive exams; minimum 180 credits; fulfillment of practical work (8-10 weeks); at least one (oral and written) intermediate level – general or professional – language exam; ECDL (European Computer Driving License) exam; “B” type driver’s license; preparation of a thesis and submission for defense.

The final paper is project work connected to the subjects of the speciality, which should prove that the student has the necessary skills in analyzing Hungarian and international literature, in the practical application of the acquired knowledge, and in performing independent tasks in the special field of his choice.

The final exam is the assessment of knowledge required for the higher-level qualification, during which the candidate is to give proof of his theoretical as well as practical knowledge.

Conditions: - pass grades in every exam and study

duties prescribed by the curriculum, and the university leaving certificate as their proof;

- 300 completed credit points at university courses, 120 at university extension courses and 180 at college courses;

- successful accomplishment of professional practice tasks prescribed by the major subject;

- at least intermediate level state language exam (type "C") with professional LSP in one of the foreign languages taught at

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the school, with Hungarian as the corresponding requirement for foreign students, or the certificate of an equal level of language skills;

- completed final paper. Parts of the final exam: presentation of

the final paper prior to the final exam; complex oral exam in the professional subjects; complex practical exam in the professional subjects.

Subjects of the final exam: General sciences are not included; A complex knowledge of all the specialized subject of the specialty is required at both levels.

Comprehensive examination of the knowledge and skills gained from the general compulsory and professional subjects that respond to the characteristics of the border policing and defense management.

A committee chairs the exam. One comprehensive exam tests the material of at least 12 credits.

Compulsory comprehensive examinations: Philosophy – cultural history; Theory of leadership and organization; Criminal law and penal law.

Authority provided by the diploma The diploma provides promotion to

officer's rank and promotion to higher ranks. The holder of such a diploma may fulfill appointments at various organizations of the Border Police and Ministry of the Interior, college degree entitles the holder to participate in university extension courses, university degree entitles the holder to PhD training and further extension training.

Budapest, 13th February, 2006

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Assistant Professor Luiza KRAFT, PhD “Carol I” National Defense University

Noţiunea de predare în echipă este adesea adusă în discuţie în cadrul cursurilor de

pregătire metodică desfăşurate cu profesorii de limbi străine la Universitatea Naţională de Apărare. Predarea în echipă se bucură de interes în SUA sau Marea Britanie începând din anii 1970, dar, dacă materialele de referinţă care se referă la această metodă sunt puţine, şi mai puţini sunt profesorii care o folosesc în învăţământul militar de limba engleză, din diverse motive (reticenţă personală, necunoaşterea metodei, numărul mic de profesori comparativ cu nevoile de pregătire, anumite constrângeri instituţionale). Acest articol oferă o nouă perspectivă asupra lucrului în echipă, ce poate fi pusă în aplicare atât în etapa de pregătire a lecţiei, cât şi în timpul desfăşurării propriu-zise a acesteia.

Running a Peer-Taught Lesson through its Different Stages

I would like to start from the assumption that most teachers will agree a traditional team-taught lesson might involve the following scenario:

Two or even more teachers plan the structure of the lesson and then teach it to the group of students. In the presentation-controlled, practice-free format of the lesson, teacher A offers to present the new material, while teacher B sits in the back row. Then, teachers A and B change places, and teacher B leads the drill, exercise or whatever of the controlled practice. The group is then divided in two, and each teacher leads one half of the class in free practice. This is in fact the team-teaching stage.

The above scenario is too simple to help us exploit and turn into account the positive sides of peer teaching. Let me explain why.

My assumption and - at the same time - belief is that the planning stage of the team-taught lesson should be as important, enjoyable and rewarding as the lesson itself. If the activity is a team one, rather than just

having an extra teacher present in the classroom, then the teamwork should begin with the joint planning of the lesson.

This kind of planning offers tremendous opportunities to the teachers involved. First, they have the chance to talk through the preparation of the lesson, and by this to voice the doubts, concerns, alternatives and tentative ideas that teachers always go through alone, in their heads. This is not only a source of relief, but also an invaluable confidence builder. Second, the teacher is not always a ‘lone wolf’: that means the creative energies released when two minds work together on a project exceed by far those that either of the participants would have been capable of when working alone. Moreover, it can be argued that doing the planning jointly is in itself a form of peer teaching.

Nothing is wrong with this arrangement, as it offers several of the advantages of peer teaching commonly thought of. However, in my experience as teacher trainer and participant in numerous workshops delivered in teams, I feel that, given that two teachers have decided to work

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together on the planning and execution of the lesson, there is much potential that the format above fails to exploit. That is why I would like to suggest directions which the fresh look on peer teaching might open for the benefit of a modern approach in language teaching.

Some useful tips The basic assumption is that since two

teachers are to work together in the classroom, they must fully use this fact, rather than just taking turns at teaching. Here are some specific ideas that have been successfully used as suggestions and practice in the methodology courses I have run so far:

a. The two teachers present a dialogue or a role-play situation, which could be a straightforward dialogue, an interview, a doctor-patient, teacher-student, customer-clerk, hotel receptionist – guest, bank customer - teller situation, etc. This need not be fully scripted, as it could just be a spontaneous exchange on a given topic, or one based on minimal prompts rather than a script or a flow-chart. The advantage is that, unlike the material recorded on tape or written in a book, the language has in this case physical form and real-life speakers, and is thus brought much closer to the learner’s experience; this is even more the case if the language used is partially or wholly spontaneously produced.

b. If the students are going to be asked to divide into pairs/groups to write and perform a sketch on a particular topic, the teachers could first offer an example along the same theme. If we as teachers first actually demonstrate what we want done, the response from the learners is greatly enlivened and improved. The reason for doing this is not to provide a model either in terms of language or of format, but just to get imaginations going and to show that we teachers are not afraid to have fun. Moreover, the performance does not need to be perfect, since we are not professional actors any more than our students are, and if our performance has a few rough edges, so much the better.

c. One teacher prepares a mime, to which the students are going to be asked to

compose a commentary (such as a mimed advert to which words are to be added). The other teacher leads the class in eliciting this commentary and in speaking it in time to the mime. In this way, both teachers are active simultaneously, but one can concentrate on miming without worrying about teaching, while the other is free to deal with the class and does not have to think about performing.

d. A variant for this is for one teacher to mime an action or a message, and for the other teacher to elicit the action or message from the class. The advantage of the method is again that the two roles that a teacher must normally do single-handed are divided, and each teacher is free to concentrate on only one.

e. A joke-telling session can be done as part of a topic on health, though it can be easily adapted for any topic in the syllabus (e.g. at the restaurant): the two teachers read out or tell a series of ‘doctor, doctor!’ jokes; then, the students are asked to present a set of similar jokes in the same fashion.

Feedback Due to its nature, peer teaching provides

a good basis for informal feedback. The two teachers who have planned and taught a lesson together are going to find it natural to sit down after the lesson and discuss it in some detail. I recommend, however, that you make sure there is at least an informal chat afterwards, since putting your feelings, impressions etc. into words often helps crystallize what you have learned from this shared experience; we should also remember that peer teaching can affect the professional and personal relationships between teachers as much as the teaching of any one teacher.

At this point, I would like to suggest that from time to time a more formal approach be taken in feedback sessions. Among other possibilities, the following are worth mentioning:

• Make a point of sitting down with your colleague and taking twenty to thirty minutes to go over the lesson in detail. If necessary, concentrate on one aspect of the lesson, e.g. students’ behaviour, classroom or

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time management, instructions, materials used, interaction between the teachers, student-student interaction or whatever seems most pertinent.

• Choose a mutual third colleague who was not involved in the project; each of you talk to this colleague and ‘critical friend’ separately about the lesson, then all three of you have a discussion together.

• Hold a five to ten-minute feedback session about the lesson in front of the class.

• Each of you independently write up notes about the lesson and feedback you received, then swap notes and discuss.

Advantages of peer teaching Now the question arises: What is the

point of peer teaching? In other words, what are its benefits and advantages?

Apart from the many advantages of this technique which have been mentioned already, let me highlight the confidence boost that one can feel by talking through a lesson beforehand and then teaching it with a colleague, and also the amount of creative energy released when two minds set about a task together instead of separately.

Another indirect advantage, so to speak, is the effect this kind of teaching has upon the students: seeing teachers work together obviously has a positive impact on the students, who are encouraged to follow their teachers’ pattern of team work, to open up and thus to cooperate in building an atmosphere of mutual trust and understanding, which will further contribute substantially to breaking the isolation of the adult individual in the classroom.

As stated before, the starting point of the implementation of peer teaching was the question of observation and feedback: just as peer teaching allows the teacher to talk about a lesson to someone who is an active listener and just as involved in the lesson, so it offers the opportunity for teachers to see their peers at work without there being inactive observers in the classroom. In other words, it offers many of the advantages of observation, while

avoiding many of the most unpleasant disadvantages of this activity.

In addition, peer teaching offers good opportunities for self-development and awareness raising of one’s teaching performance. It is my conviction also that this method serves for teacher training purposes, in the sense that a more experienced teacher can cooperate with a younger colleague who can by this have a valuable and genuine hands-on experience on lesson planning and execution.

Finally, one advantage has been discovered in what would at first appear to be a disadvantage: it might be thought that peer teaching, as far as both planning and actual teaching are concerned, is more time consuming than solo teaching, but practice has proven that two teachers working together can prepare more materials in less time than if they had been working on their own.

Some pieces of advice From my own experience in promoting

and using this method in actual teaching and workshop delivery, I would like to point out certain aspects which should be taken into account:

1. Ideally, it is much better to work with somebody you know well and like. Peer teaching requires a high level of cooperation and trust, and working with the wrong person can prove a discouraging experience, as conflicts of teaching style or personality may be exposed.

2. Though peer teaching is a great experience, I would not suggest you do it on a permanent basis. It is not a universal remedy to teaching problems, but – if used from time to time – it can be an experience which brings teachers closer together, builds confidence and cohesion, enhances communication, and may shed new light on one’s own teaching.

3. If at a certain stage of the team-taught lesson you take turns with your colleague, make sure the transitions are smooth and natural.

4. It may also be that only part of the lesson, i.e., the introduction or a rounding up activity really benefits from the presence of

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more than one teacher in the classroom. If this is so, do not be afraid to accept it and have the extra teacher in only for that part of the lesson. This is preferable to having an extraneous presence in for an extended period.

5. Be prepared to compromise, as this is an essential part of any collaboration that is going to work. Be prepared to give up some of your ‘brilliant’ ideas if your partner does not like them. Always consider she or he may even turn out to be right!

Conclusion In this article I attempted to take a new

look at the practice of peer teaching. Placing the emphasis on the great rewards to be harvested from creative collaboration at all stages of the lesson - from planning, through

the lesson itself to feedback - I pointed to new possibilities towards which thinking on peer teaching might usefully be directed.

I have only just outlined the surface of the potential to be found in collaborative work of this kind, and I am eager to find out if my colleagues are willing to explore the method by trying it out. I also challenge them to implement it this academic year and to give feedback on it during one methodology/teacher training sessions.

I hope that I have conveyed some of the curiosity and excitement of trying out something new in the classroom, in order to remove a small amount of the over rutinization which many language teachers are exposed to, and that the readers of this article will be encouraged to do some exploring themselves.

REFERENCES:

Hopkins, D. A Teacher’s Guide to Classroom Research. Milton Keynes, Open University Press, 1985.

Maley, A. and Duff, A. Drama Techniques in Language Learning. Cambridge, CUP, 1978.

Plumb, K. and Davis, P. ‘Team Teaching’. In: Teacher Development (The newsletter of the Teacher Development Special Interest Group of IATEFL), 1987.

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Assistant Professor Mirela Ioniţă “Carol I” National Defense University

The specialists sustain that the state of anxiety is a normal phenomenon both at individual

and organizational level, in the perspective of a change, no matter its dimension and profundity. And when this state persists, when it becomes even worse, and the tensional aspects, which manifest directly or indirectly, become prevalent, a question arises: if in the change management, the situation is correctly managed (even when at the individual level the determinations seem to be just subjective).

he present article has appeared, firstly, from a wish to understand the human factor manifestations

in a medium affected by reform (a phenomenon defined as a deep organizational change in the management), and thus from a desire to gather information about relaxation strategies. Without having the pretension of a detailed analysis that may offer immutable solutions, the present recourse limits itself to ask open questions, to present the causes that generate the fear of change in the preliminary phases of implementation.

Consulting the specialized literature which deals with change (which sometimes is reiterated without being explicated quoted), we can notice that the problem is presented as a theory, especially under a managerial aspect. After the year 2000 studies have been published, especially in US, and the universities that have economic studies and advanced technologies offer courses on organizational change management. Under a psychological aspect (and we refer here to the branches of organizational, managerial and labor psychology, and not to the one used in therapy) the sources that can be accessed and are at hand, especially by accessing internet, haven’t shown a structural approach of the problem.

The anxiety state, that comes before a change has evident consequences not only on the implementation process that is about to happen, and, especially on the efficiency of the activity (of any kind and any level) and it

may become an acute problem if this stage prolongs, and it is characterized by waiting (and uncertainties), that lead to a negative development of a natural state of circumspection regarding some manifestations (silent or vehement) of uncertainty.

The impact of change intention over the individual has to be in a direct proportion with its dimensions. In fact, the individual is not affected by the idea of change that deals with the whole organizational vision, or by the fact that it deals only with the competences and own operational means, he is more concerned by the level at which the change has an effect on him, on his behavior, that has to transform during the adaptation to the new context.

In the phase before the change, the fear that can start the individual resistance or even his refuse to accept change can be approached as well as a consequence of the communication process. This state may appear when those aimed at have not understood the objectives, the fundament, the meaning, and the use of a measure; when those aimed at have understood the above but are skeptical about the change, and those aimed at that have understood the meaning, they believe what they are being told, but do not want to get involved, because they cannot see positive consequences of the measure about to be taken.

The causes for a cautious or skeptical attitude towards change are generated by the

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members of the group, especially by the conflict between the organizational offer and their own horizon of expectance. This conflict is caused by the following factors: a very narrow personal interest, a wrong understanding of the change essence, a different evaluation of situation, intolerance to change, intolerance to other points of view, contrary to his personal vision, or lack of trust on the initiators of change.

A narrow personal interest is manifested when people anticipate a major disadvantage, as a result of change, namely, they are afraid that they are about to lose a good position, the prestige and the profitableness from lack of capacity or availability of forming new competences.

The wrong understanding of the essence of change appears when the change does not take place as a result of sufficient information. Half truths leave room for interpretations and inevitably lead to a false evaluation of the real implications on individuals’ selves. In order to recreate a coherent vision on the perspectives, the individual replaces the missing information with his own ideas, leaving room to rumors. The analysis is a subjective one, being a succession of presumptions and interpretations.

The different evaluation of a situation is determined by lack of information. The different interpretation and perception of the implications of the change determines a wrong perspective over the future, with gloomy images, perceiving the change as an existential threat.

Intolerance to change is related to the way in which the intentions for change are presented and it is considered as a normal individual reaction in contact with any element that is about to disturb the state of normality. There is ineptness in accepting behavioral changes, and, as a consequence, time is needed in order to digest new ideas. Thus change intention, suddenly communicated generates a state of shock, which may lead to a before hand reaction of rejection, that is followed the refusal of the

evident. On a secondary level, it is considered that intolerance to change can be generated by the lack of trust of the members in their own capability to obtain new competences. P.Nica (after Jick, n.a.) says that this kind of intolerance manifests especially when change represents a real threat (for example: the introduction of a new system of salaries according to performances; the evaluation of the managers performances according to the opinions expressed by the personnel in their suborder.

Intolerance to certain viewpoints which are contrary to the individual vision is interpreted as a consequence of the personal inflexibility, of indulging in the daily routine. It is caused by the people need to maintain their status quo, as a voucher of maintaining this stat, with all the attributes of power and control: authority, prestige, stateliness and so on. P. Nica notices that the manifestation of this kind of intolerance is a dissimulated attitude: the real reasons of the reticence are not revealed, in the desperate trial of preserving the appearances.

The last cause evoked is the lack of trust in the initiators of change; this has real or imaginary origins. In this case the capacity and the competence of the change initiators are negated, especially their good intentions, correctitude and sincerity. Dowling makes the following observation: lack of trust of the people is fed by the association with past experiences within organization that proved the discrepancy between the indented declarations and the real reasons of some actions initiated by the managerial team.

The sources of the fears that generate resistance to change are not dissociated according to the dependence criterion related to the receptors. The strategies that have to do out with the resistance don’t take into consideration a different treatment for the institutional and personal causes. It is supposed that both categories are generated by real fears (because it is evident that the themes generated by the lack of trust in one’s own forces bust be approached in a different way. The lack of trust is connected to the fear

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of not being able to adapt to new competences, these fears have their origin in the lack of trust in the good intentions of the innovative steps).

In a nutshell, the individual perceives

change as a potential threat, which instead of solving the personal problems, only worsens them. The skepticism regarding the necessity of change is stressed by the perspective of modifying the balance of forces in the sense of diminishing the control or authority in the domain of activity. According to Doppler, this reaction can be always mentioned when decision of the package of measures (that seem logical, rational and most of all necessary) confronts with a diffuse rejection form some isolated individuals, or groups, or from the whole personnel. At the first sight, they don’t have pertinent reasons to oppose the change. They don’t manifest themselves openly; the doubts and objections are hidden under a passive behavior.

The reticent attitude towards change can be active or passive, both on verbal and non verbal levels.

On verbal level, the active resistance takes the form of riposte, form counter arguments and polemics to reproach and threats. The passive resistance concentrates on avoiding the less pleasant problems, by silence, or dealing with less significant aspects, by considering vital matters as insignificant. (It can be noticed the use of irony, sarcasm, or the use of a simple, sometimes stupid approach).

On non verbal level, the reaction takes form of an agitated behavior, characterized by anxiety, which generates a state of permanent conflict, a lot of intrigues, a proliferation of false irony that lead to forming of gangs (which artificially create animosities). We can also notice the diminishing of the enthusiasm, updated by a state of listlessness and fatigue, declared passivity, a withdrawal in the inner self- symptoms characteristic to stress too, which can lead to conditions of persistence or intensification of the negative somatic

reactions (than can be the source of the illness).

The reactions to change are considered (according to Jick) in the labor psychology as a succession of moments that intermingle. These are activated the moment the change has already taken place and they ask for a gradual adaptation to the new context, starting from a detached attitude, up to the awakening of interest to try the possibilities offered by the new implementations.

The acceptance of change can be successfully accomplished by punctual phases that have to be understood and step by step overcome. The state of shock is considered to be natural in the first phase of the implementation of the new. The individual or the group is not ready not ready to assume the risk to confront with all that innovation brings with it, and he feels threatened. The phenomenon of withdrawal can manifest itself in aggressive forms of riposte. The new situation is understood, usually regrets may appear and a longing for the former conditions. In such a situation in the level of the individual or of the group the will to assume the risk appears. The change takes place de facto in a phase when all energies are directed to the acceptance of the situation through expressing the feelings generated by the change (with natural doubts). The feelings are shared and (whenever necessary) external support is accepted. A new positive attitude towards the new is developed and this represents in essence the courage to assume the responsibility based on the identification of possibilities and means of adaptation and on the availability to learn new competences.

The surpassing of the attitude of mistrust and reticence calls for strategies that belong to tensional states management, which is similar to the conflicts management and it can be accomplished by a complex step, concentrated on information, and with the development of participation level. It is natural that the potential of resistance to change to grow the moment the agents that are about to be changed lack essential information. We can mention different forms

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of persuasion: from negotiation to manipulation, from the effort to inoculate convictions according to which any other measures are not welcomed and inapplicable up to measures of constraint, when, for reasons of time, the decision prerogative is used.

Managerial strategies of defeating the resistance to change, of creating a favorable climate for the change implementation, are based on communication and they represent a rigorous succession of interdependent actions, starting with the analysis of the sources that generate resistance. As a result of brainstorming elements with positive potential are selected ant it is recommended that the vision is presented once again, as well as the consequences and the resources inventory. The information flux has to be transparent and clear. This is the best method to create the availability to accept change. The participative strategies in decision taking are recommended through underlying the advantages of the change, both at the level of institution development, as well as at personal level. Dowling states that such a step cannot be successful unless it follows strictly each phase from those already decided, focusing on the aspects that give an impulse to motivation and confirmation of the efforts made,

coordinated with reiteration in the smallest detail and nuances of the stated objectives of the change. This complex contributes to the acceptance of the new, as well as to generate a favorable attitude towards chance, and in ideal situations to the emulation of a creative impetus (no matter how common it may sound).

In order to reduce the reactions to stress, generated by the perspective of change, it is advisable that the precursor stage of the real implementation to be limited to strict necessities, and to create a real stage of training of the resources about to be changed. This phase is indispensable to any change process. It mainly has an informative role, accomplished with objectivity and consistence, with the declared goal of building up certitudes regarding the true advantages of the change. Through an effective communication the basis for trust in the organizational intentions are created.

When the fear of change limits to personal causes, it is each individual responsibility to create his personal strategies to manage the acceptance of this inhibitive state. Traducere: Alexandrina Vlad

REFERENCES:

Dowling, Michael (co-editor H.J. Dunn): Grundendungsmanagement, Springer- Verlag, 2003 Dowling, Michael: Management of Innovation and Technology, www.wiwi.uni-regensburg.de/dowling, (Vorlesungen: Wandel in den Organisationastheorien, Wandel als organisatorische Herausforderung, Vision von Wandel. Implemenrierung von Wandel, Agenten von Wandel, Empfaenger des Wandels; SS2005) Nica, Panaite: Change management(I), Change Management (III), Resistance to change and the causes that generate it, The Role of the managers in the Organisation Change Process: Necessity, Desire, Knowledge, Abilities, Continuous Organizational Change and “Organization that learns”, in “Markmedia” magazine, April- June 2006 Jick, Todd D.: Peiperl, Maury A: Managing Change, Irwin, New York, 2003

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Professor Raisa Radu, PhD National School of Political and Administrative Studies

s a socializing agent, the radio does its job in a quite diffuse way, as it is addressed to society as a

whole. Due to its specialized broadcasts, the Radio National Theatre managed to create a specific audience, along with random listeners.

As young people read less and less fiction literature, the radio theatre might replace, in a certain extent, the reading. As soon as you know the broadcasting schedule, you may sit comfortably in your armchair and listen to the radio. Your imagination helps you to see the characters, their mimic and gestures, the space they are moving in, the relationships among them. Modern technology allowed us to record drama on CDs, in order to listen to them anytime and as many times as you want.

Radio theatre broadcasts not only drama, but also epic plays, and even lyrical ones, from time to time. Several novels, short stories, stories, are dramatized and showed to the audience. Some poem cycles of famous poets could be put together as radio scripts. From time to time, radio theatre broadcasts novels and drama that had not been translated and printed in Romanian. It is somehow a pioneer work of the people of the Radio National Theatre, who translate the said texts, and so the audience can contact unavailable creations, clearly widening its cultural horizon.

Compared with usual reading, the act of the performers gives tot the individual listener the opportunity to enter very specific psychological states. The emotive plus due to

the actors transforms an act of culture into an unforgettable moment.

As a rule, any audition of radio theatre occurs home. However, the Radio National Theatre made a very interesting experiment. Following the initiative of Mr. Mihai Lungeanu, director, it organized, inside the bar of Majestic Restaurant (now the Ramada Majestic Bucharest) on Calea Victoriei, starting 2005, weekly meetings with radio theatre fans. After hearing the radio play, discussions take place. An informal fan group emerged from the audience. There is a staunch audience and a random one as well.

As a sociologist, I observed the way this heterogeneous audience became a group. At the beginning, people were quite shy, and avoided talking to each other. By and by, friendships appeared. People got confidence in their neighbor and begun talking to each other. They even changed opinions about the play they had heard, without being afraid they would be bantered or criticized.

Analyzing the group according to age, sex, jobs, I saw that middle-aged people form a majority, although there are some young people, too. There are as many men as women, and the trades are diverse: biologists, engineers, economists, physicians, teachers, actors, retired directors.

The group has something like 30 constant members, kept together by their love for radio theatre. Sub-groups of three-four persons appeared, according to affinities and other common interests. Inside these sub-groups, discussions about the play continue long after the show. More or less, the group as a whole

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is a representative sample of the urban intellectual public.

Actors and directors usually attend the Majestic shows. They all receive the much-needed feed-back from the audience. As the play is recorded, it isn’t possible to change it, according to the audience mood and opinion. Nonetheless, it is very important for them, as actors and directors, to see how their work is received.

Along with the regular audience, there is also the formal Radio National Theatre group, made up from directors, producers, editors, sound engineers and technicians. Between the two groups there are normal relationships, even relations of cooperation. The professionals don’t patronize the regular audience, which, in its turn, respects their work and efforts. The analysis of the shows usually underlines the good points. Sometimes, however, there are critical accents; about the selected texts or the way those texts were put on stage. Everybody has the right to have his own opinion, the general climate being one of politeness and understanding.

As the hearing of a radio play is something private, I wondered why this group formed in the first place. I dare to say that “The Majestic Experiment” is something new. Curiosity made most of the members to participate. If they liked what they listened, they kept coming, so they formed the group. Another explanation is that humans are social beings needing to share with others the artistic emotions generated by a genuine act of culture. As the civil society doesn’t give to the individual many occasions to participate in groups, “The Majestic Club” might be considered a favorable environment for the socialization of radio theatre fans.

I made a similar experiment with my students from A.S.E., during the first semester of 2005-2006 academic year. I organized, at “Moxa Club”, the audition of Kafka’s “The Castle”, together with students from Management-Public Administration Faculty (years I and III).

The opinions put on paper by the students showed that they had seen the audition as an act of culture, noticing the esthetic aspects of the dramatization, direction and performance. The presence, among the audience, of the leading actor, the well-known Virgil Ogasanu, was seen by the students as a sign of real respect for them.

The essence of Kafka’s “Castle” is familiar to the students. In sociology classes, as well as other classes, they observed that hyper-organization can really harm any system and threaten any individual. A lot of students decided to read the novel.

The students answered “yes” to my question: shall the radio theatre survive or not? Many recalled the great joy with which they listened, during their childhood, radio theatre for kids. The students who had read the novel said they were able to focus their attention on the voices of the actors and on the subtle interweaving of words and music. The sounds allowed them to better see the way an obtuse and impersonal system crushed the efforts of the main character. K’s attempt to reach the castle was seen as the human aspiration towards an unattainable ideal.

The dramatization was made by Max Brod, Kafka’s friend. As the novel was left unfinished, M. Brod added some ideas from Kafka’s story “In Front of the Law”. Just like K, the character from “In front of the Law” wants to reach something impossible to reach – the Law. His efforts are fruitless due to the guardians of the law, who do not allow him to pass the threshold. Before his end, he asked them why he had no competitor in his quest for the law. The guardian told him that that specific road towards the law was his very own way. The students realized that the way towards the Law – just like the way towards Death – is an individual one.

In the second semester, I organized an audition of a play named “R.U.R” (Rational Universal Robot), written by Karel Capek, with students from the Management Faculty (year IV) and Cybernetics Faculty (year III).

Capek has created the word robot. This audition also showed congruence between the

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interests of the students and the content of the play. As for the numbers, there were more notes made by the students, than during the first audition. There was a real corroboration between ideas taken from the play and information from the Internet.

The students noticed that, in the play, the creation rebels against the Creator, destroying him. They saw that uncontrolled technical progress might have disastrous consequences upon humankind. Writes a student of Management faculty (fourth year):”Life showed us that scientific progress turns against humans only when humans want it. Scientific progress itself is harmless. Only a bad use of that progress can harm us.” Analyzing the relation between humans and machines, the students noticed that the robots, no matter how strong and skilled, are not creators, but only agents, “simple minds”. Without the recipe for making the robots, discovered by dr. Reason (a human), they cannot produce other robots. After the extermination of all humans (but Alquist) and without the recipe, robots shall also vanish, because their average life was something like 20 years.

Students also noticed that the end of the play is like putting together The Apocalypse and The Genesis. Alquist noticed the love that appeared between Primus and Helene (two robots). Naming them the new Adam and the new Eve, Alquist takes the Bible and reads: “God created man in the image of himself, in the image of God he created him, male and female he created them. God blessed them, saying to them, ‘Be fruitful, multiply, fill the

earth and subdue it. Be masters of the fish of the sea, the birds of heaven and all the living creatures that move on earth.’”(1) Although Alquist didn’t say where he was reading from, the students realized it was the Bible. By the love of the two robots, a new cycle of life begins on earth, the redemption comes. “Houses and machines shall fall, systems shall vanish, and the names of the great shall go with the wind, but only love shall stay.”(2) These words of Alquist deeply touched the students.

Rating these auditions as unforgettable life experiences, the students committed to individually listen radio theatre. Writes a student from Cybernetics Faculty, about R.U.R.: “The book itself might not be very interesting, but it is awesome as radio play. Listening to the actors, I can imagine everything very easy. It was my first radio theatre audition, but definitely not the last one…” I am pretty sure that these auditions will rise the number and the quality of the Radio National Theatre fans.

The force of radio theatre is the word. Lucian from Samosata wrote that the Gauls represented Hercules as an old man having attached on his tongue, by golden chains, the ears of his listeners.(3) Wonderful symbols: the words – golden chains; Hercules, not only the expression of force, but also the expression of the power of verbal communication. The Radio National Theatre is more than 70 years old. Through thousands of threads, this “Hercules of Words” has bound on himself not only our ears, but our soul and minds as well.

REFERENCES: Genesis, I, 27-28 (The New Jerusalem Bible, Doubleday, New York, London, Toronto, Sydney, Auckland, 1985, page 18) Capek, Karel, R.U.R., Adevarul Publishing House, Bucharest, w.y., translated by Felix Aderca, p. 139. Shaff, Adam, Introduction to Semantics, Scientific Publishing House, Bucharest, 1966, p. 129.

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Lajos VINCZE, PhD Head of Department of Philosophy and Cultural History Miklós Zrínyi National Defence University

FONDNESS OF WISDOM In accordance to Isac Asimov one of

our modern dilemmas is that knowledge improves faster than wisdom. Yet wisdom (philosophy) is more and more necessary today than ever!

On the verge of the new millennium interests in the future of the humankind is certainly increasing in the European public opinion, and so the European philosophy is being stressed in its importance. Contemplation about overall human problems, the constant necessity for the claim of philosophy is being indicated by the booming demand for the books with philosophic content from the latest period which more often become best sold in the book market. Likewise considering the popularity and attendance of the courses of philosophy and cultural history at different universities.

At every moment we can experience – despite the overcoming attitude to the surpassing “professionalism” – that philosophising over eternal problems, the severely analytic train of thought, the minute philosophical analysis of lessons of cultural history, the scientific philosophy or the all-round analysis of the information society can get along with each other peacefully.

Consequently the claim for philosophy still exists today, differently in some measure

though than it was in the 19th century for instance.

It remains to be seen what philosophy the one of the 21st century requires. Is there a message of the contemporary philosophy, and if there is, what is that message?

THE REFORM OF HIGHER

EDUCATION AND ITS IMPACTS In 1999 in Bologna Hungary with thirty

other countries signed a joining statement of intention about the co-ordination of higher educational systems and the multi-cyclical forms of education. Practically it means that a linear structure is to be introduced the cycles of which are based on one another including the preliminary education (BSc), the level of mastering (MSc) and the level of PhD, instead of the dual level of education which levels are basically independent of one another and passing through the college and university levels is ponderous. From 2006 – with the exception of some those special educational forms – each of the higher educational form is supposed to be switched over to the new system.

Miklós Zrínyi National Defence University initiated its education in accordance to this new system considering the classes starting their education in 2005. The altered and reformed curricula and subject programmes have regulated the number of the contact lessons and the quantity of the

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material acquired by individual learning (supported by tutorial consultations) having taken the consistent aspects of the new credit system into account. Considering the basic intelligentsia forming or preliminary subjects – thus referring to the education of philosophy and cultural history – this new system has resulted in significant decrease in the number of the former contact lessons. The former 60- or 30-lesson courses have dwindled for the most part by half in the field of full-time education. In addition the subjects considering the history of the European culture and philosophy (from the ancient to the contemporary times!) are supposed to be given in 6-8 lessons in due course of preliminary education of correspondence courses. The majority of the material is acquired individually. Needless to mention that both the educator and the student are to be challenged tremendously.

SEEKING WAYS OUT Since the years of changing of regime

an idea has been formulated in the academic educators of the time at our department that instead of teaching traditional philosophy and history of philosophy a subject should be established which is capable to improve the students’ scope of understanding about the two-thousand-year old history of the European culture and philosophy in a way that a broader phenomenon of the human culture (in other words, the spirit of different epochs) would be presented in its relative completeness. (Besides the dominating field of history of ideas the scientific, artistic and religious merits can gain ground.)

Our efforts coincided with the objects proclaimed by the renewing military higher education, in accordance to which the task of the university is to educate the military officer, the intelligentsia in uniform offering the appropriate European education suitable for the requirements of the 21st century. A military leader who is an expert in his restricted profession, but not by having tunnel vision or being lost in details, but suitable for handling and using the historic experience of

the preceding generations, and the one who is to have a share in a national, European or even an all-human continuity of consciousness represented in a way of a broader horizon. In the spirit of these efforts we have published a 2-volume course book with more than a thousand of pages, and those complementary, similar-size collection of original texts (an anthology).

COMMENTS CONCERNING THE

METHODOLOGY OF PHILOSOPHY EDUCATION

Let me recall the English writer, William Ward’s fairly salutary idea of pedagogical character in accordance to the education of philosophy and cultural history as laying the foundations of a preliminary methodology:

- the average educator speaks about (one might as well say “passes”) the educating material

- a good educator explains that - an excellent educator presents this

material - an outstanding educator

encourages his student to fend for himself. The criterion of a charismatic educator

is not just to pass fragmentary factual material about the tremendously rich treasury of information of the European culture, but in the first place to present it as a polemic material applicable for further contemplation and inspiring for value judgement about the human history burdensome with lessons. If the educator’s work in teaching philosophy and cultural history emphasises the importance of swotting up boring facts and biographical data as if a “telephone directory” in his presentation (as well as in recitation), then he can be accused of misusing his methodology.

The student should be motivated and encouraged for creative way of thinking. In education of philosophy the real tutorial accomplishment is not forcing the students to swot up dry historic (biographical) facts or data without obvious coherence (the majority of which is anyway falling into oblivion in a

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couple of weeks), but to establish the opportunities of further contemplation (even several years later!) about answering questions in a proper way, concerning significant milestones or junctions of one’s career whereby the shaping of an “idea-creative” personality is caught in the act.

A school is to be called good if it teaches something which cannot be acquired in any of its natural way, as in reality the future based on the lessons of past instances must be (should be) taught! Count Széchenyi was right by claiming in accordance to the importance of history that the past slipped our authority , it cannot be altered but learning our lesson is required all the more.

It is also to be claimed concerning the history of the European culture and philosophy: certainly we are to teach past epochs and their spirit, on the other hand, however, we are also to prepare our students for the future. All the more it is important since the orientation as well as the mental refinement are becoming increasingly indispensable in the next decades: plenty of philosophical and futurological pieces prognosticate the 21st century as the world of alleged or actual certainty being replaced by vagueness and hard subsistence.

That is why the student should be, first and foremost, evaluated in accordance to what he knows (or suspects, in fear to mention), and not in accordance to what he lacks. Philosophy, the education of philosophy cannot be considered from the aspects of practicality or immediate employability. The obvious results (the repeatedly mentioned “profit” of today’s world) of the intellectual (philosophical) development in its skills and aptitudes are manifesting itself sometimes only years or decades later.

Miklós Zrínyi National Defence University is not required to educate specialists of philosophy at its two faculties. This is considered to be the main task of the Faculties of Arts. By no means we would claim that our philosophy theory courses are not obliged to offer factual material (there would be no discipline of historical nature),

but it is by far not the primary (absolute) aim! The foremost object of our pedagogical work, that is to think comprehensively, is to form the aptitude of philosophisation. That is the aptitude to blossom in the person who is challenged by this impulse. It may not be far from being true to claim: philosophy can be interpreted as intellectual deed inspired by books or texts of philosophic character.

Associating with the above-mentioned Karl Popper claims: “When I was contemplating about the future, a vision of a school emerged in my mind where children can learn without being bored, where they can raise issues for which they try to find answers in a way of discussion. A school where there is no time spent unnecessarily on finding answers for not even existing questions, and no one studies just for the sake of passing an exam.” (Karl Popper: Szüntelen kérdés. Intellektuális önéletrajz. Budapest, “Áron” Kiadó, 1998. p.39).)

Philosophising is a natural claim in people (even if not always consciously), obviously in university students as well. The philosophy-education covers, on one hand, the consequent knowledge of our great ancestors from the field of the history of ideas, certain piles of views, trends, thought-experiments, on the other hand however it is also required that these students inspired by this huge amount of knowledge are to be stimulated for further contemplation. In this pedagogical process it is not claimed to separate the instruction or mediation of factual information from the activating and self-developing role, without which the task of education becomes only platform philosophy of school.

Husserl in the 20th century can view the former context clearly: “ Without proper knowledge no one can become a philosopher, but mere knowledge cannot make one a philosopher either. The acquisition and amassing of knowledge cannot be an end in itself. Gaining knowledge can become purposeful and sensible if the formation of personality serves the arrival at perfection, and if science turns up to be a lifestyle.”

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(Husserl: Az erkölcstan rendszere. Budapest, “Gondolat” 1976. p.57) These thoughts can at the same time represent the fundamental concepts of methodology in teaching history of philosophy. Finding the correct ration and solving the dilemma are the educator’s responsibility!

Concerning the philosophy-education in the turn of the millennium as philosophy becoming more personal of its character, the educators being highly responsible to their subject are to recognise the new (and necessary!) methodological forms of educational aspects – within the frame of given possible number of lessons.

In accordance to this the education of philosophy and the European cultural history can become the followings:

- interpretation (reappraisal!), reflection

- discourse, a certain way of communication where opinions can be exchanged,

- argumentation, reasoning with own points of view for the sake of acceptance

- orientation, concerning the scope of thinking, lifestyle, moral, artistic values, etc.

Which element(s), variation(s) of the above mentioned aspects is/are dominating has minor importance, determined by the given material, situation or the students’ scope of interests. That is what can divert the education from making examining and test papers becoming mere reciting of factual information or material not applicable for coherence. That is why it is methodologically more useful and expedient to support the educators in creating the scope of examining duties which is to aspire the test papers of an essay character, bravely undertaking the nature of some personal motives. As for their contents – just to point out some of the latest philosophical problems – they can represent the followings: finding answers, but at least certain interpretation, for the questions and challenges of our era which are to be the fields of interest of today’s youth (as prospective intellectuals). Among others:

- whether the “social pathology” of modern societies is to be handled accordingly,

- whether modernity is still viable today,

- the borders of globalisation in the European societies in the turn of millennium,

- questions concerning multi-generation co-habitation,

- the impact of information societies on the way of thinking and lifestyle,

- the different aspects of today’s value crisis,

- post-modernity and the European individual of our age

- personal prospects, problems in finding one’s identity etc.

Otherwise, the study material (factual) being “passed” in a positivist way may appear to be overcomplicated , abstract and not realistic if this material is not interpreted accordingly, supporting it with spectacular examples, possibly using particular references (illustrations) from the world of arts making the material more imagery.

The acquisition of the prominent epochs and pieces of art in the field of the European culture and art is inevitable as to be the element of the higher level military education, not only as to be indispensable necessity of our general education, but also as to represent the great values of the human culture, as the constant converters of philosophical-moral-artistic aspects formulated in the human self-recovery of consciousness and the better way of orientation in our world.

It should be methodologically very important, where it is possible to realise, to establish lessons of a “workshop” character where a philosophical, moral, artistic, religious or science historical problem as the object of discussion can be disputed by using films, extracts of novels, plays, works of the fine arts with the help of the competent, skilled direction of a facilitator.

EDUCATING THE INTELLIGENTSIA

– MILITARY PROFESSION The academic work of the department

of philosophy and cultural history at our

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university is represented as a part of the preliminary intellectual education. We participate in the education and instruction of young military officers’ generation who are to become tomorrow’s responsible military leaders, security-policy specialists and representatives of other connected professions in a new society based on appropriate knowledge. They may not necessarily become inspired “flame-pillars” that of making the whole society happy. We do hope, however, that they will not be taken as prisoners of the dreary TV culture and the senseless political “mud-wrestling”. And that they will not have tunnel vision or become mercenaries without ideals, or a member of the spiritual proletariat of the “nice new world” who cannot find their

place and suffers from constant identification problems.

The main pedagogical object of the academic educators in the Department of Philosophy and Cultural History at Miklós Zrínyi National Defence University must be to support the formation of the military intellectual generation that is to have European education, to be capable to increase the social prestige of the military profession, to seek the sensible way of thinking and deeds, to be proud of his moral face and patriotism in accordance to the spirit of the NATO-accession, the reforms of the military forces and the new law of higher education, by applying the aforesaid ,renewed pedagogical aspects.

REFERENCES:

Bevezetés az európai kultúra és bölcselet történetébe. (Ed. Prof. Dr. Vincze Lajos Budapest, ZMNE, 2001. Volumes I-II). Magyar Filozófiai Társaság. Hírek (1997-2005). Társadslom és Honvédelem. (In.: Vincze Lajos. Kultúra – értékrend – katonai felsőoktatás. 2004. Volume 4).

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Lt.Col. Jenő SIPOS PhD Lt. Col. Akos POROSZLAI Bolyai János Military Technical Faculty of Zrínyi Miklós National Defence University

1. Introduction

here are many countries in Europe which have been developed during the history;

consequently there are several kinds of higher education systems. According to the European cultural - historical traditions these higher education systems are independent and belong to the national authority. The establishing of an education system is still an affair of national character even in the integrating Europe.

In the European countries a big part, in certain countries the most part of highly qualified specialists are graduated in the higher education system. Speaking about the competitiveness of the European Union it has to be taken into account also its connection to the labour market. An American student graduated in California can get a job with his diploma in all states of the USA, but the labour drift isn’t completely free in Europe: we just try to make the diplomas and the qualifications of the different countries equivalent to each other by signing several equivalence agreements. The so called Bologna process is based on the recognition of these disadvantages.

2. Background These changes could be surveyed very

easy in the elaborated documents of a new two-cycle- training (BSc and MSc), the Military and Safety Engineering programme. The officers of the professional

army have to meet requirements, much different from the present ones.

The aim of the first cycle of this training (the BSC programme) is to prepare the officers to the positions of subunit commanders, and to other positions with different specialisations both in peacetime (in peacemaking and peacekeeping operations) and in wartime. The future officers have to be able to:

operate the military technical equipment, in home, international and allied operations

to elaborate the training plan, to manage and to organize the training at the particular military unit.

The education in the first cycle is aimed to, that the future officers have a larger view of the technical equipment of the cooperating fighting arms and troops. The planning, organizing and developing of this cooperation demand a high qualification from the officers.

The second cycle of this training (the MSc programme) is of elite character, and prepares the officers for positions of higher engineering qualifications. The education contains beside the natural sciences, needed in the technical higher education, applied economical knowledge, general and specialised management knowledge, strategic theory of armed forces, and special military technical knowledge.

3. The BSc programme in the

education structure of the Hungarian

T

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Army, the qualification requirements of the engineer officers

As above written, the Military and Safety Engineering (BSc) programme was established by the Bolyai Janos Military Technical Faculty in the year of 2004, and since then this programme has been granted a permission to launch. The enrolled students – who are on the basic military training now - going to start their study on the Military and Safety Engineering (BSc) programme in the second semester of this academic year.

The students at our faculty can start the BSc programme just one semester later, because the period of basic military training has been extended from one month to 3 months, in accordance with the new training conception in the full-professional army. This extended basic training period can’t be integrated into the BSc programme anymore. There are some requirements beside the

accomplishment of basic military training, like for instance physical training, getting the driving license and an intermediate level language exam, which are compulsory for each student to get a diploma at our faculty. The basic military training and the driving licence aren’t included in the general requirements of the higher education system; the language exam is one of the criteria of getting the diploma, so for it can’t be given any credits, the same way as for the physical training.

Therefore it became necessary a plus semester of basic military training before starting the studies in the BSc programme. During this period of time all the extra tasks mentioned above could be solved. This semester isn’t included in the normal curriculum of the BSc programmes; its expected length is 3 – 5 months.

210

120

90

0

Main Course * Basic knowledge (natural sciences, economical and human knowledge) * special course

Main Specialisation Special courses with common special studies

Specialisation Special courses with different special studies

MSc Programme Postgraduate Special Training Course

Semester for basic military training

BSc programme

The structure of military higher education system

Credits Total credits

120

90

30

90

330

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4. The education structure of the Military and Safety Engineering BSc programme

The first three semesters are built up on

the same base. The training is divided into 5 specialisations in the fourth semester, as follows: military engineering, aviation engineering, sapper engineering, transport and disaster relief engineering, military electronic engineering and safety engineering. This fourth semester is dedicated to the laying the common grounds of each specialisation. Beginning from the fifth semester starts the training of the different specialisations. The BSc programme ends with the seventh semester. The officers graduated this BSc programme can continue their studies in the second cycle, in the MSC

programme, either right after graduation, or after serving a few years and gaining some practical experiences.

This structure is based on the requirements of the officers. The carrier model of the officers of the full-professional professional army has been already elaborated. The military technical equipment and systems, the combat support activity, demand a knowledge and specialisation of the officers, much different from the present ones. One of the main characteristics of the carrier path is that the officers graduated the BSc programme will serve in the same position for the next 4 – 6 years. With the passing of this period of time they can be promoted, after graduating a certain further training course.

Military and Safety Engineering BSc programme

Safety Engineering

Military Engineering

Aviation Engineering

Military Electr. Engineering

Sapper , Transport and Disaster Relief Eng.

*Telecommunication Engineering * Radar Engineering * Electronic Warfare * Air Defence Missile and Artillery Engineering * SIGINT Engineering * Information Technology Engineering

* Armament Engineering * Armoured Vehicles Engineering * NBC Engineering

* Safety Engineering, * Military Safety Engineering, * National Security Services Engineering

* Airframe and Engine, * On-board Systems Engineering

* Sapper Engineering, * Transport Engineering * Disaster Relief Engineering

MSc Programmes (Military Engineering, Infokommunicaton Systems Management,

Military Logistics, Safety Engineering, Disaster Relief Engineering)

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The BSc programme has to prepare the

officers for the life-long learning, since the graduated officers from time to time has to serve in several positions of similar specialisation during the first 4 – 6 years. To be able to accomplish these tasks, the officers have to attend re-training courses, or in special cases, they have to change their specialisation. The structure of this programme allows these changes.

The education in the first cycle is aimed to, that the future officers have a larger view of the technical equipment of the cooperating fighting branches and troops. The planning,

organizing and developing of this cooperation demand a high qualification from the officers.

The training built up on a large interdisciplinary base makes the officers able to solve the above mentioned tasks in high level both in home operations, and in international and allied missions (peace keeping and peace making operations).

The planned Military and Safety Engineering MSc programme built up on the BSc programme provides knowledge, necessary in positions of higher engineering qualifications.

5. Conclusion Writing this study we checked out

several documents of different institutes and organisations of the higher education system in Hungary in connection with the establishing the European Higher Education

Area. The paper presented the historical background of the military higher education in Hungary, its development during the last century. We analysed the effect of the Bologna process on the changes in the structure of the Hungarian higher education

5 – 7 semesters 90 credits

Accredited (ZMNDU, Civil universities)

- PhD courses - MSc programmes - Postgraduate special training

courses

Basic Military Training

Main Course * Basic knowledge * special course

Main Specialisations

(common) Specialisations

(different)

MSc programmes of the ZMNDU

THE SCHEDULE OF THE MILITARY AND SAFETY ENGINEERING BSC PROGRAMME

1-3 semesters 90 credits

4 semester 30 credits

8- 11 semesters 120 credits

The students enrolled for the basic military training can be admitted to the four main specialisations (in the first 3 semesters they have common studies). Basic military training: 3 months 1 – 3 semesters * basic knowledge (natural sciences) * special course * economical and human knowwledge

After leaving the army

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system and the future trends of the necessary further changes.

We could come to the conclusion that the reorganisation of the military higher education in Hungary has been effected by two significant factors:

the establishment of the European Higher Education Area;

the reorganisation of the Hungarian Army (full-professional army);

cut of strength of the army, thus reduction of the number of students’ enrolment; creating the further- and re-training system of the army.

The paper could show mainly the Military and Safety Engineering BSc programme; the next level, the MSC programme is under elaboration, and its expected starting time is 2006.

REFERENCES: Barakonyi Károly: Felsőoktatási feladatok a „Bolognai Nyilatkozat” alapján. FTT-vitaanyag, kézirat, Pécs, 2002., 1-25. p. Barakonyi Károly: Közgazdasági felsőoktatás – Bolognai Nyilatkozat. In: A Bolognai Nyilatkozat és a magyar felsőoktatás. Bp., Magyar Akkreditációs Bizottság, 2002. 38-61. p. Barakonyi Károly: A modernizációs folyamat csapdái. A Bologna-deklaráció alapgondolatai, a felsőoktatás teendői. In: Magyar Felsőoktatás, 2003. 1-3. sz. 27-30. p. Barakonyi Károly: Sorbonne-tól Prágáig: a „Bolognai Folyamat” 2. Bolognai Nyilatkozat. In: Magyar Felsőoktatás, 2002. 8. sz. 17-19. p. Barakonyi Károly: Sorbonne-tól Prágáig: a „Bologna Folyamat” 3. A Prágai Nyilatkozat. In: magyar Felsőoktatás, 2002. 9. sz. 20-22. p Bazsa György: A Bolognai folyamat. Változó világ – változó Európa – változó egyetemek. http://www.magyarfelsooktatas.hu/vendego/vendego.html [2003.03.10.] Bazsa György: Vázlatféle a Bolognai Folyamat hazai megvalósításához 1. In: Magyar Felsőoktatás, 2002. 7. sz. 22-23. p. Bazsa György: Vázlatféle a Bolognai Folyamat hazai megvalósításához 2. In Magyar Felsőoktatás, 2002. 8. sz. 20-22. p. Czimmer István László ezredes, OTF főosztályvezető, konferencia előadás, 2004. ZMNE-OTF Deréky Pál: Az egységesülő európai felsőoktatás alapelvei és a hungarológia jövője az Európai Unió egyetemein. http://www.bbi.hu/almenuk.php?cikk_id=170 [2003.4. 4.] Dinya László: A „Bologna Folyamat” a duális képzési rendszer szemszögéből 1. In: Magyar Felsőoktatás, 2002. 7. sz. 24-25. p. Dinya László: A „Bologna Folyamat” a duális képzési rendszer szemszögéből 2. In: Magyar Felsőoktatás, 2002. 8. sz. 22-25. p. Ficzere Lajos: Bolognai Nyilatkozat az FTT szemszögéből. In: A Bolognai Nyilatkozat és a magyar felsőoktatás. Bp., Magyar Akkreditációs Bizottság, 2002. 90-93. Kiss Ádám: A Bolognai Nyilatkozat és a magyar felsőoktatás. In: A Bolognai Nyilatkozat és a magyar felsőoktatás. Bp., Magyar Akkreditációs Bizottság, 2002. 5-12. p. Kiss Ádám: Felkészülni az új évezred kihívásaira. In: Magyar Felsőoktatás, 2001. 10. sz. 2. p. Kiss Ádám: A felsőoktatás fejlesztésének kiemelt céljai. In: Magyar Felsőoktatás, 2001. 8. sz. 18-20. p. Ladányi Andor: A kétciklusú képzés kérdéséhez. In: Magyar Felsőoktatás, 2003. 1-3. sz. 30-33. p. http://www.magyarfelsooktatas.hu/friss/index.html [2003. 3. 31.]

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A magyar felsőoktatás modernizációját, az Európai Felsőoktatási Térséghez történő csatlakoztatást célzó felsőoktatási-fejlesztés koncepciója. http://www.om.hu/ [2004. 08.10.] Medgyes Péter: Gondolatok a Bolognai Nyilatkozatról és annak magyarországi megvalósításáról. In: Magyar Felsőoktatás, 2003. 1-3. sz. 23-25. p. [20] [20] http://www.magyarfelsooktatas.hu/friss/index.html [2003. 3. 31.] Michelberger Pál: A Bolognai Nyilatkozat és a MTESZ. In: A Bolognai Nyilatkozat és a magyar felsőoktatás. Bp., Magyar Akkreditációs Bizottság, 2002. 100-102. p. Róna-Tas András: Nemzetközi vonatkozások. In: : A Bolognai Nyilatkozat és a magyar felsőoktatás. Bp., Magyar Akkreditációs Bizottság, 2002. 115-119 p. Sima Dezső: Gondolatok a kétlépcsős műszaki felsőoktatásról. In: : A Bolognai Nyilatkozat és a magyar felsőoktatás. Bp., Magyar Akkreditációs Bizottság, 2002. 24-37. Dr. Sipos Jenő (phd), Czimmer István László, Hadmérnöki szak alapítása a Bologna folyamat tükrében, Pécs 2003, konferencia kiadvány.

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Professor, Vasile MACOVICIUC, PhD The Academy of Economic Studies, Bucharest

nvy is often exposed to an intransigent moral classification; at least in public reactions, it is

systematically disavowed. The sentence is already given and that’s why the daily assessment, the ethic handbook, the educational programs dispatch it sketchily, never justifying their rejections by well-balanced deliberations, or careful analyses, or any preconceptions. Probably, the refusal to make it a moral radiography comes from the fact that it’s complexity of contents is intuited, and to insist on nuances would make heavy to put the diagnosis. The global and precarious motivated rejection of envy has, at the same time, another source: wordless conventions egg on us to act out unconditional acceptance for these actions which, as a result of some cultural considerations and preconceptions, are perceived as positive, grateful, desirable (compassion, for example), as well as heartlessness, resentment, the contempt for attitudes that are generally considered to be embodiments of evil and perversion (in case of envy). Even the person who envies, in secret, the envy will stigmatize it absolutely in his public life – for him not to bring on himself eventual inconvenient labels and consequences. These unwritten rules of relationship’s life could hide a lot of hypocrisy. The rational analyses of such “qualities” and “deficiencies”, without a priori improvements, relieve neither every compassion ennobles us, nor all envy’s appearances must be rejected.

The term envy has a semantic instability and it is well appreciated it may have the tendency of taking various forms which are hardly to be inventoried. As far as envy phenomenon adds in a lot of comprehensive directories of inhomogeneous experiences, which are different as intentions and results, the moral sanction has consistency just according to some distinct and unequal aspects, and to specific irreducible contexts. This requirement is needful also from another reason: envy is one of the most individualized human reactions. Otherwise, the Greek people made the difference between zelos (competition, jealousy, rivalry) and phtonos (envy, covetousness).

First of all, envy is a predisposition to perceive the others in an affective way, an emotional state of mind which is stimulated from outside – by facts, persons, successes, and so on – and intensified inward by a capacity of covetousness and by a tendency for comparison. Regarding this frame of reference, envy is neither vicious, nor virtuous, but it is an emotion – beside joy, mercy, fear, and so on – which is distinguished, under the pressure of self-preservation, by the fact that it predisposes to alterophobia (minimizing, substitution, isolation of the fellow creature). According to the contents and concrete tendencies, it forms some categories of disquietude and sadness – which might be sources for moral indirect aggression or for (mischievous!) joy. This psychic capacity cannot be inoculated by education; it belongs to the temperamental dot

E

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of the individual; it may be redirected, attenuated, tamed and integrated into the shape of personality’s features in a benefic sense, but if somebody possesses it, he cannot suppress it anyway.

Envy may be considered a reservoir full of human energies and tensions, so that finally, the way it involves moral significances by direct manners is exactly what it really does matter; it is really dangerous just when its own affective and emotional contents become a norm rank, or removable guiding marks or moral gestures. In these situations, it defines a way of being, a life-style, the dominant axe about which it fixes habitudes and mentalities that a fellow constitutes himself and makes him conspicuous, attaching a hole vision about the human’s significances in the world.

In an operational frame, envy may be understood as the capacity of being sad for somebody’s joy, pleasure, happiness, or the capacity of enjoying somebody’s sickness, pain or misfortune. The second situation is immoral and, as a consequence, it’s reprehensible in all its forms: it supposes a cold calculus, lurch and insensibility, so that it is purely disagreeable. First type of envy is made by psychic and appreciative reactions towards another person who possesses something we desire for ourselves; this fact is perceived as unacceptable, then a motif for annoyance, distress, disgust, abhorrence, indignation, grief, hate, jealousy, malice, regret and sorrow for the lack of self-chance, for wakening of rivalry’s spirit and so on. There are many such feelings which contain various grades and directions of envy, so that even in admiration one can find sometimes a dose of envy that invigorates the ambition.

Usually, envy draws out the human individuality from its own limits, confronting it, in deformed formulas, with the others and with a symbolic reality. One may envies somebody’s states, successes, chances, fruitions, ranks, honors, worthiness; in certain cases, there are exceptional capacities (spiritually, emotionally, physically) that one may be referring to, and not for themselves,

but for the reason that, due to them, the envied person has exactly the social status the person who envies is aspiring to, being mobilized by a strong aspiration. It also may be possible a good, disinterested, rousing envious reaction, that can be expressed by a sadness which eclipses gladness, without nullifying it; the diffused combination of some antithetical feelings is resulting from a double affective fastening: the other’s successes and his own pretensions, so that there are mobilizing effects, competitive appetite, a recalculation of the efforts for certain purposes (reached by the other one), and all these inculcate and clarify the feeling of an self-obligation, being assumed work and life stringencies by the reference to an example. In such situations, it may be noticed that envy is, in fact, a state of emotional discomfort, discontentment and bitterness, which settles down confusedly on some background temperamental axes that are inside of dignity, without incommoding the honest-mindedness or the honest appreciation. Maybe, that’s why, it doesn’t pay so much importance in real life, the attention being focused on special, obvious and pathological forms of envy, because the moral impact is on other level.

The affective mentioned above may impose personality features which can change the adapted equation: the fact that a good thing is happening to somebody else – and exactly that “good thing” is coveted by us, with or without rightfulness – may stimulate certain feelings in a negative way – from indisposition to hatred, from annoyance to distress – and adequate manners: the moral tone is a rejecting one, being capricious motivated.

Let’s try a systematization of these processes’ bases. First of all, there is an envy released by the fact that, effectively, the other doesn’t deserve what he has possessed: he obtained something or reached a certain position due to some advantageous circumstances, in secret, appealing to certain facilities which not anybody can obtain, exploiting perspicaciously certain

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conjunctures for his own advantage, manipulating the others’ reactions, appearing he is as he should be and so on, but, in fact, he doesn’t express qualities, capacities or results that justify himself, occupying a place he doesn’t deserve, because he benefits by something he doesn’t deserve; he may produce or even he brings about a lot of harm: because that fellow is not as high positioned (socially speaking) as he is in this moment, or because, being incapable, he is able to make any compromise and any back-room game for him to maintain his own privileges.

If, for sure, the things are exactly like that, this special type of envy is excusatory; its intrinsic resorts must be understood different, even if, ultimately, they are not admitted. Inequity, the cases in which a broken-headed justice is going free about the world, the show of springing up, the ethics’ fails in human and social spaces which proliferate the means of selection and negative stratification – all these stimulate envy, even it is preponderant ascertained, even it is violent. Although, there may be possible two different variants: the fellow who holds by the corruption’s seductive meanings professes a detestable envy, which is concerned by performances inside of the evil; envy agrees with the vice; on the contrary, the fellow for whom justice is not indifferent externalizes, morally speaking, an excusatory envy, because – besides the bitterly wistfulness for the way life is refusing to himself and the sensation that his energies are spending to no end, while the other, less capable, obtains the same things with no effort – there is a robust feeling of justice breaking through him, materialized in manners with impersonal effects, which are advantageous for the collectivity. By this aspect, envy fixes, in fact, as a virtual way of turning out from certain defrauded situations and, of course, it’s preferable then apathy, therefore, even if it doesn’t follow the virtue’s royal advices, it proves efficiency and, moreover, we should admit that the moral act determines, besides ideal intentions, imminent passions and subjective sufferings. In fact, the

appreciation of the concrete way in which these subjective components involve the moral gesture’s structure is that who establishes the moral tolerance’s space of envy, then, it means a wordless acceptance, but without making it advisable. This envy – an excusatory one – is frequently close by other forms, in which the self emotional pact of the fellow who envies has an increasing weight, and it is corrupted and artificial maintained, ending as a moral myopia. That’s why there is – secondly – the profile of an envy resulted from psychological irritation: the envied fellow is perceived as incommodious for the ascension of that who aspires; as far as he posses exactly what the other one wants, the selection becomes complicated, the access becomes more difficult, the difficulties increase, the efforts must grow, and the competition is handicapped by unequal chances. So that, it’s envied the fellow who does not suit himself with what he has, what he does and what he really is. That’s why – thirdly – it may be easily to conclude that the envied fellow is, virtually, an impostor: there is no preoccupation for observing what he really deserves, but he simply thinks that, for certain various emotional motifs, he does not deserve anything. This envy is a consequence of a psychic decree.

The sketchy profile of the envy modulations clarifies the direct or indirect attention for the vice’s territories. The theoretical distinctions presented above are fragile; their aims were to protect us from the sufficiency of the global classifications; but, the envy’ emotional life is impossible to be held in explicative webbings; it’s enough to imagine unnoticeable changes of accent, weight, motifs and intentions in the psycho-valuable configuration of this envy type and the result will be the transition to other aspects, which must have a different moral treatment; or, by this point of view, the inventiveness of life, the feelings’ polychromy and tendency of taking various forms are inexhaustible. The “good” envy – with honest competitive appetite –, the

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excusatory envy (based on the strict psychological fact that something doesn’t suit someone or it’s supposed something should not be someone’s due) belong to an approximate classification: every emotional changes of intensity determines the ambiguity of attitudes, the coexistence of opposite intentions, the engraftment of the attitudes’ vectors on confused purposes. Accordingly, the affective feeling envy (excitement, sensation), is slipping towards and in valuable wordiness, if it is not enclosed by and subordinated to some valid moral intentions and habits. Its mission seems to be that of compensate intrinsic energetic vacuum, the scarce practical finality of the wishes; envy is saving or is annihilating the (felt and rarely conscious) distance between what a human being aspires to be and what he really is, substituting the self judgment by a sickly interest for “the other”, who already had succeeded – more or less valuable, with or without rightfulness. As long as it doesn’t corrupt the respect for values, envy is tolerable and even admissible. But this desideratum is rarely realized. Frequently, envy falsifies the values’ scale; it overlaps another report over the real one, an imaginary and parasitical report. The person who envies measures his own qualities more then it is necessary, he has an excellent opinion about what life should offer him in the middle of the human beings, he arrogates to himself elusory merits and unproved rights; being self-conceited, he is searching for an excuse for his own fails; the fault is, usually, arrogated to those who are hostile to him; for emphasizing his assumed personality, which he thinks (or even is convinced) he really embodies it, he underestimates the envied fellow, he minimizes this fellow’s capacities, his effort, his obtained results. The real envy is an attempt upon a valuable presence; its contents and outpourings are established on the idea that, by an anomaly of faith, the other person

possesses illegitimate an asset (rank, honor, state etc.) that makes him to be remarked and by whom he has the power inside the collectivity’s hierarchy; the significance of this asset is admired, it fascinates, it remains the essential object of aspiration; but what affects negatively and what instigates to dispute it is just the fact that “an other person” takes a delight in all these privileges. The person who envies does not want a real comparison, but one which gives him odds; accordingly, he uses the good appreciation about himself as a valuable standard; he instinctively avoids the trajectory of an authentic self-acquaintance: it would be disadvantageous to him; he suspects the other’s success of falsity, because, even if it casually happens, it may be insinuated that his own person is more entitled to have certain rights; he indulges himself in a sterile revolt which distorts the evaluation and, implicitly, compromises even the feeling of value. This envy is an aggressive vice: poisoning, covetousness, malice, fury and a wish for revenge, an appetite for hurting somebody else and for producing pain to the other one, the availability to do anything for him to keep the other from possessing the respective asset or from enjoying it, and so on.

In fact, a lazy, narrow-minded and rude soul takes offence and prays, as Romanians use to say, for “dying not only my goat, but also the neighbour’s”.

No doubt, the specific moral spectrum of envy is very large, diversified and complex: from the unconscious stimulation of the competitive spirit to the obvious vice. At their turn, the sources that generate it are arranged on an area varied enough and hardly to identify: from states of psycho-social frustrations – aimed at, for example, by Max Scheler –, to the deficit of bio-psychical vitality – so much invocated in Fr. Nietzsche’s writing.

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