General Electric Change Management

General Electric Change Management The process by which organizations move from their present state to some desired future state to increase their effectiveness. The Goal is to find improved ways of using resources and capabilities in order to increase an organizations ability to create value. The change process includes improving organizational effectiveness at the four levels shown in the figure below. Major Types of Organizational Change Typically, the phrase organizational change is about a significant change in the organization, such as reorganization or adding a major new product or service. It can compass the following : Organization-wide Versus Subsystem Change Examples of organization-wide change might be a major restructuring, collaboration or rightsizing. Usually, organizations must undertake organization-wide change to evolve to a different level in their life cycle, for example, going from a highly reactive, entrepreneurial organization to one that has a more stable and planned development. Experts assert that successful organizational change requires a change in culture cultural change is another example of organization-wide change. Examples of a change in a subsystem might include addition or removal of a product or service, reorganization of a certain department, or implementation of a new process to deliver products or services Transformational Versus Incremental Change An example of transformational (or radical, fundamental) change might be changing an organizations structure and culture from the traditional top-down, hierarchical structure to a large amount of self-directing teams. Another example might be Business Process Re-engineering, which tries to take apart (at least on paper, at first) the major parts and processes of the organization and then put them back together in a more optimal fashion. Transformational change is sometimes referred to as quantum change. Examples of incremental change might include continuous improvement as a quality management process or implementation of new computer system to increase efficiencies. Many times, organizations experience incremental change and its leaders do not recognize the change as such. Remedial Versus Developmental Change Change can be intended to remedy current situations, for example, to improve the poor performance of a product or the entire organization, reduce burnout in the workplace, help the organization to become much more proactive and less reactive, or address large budget deficits. Remedial projects often seem more focused and urgent because they are addressing a current, major problem. It is often easier to determine the success of these projects because the problem is solved or not. Change can also be developmental to make a successful situation even more successful, for example, expand the amount of customers served, or duplicate successful products or services. Unplanned Versus Planned Change Unplanned change usually occurs because of a major, sudden surprise to the organization, which causes its members to respond in a highly reactive and disorganized fashion. Unplanned change might occur when the Chief Executive Officer suddenly leaves the organization, significant public relations problems occur, poor product performance quickly results in loss of customers, or other disruptive situations arise. Planned change occurs when leaders in the organization recognize the need for a major change and proactively organize a plan to accomplish the change. Planned change occurs with successful implementation of a Strategic Plan, plan for reorganization, or other implementation of a change of this magnitude. Drivers of Organizational Change : The most common vehicles for this sustainable change, in ascending order of magnitude of change, are Data Analysis, Process analysis, System Assessment and Customer Feedback. ÂÂ  Data AnalysisÂÂ  focuses on specific outcomes; product quality and process measurements. The data is analyzed using trend charts, histograms, scatter diagrams, Pareto analysis, etc.ÂÂ   Process AnalysisÂÂ  examines the whole process. Starting with high level flow diagram, detailed process steps are documented and analyzed. Some organizations analyze these detailed process steps further using task and wait times or cost of quality data.ÂÂ   System AssessmentÂÂ  audits the whole organization using a recognized award model (Malcolm-Baldrige,ÂÂ  CanadaÂÂ  Award for Excellence), an international standard ( ISO 9000 ), a business specific model ( CMM model for software development ) or an internal award criteria ( corporations President Award ).ÂÂ   Customer feedbackÂÂ  scrutinizes the organization from standpoint of its most important constituent, the Customer. Customer feedback may be voluntary ( complaints ), solicited ( satisfaction surveys ) or based on analysis of customer behaviour. Organization Change Management Process: Change managementÂÂ  is a structured approach to shifting or transitioningÂÂ  individuals,ÂÂ  teams, andÂÂ  organizationsÂÂ  from a current state to a desired future state. It is an organizational process aimed at empowering employees to accept and embrace changes in their current business environment. The elements that comprise an organization are shown in the four quadrants: structure, work processes, people and tools. These are four key interdependent components. StructureÂÂ  is the traditional view of an organization. It is the faces and spaces diagram that is shown as an organization chart. It defines the boundaries of authority and decision-making and identifies the key personnel responsible for the business. Work processesÂÂ  describe how work gets done in an organization. They range from a few high-level cross-functional integrated core processes that drive the business down to detailed departmental processes and procedures. PeopleÂÂ  identifies the skill sets needed for the company and the numbers of people with various skills. The essence of this category is about getting the right people doing the right job in the right place. ToolsÂÂ  represents physical facilities and capital equipment hardware and software systems, management and reporting systems, written documents such as policies, procedures and manuals, and compensation tools. An organization undergoing major change should examine all of these quadrants and assess their alignment to its vision, its customers and each other. This will enable senior management to identify the leverage points that will create sustainable breakthrough change. COMPANY ANALYSIS GENERAL ELECTRIC The General Electric Company, commonly abbreviated simply to GE, is a major technologyÂÂ  conglomerate based in the United States. Thomas Edison, the inventor of the light bulb, founded General Electric in Menlo Park, New Jersey, in 1878. It has gone on to become one of the most powerful and dynamic corporationsÂÂ  in the world, and as of 2008 was the tenth-largest company on Earth in terms of market capitalization. It is viewed by many as being the single most successful conglomerate, and was a conglomerate long before the practice became commonplace in the 1960s. In 1890, Edison started a company to bring together his various businesses all under one roof, and called it the Edison General Electric Company. Two years later Edison merged with his primary competitor, the Thomas-Houston Company, and they called the new company the General Electric Company. The move was largely a bid to combine their various patents, to allow for more profitabilityÂÂ  on both of their parts, as it allowed them to freely use the many smaller inventions each inventor had created in their larger projects. Over the years, General Electric continued to grow and produce different products for a wide range of applications. Many of Edisons early inventions formed the backbone of various General Electric lines through the 19th century, the 20th century, and down to the present day. Electric lighting, power transmission, medical equipment, and transportation were all areas in which Edison held patents and had formed small companies, and are all areas in which General Electric today has large holdings. Over the course of its 110-plus years of innovation, General Electric has amassed more than 67,500 patents, and the firms scientists have been awarded two Nobel Prizes and numerous other honours. Also during the same time, the organization has had transformational changes which can be characterized into three different eras namely : Late 19th Century: The Edison Era In 1878, Edison established, with the help of his friend Grosvenor Lowry, the Edison Electric Light Company with a capitalization of $300,000. Edison received half of the new companys shares on the agreement that he work on developing an incandescent lighting system. The major problem Edison and his team of specialists faced was developing an electrical lighting system for a whole community. The organization was flexible and as part of the evolutionary stage was in the growth due to creativity stage. The core focus areas were the power generation, household appliances, and lighting. Early 20th Century: By the turn of the century General Electric was manufacturing everything involved in the electrification of the United States: generators to produce electricity, transmission equipment to carry power, industrial electric motors, electric light bulbs, and electric locomotives. It is important to any understanding of the evolution of GE to realize that though it was diverse from the beginning, all of its enterprises centered on the electrification program. It is also worth noting that it operated in the virtual absence of competition. During the early decades of the 20th century General Electric made further progress in its established fields and also made its first major diversification. In 1903 General Electric bought the Stanley Electric Manufacturing Company of Pittsfield, Massachusetts, a manufacturer of transformers. During this time it was a highly centralized corporate firm. Postwar Growth and Difficulties During the post war era GE focussed on diversification both related and unrelated and ventured into new sectors such as nuclear energy. During the 1960s and 1970s GE grew in all fields. In 1961 it opened a research centre for aerospace projects, and by the end of the decade had more than 6,000 employees involved in 37 projects related to the moon landing. In the 1950s General Electric entered the computer business. This venture, however, proved to be such a drain on the companys profits that GE sold its computer business to Honeywell in 1971. By the late 1960s, GEs management began to feel that the company had become too large for its existing structures to accommodate. Accordingly, the company instituted a massive organizational restructuring. Under this restructuring program, the number of distinct operating units within the company was cut from more than 200 to 43. Each new section operated in a particular market and was headed by a manager who reported to management just beneath the corporate policy board. The sections were classified into one of three categoriesgrowth, stability, or no-growthto facilitate divestment of unprofitable units. 1981-2001: The Jack Welch Era GEs economic problems were mirrored by its managerial reshuffling. When John F. (Jack) Welch, Jr., became chairman and CEO in 1981, General Electric entered a period of radical change. Over the next several years, GE bought 338 businesses and product lines for $11.1 billion and sold 232 for $5.9 billion. But Welchs first order of business was to return much of the control of the company to the periphery. Although he decentralized management, he retained the system of classifying divisions according to their performance. His goal was to make GE number one or two in every field of operation. GEs Restructuring American economy was in a recession during the early 1980s when GE appointed Jack Welch, the new CEO of the company. Economy was plagued with high interest rate and strong dollar which resulted in highest level of unemployment rates since Depression. To leverage the performance of diverse portfolio of GE, the new CEO sent in new resolution to be better than the best and set in place a series of radical changes to restructure the company over the coming 5 years. The changes in GE came in three phases, commonly known as the first, second and third waves. The first wave Welch after taking charge, set the standard to be competent enough to stay at #1 or #2 position in the industry or disengage. According to Welch, this general #1 or #2 objective is a three circle concept of his vision for GE. Businesses were categorized as: Core (with the priority of reinvesting in productivity and quality) High-technology (challenged to stay on the leading edge by investing in RD) Services (required to add outstanding people and make contiguous acquisitions) In a span of 10 years, he wanted GE to be perceived as a unique, high-spirited, entrepreneurial enterprise, the most profitable, highly diversified company on earth, with world quality leadership in every one of its product lines. Managers at GE struggled to build #1 or #2 positions given the pain of the recessionary economy and level playing field provided by globalization. Welchs admonition to fix, sell, or close uncompetitive business most of the times led to the latter options. Between 1981 and 1990, GE generated $11 billion of capital by selling off more than 200 businesses and investing that money to make about 370 acquisitions in diverse fields. Inside the organization, Welch insisted GE to become more lean and agile. It resulted in cutting number of employees working in the organization at all the headquarters group, in the name of removing non-value add, non-effective and non-competitive work force. Welch eliminated the sector level, previously the powerhouse for the strategic control. By reducing the number of hierarchy from presently 9 to 4, took control of activities at the helm and all the business directly reported to him. The chain of command followed prior to this decision was CEO to sectors to groups to businesses. Now it is direct CEO to business. By undergoing delayering, destaffing and downsizing, GE eliminated thousands of workers. Though there was marginal increase in the revenues but the profits surged by two folds from $1.6 billion to $2.4 billion. For carrying out this drastic restructuring, Welch got a nickname of Neutron Jack, most prominently used by managers during the time when the CEO replaced 12 of his 14 business heads. Welch kept pushing for more changes, more he got into restructuring the more convinced he became for a bolder action. The second wave The second phase of change in GE came in three forms : |Cultural change | Globalization | Leadership development | Cultural change : The initial phase of change at GE was focused on organisational structure downsizing, restructuring and removing bureaucracy. However, it was the opinion of Jack Welch that sustainable high productivity requires the corresponding cultural change. Jack Welch desired a management style that was based on openness, candor and facing reality. The culture he wanted to create was characterized by speed, simplicity and self confidence. These were done using two mechanisms : WORK OUT BEST PRACTICES Work out: Work out was a result of a discussion between Jack Welch and a group of managers at the companys Management Development Institute. In an effort to recreate the forum of honest, energetic interaction, Jack Welch initiated Work out a forum in which superiors and subordinates could openly discuss ideas, proposals and get immediate feedback on the same. Implementation : The implementation team consisted of a small in-house team along with 24 outside consultants. Each consultant was in charge of a series of off site meeting based on the open forum. Groups ranging from 40-100 employees were incited to discuss their business and ways of improving it. The sessions lasted for three days. It began with a talk by the unit boss who left immediately after. The employees were then free to discuss their issues, guided by a facilitator. On the final day, the boss returned and was required to make instant decisions on the proposals and give approval to atleast 80% of them. By 1992, over 200,000 (two-thirds) of the employees had participated in work force, but the sessions were never documented in order to maintain its informality. However, the company clocked in annual growth rate of 4% in 88-92. (up from 2%) Best Practices: The objective of best practices was to learn from organizations that were having higher productivity than GE. Implementation : Nine firms were selected (including Ford, HP, Xerox and Toshiba) with different best practices. In addition to company specific tools and practices, the implementation team also identified common characteristics among the companies; a focus on effective process development rather than individual activities, customer satisfaction, treating suppliers as partners and the emphasis on high quality. These practices were thoroughly studied and training was given to all managers by integrating it into the work out teams. Globalisation The first phase of the strategic change in GE focused on building domestic capabilities. The second phase had a thrust on globalization. However, the impetus for globalization was given to the business head and there was no corporate globalization strategy that was imposed on them. However, Jack Welch ensured that the top management remained involved in the globalization plans. In 1987, the performance evaluation metric was modified to consider world market position. In 1989, the position of Head International operations was created in the corporate office. Along with a team of four, he was responsible for identifying and initiating new globalization plans in emerging markets. GEs globalization pattern was unique in the sense that all acquisitions and investments were made in regions immediately post a major economic downturn. GE followed an aggressive policy of inorganic growth in Europe, Mexico and East Asia By 1998, international revenues were at $42.8 billion dollars a 100% growth in five years. Global revenues were growing at three times domestic revenues and GE was forecasted to do 50 % of its business outside the USA by 2000. leadership development The third part of transformation focused on identifying and grooming future leaders of the organization. Identification : From April to May each year, Welch and three senior executives visited each business to review the progress of the companys top 3000 executives. Among these were an elite club the upper 500 who had been appointed with the personal approval of Welch. Welch asked business heads to identify all star performers and operated with the mindset that the executives were his resources and that the business heads merely rented them. Implementation : Welch radically transformed the compensation package for executives. The new package had stock options as a primary component in management compensation and the number of option recipients was increased from 300 to 30000. All professional level employees were given feedback about future positions they could hold and the specific skill required for that post. These were used in training and development of staff. GEs management development facility was given a shot in the arm with $45 million in funds and the hiring of top-class academics. The goal was to convert it into a holistic training centre from the current situation where it was considered a consolation prize for those who missed a promotion. Welch himself travelled to the facility twice a month to interact and teach GE employees. However, the most controversial of Welchs actions were those regarding a type of managers that he considered Type 4s. These are managers who consistently met performance targets, but were not aligned with the values of the organization. Typically, they were the autocratic bosses who forced performance rather than inspired it. Although they met their required targets, Welch removed these people for having the wrong values. A few years later, GE began evaluating their managers on a 360 degree feedback system for identifying training requirements, opportunities for coaching and career planning. Into the 1990s: the third wave Even at the times of slowdown towards the start of the decade in the industrial sector, Jack was committed to the task of building the company. Various initiatives he took: Boundaryless Behaviour Take a step further from initiatives aimed at strengthening GEs individual businesses, Welch created a focus on integrated diversity. He articulated his dream for GE in the 1990s as a boundaryless company, one standing for an open, anti-parochial environment, friendly toward the seeking and sharing of new ideas, regardless of their origins. Welch envisioned a boundaryless company to remove all barriers among engineering, manufacturing, marketing, sales, and customer services; no distinction between foreign and domestic operations. A boundaryless organization to ignore or erase group labels such as salaried, management or hourly, which poses a problem for people working together in an organization. Welch was fond of telling stories of how best practices could be leveraged by boundaryless behaviour. The ones where managers from Canadian GE identified a small New Zealand appliance maker, Fisher Paykel, generating products very efficiently in its small, low-volume plant. Welch was very clear of the culture he wants to bring to the organization. In his words, We take people who arent boundaryless out of job. If youre turf-oriented, self-centred, dont share with people and arent searching for ideas, you dont belong here. To enforce this, bonuses and options awards were linked to idea-seeking and sharing, not only limited to idea generation. One of the most remarkable examples the way expertise and ideas spread throughout GE was the companys integration model, which was developed after learning from post-acquisition review. The model guided the actions of managers in any part of the company responsible for integrating a newly acquired operation: starting from control of the operations to realigning the organization, and from identifying and removing blockers to implementing GE tools and programs. Stretch: Achieving the Impossible Welch reinforced his managerial expectation by making change to the GEs cultural norms. By introducing the notional behaviour of stretch to set performance targets, it vaguely defined the business targets, with no idea how to pursuit those. The objective behind this change was to change the way targets were set and performance was measured by creating an environment where everyone is searching for answers, and it is here one can prove his mettle. Though stretch targets brought in change but the traditional forecasting and objective-setting processes were not replaced. Managers still tried basic targets, adjusted to current situation in the industry differentiating it from the rigid plan implemented last year. The main catch was setting higher stretch goals for their businesses during the budget cycle. Those who are not able to achieve these higher goals are not punished but the ones who achieved were rewarded heavily with bonuses and stock options. Within a year of introducing this concept of stretch, Welch acknowledged progress. Prior to it, the goals were very miserly set like increase in the inventory turnover ratio from 4.73 to 4.91 or like maintaining the operating margin from 8.53% to 8.91%. Now its a different story altogether, where one aim at 10 inventory turns or an operating margin at 15%. Welch acknowledged that GE did not meet its two of its four-year corporate stretch targets: to increase operating margins from their 1991 level of 10% to 15% by 1995 and inventory turns from 5 to 10 times. However, after decades of single-digit operating margins and inventory turns of 4 or 5, GE did achieve an operating ,margin of 14.4% and inventory turns of almost 7 in 1995. He said we learned things faster than we would have going after doable goals, and we have enough confidence now to set new stretch targets of at least 16% operating margin and more than 10 turns by 1998. Service Businesses In 1994, Welch introduced a new strategic initiative to reinforce his one of the earliest goals of reducing GEs dependence on its traditional industrial products. Towards early 1980s he started moving towards services businesses through the acquisition of financial service companies such as Employers Reinsurance and Kidder, Peabody. As an estimate in year 1995, near about 60% revenue was generated by services division which Welch to grow to 80% later. In pursuit of this goal, he took second step by focusing on product services. In his annual strategic meeting he pushed his managers to participate more in food chain business. It was well informed decision in terms of customers always need of new high-quality hardware products but in future the slow demand of GEs product should be offset by supplementing it with added-value services. By 1996, GE had built an $8 billion equipment services business, which grew faster than the underlying product business. It was also the change of the view, changing the internal mindsets from selling products to serving the customers the best possible way. With this mindset company made 20 acquisitions and joint ventures in the service area which includes a $1.5 billion acquisition of a jet engine service business and the $600 million purchase of a global power generation equipment service company. Evaluation of GEs Strategy over two decades: GE has undergone over two decades of strategic change from profitless growth to an organization to reckon with. Strategy is always incomplete without its evaluation. The process followed at GE included both strategic leadership and entrepreneurship, that lead to host of changes at GE. Most of these changes centered on initiatives by Jack Welch. These initiatives involved Internal Corporate Behavior (bottom up approach) and Induced Strategic behavior (top down approach) for entrepreneurship. Strategic Leadership It is the ability to anticipate, envision, maintain flexibility, and empower others to create strategic changes as necessary. Multifunctional in nature, strategic leadership involves managing through others, maintaining an entire enterprise rather than a functional subunit; and coping with change that continues to increase in global economy. Because of global economys complexity, strategic leaders must learn how to effectively influence human behavior, often in uncertain environment. Strategic leaders must be considerate of entire enterprise, rather than just a sub unit and this should be enforced with a managerial perspective. The changes that followed immediately after instating of Jack Welch followed this Strategic Leadership and Strategic Change Management Process. Jack Welch had a vision for GE to number 1 or 2 in every domain that it operates. He wanted GE to operate leaner. He initiated people development process by work-outs along with inculcation of best practices across industries. He believed in increasing productivity through restructuring, removing bureaucracy and downsizing. The figure below details the steps that are required in maintaining effective strategic leadership. Effective Strategic Leadership Vision Mission Successful Strategic Actions Implementation of Strategies Formulation of Strategies Strategic Competitive Advantage Above-average Returns He corroborated his vision with successful strategic actions of formulation and implementation of strategies successfully. These strategic actions included Total Quality management, implementation of Best practices across industry, downsizing, work outs. He initiated the process of GEs going global. It opened GE to discover profitable uncharted territories across the globe. This helped him leverage on strategic competitiveness and resulting in above average returns. This can be assessed by the successful mergers and acquisitions that GE undertook under his leadership. It led to a strategic change in business portfolio of GE. Jack Welch not only undertook acquisitions, but it was coupled with divestitures. These successful implementation of strategies resulted in sustained competitive advantage for GE in accordance with the vision that Jack Welch had developed for GE. Strategic Vision TECHNOLOGY Industrial Electronics, Medical Systems, Materials, Aerospace, Aircraft Engines SERVICES GECC Information, Construction and Engineering, Nuclear Services The Three-Circle Vision for GE, 1982 CORE Lighting, Major Appliances, Motor, Transportation, Turbines, Construction Equipment Strategic Action: Jack Welch believed in being the leaders in the segment GE operate. This resulted in a radical change in business portfolio of GE. Following table depicts most of the acquisitions and divestitures of GE across two decades. This was done in line with Jack Welchs vision of making GE the best organisation across the globe. Major Acquisitions $21 billion Major Divestitures $11 billion Calma CAD/CAM Equipments Central Air Conditioning Intersil (semiconductors) Pathfinder mines Employers Reinsurance group Broadcasting properties Decimus (computer leasing) Utah International Kidder Peaboy (IB) Housewares (small appliances) Polaris (aircraft leasing) Family financial services Genstar RCA Records Thomson/CGR Nacolah Life Insurance Borg Warner Chemical Consumer Electronics Credit Cards Carboloy Roper NBC Radio Truck Leasing Lawn Equipment Financial Guarantee Insurance GE Solid State Financial News Network Ladd Petro Chemicals Thorn Lightning RCA Columbia Home Video Itel Containers Chase Manhattan Leasing House of Fraser Credit Cards Source: The Business Engine General Electric Financial Performance in the three Era : Borch Jones Welch 1961 1970 1971 1980 1981 1990 Sales 4666 8726 9557 24950 27240 52619 Operating profit 432 549 737 2243 2447 6616 Net Earnings 238 328 510 1514 1652 4303 RoS 5.1% 3.8% 5.3% 6.1% 6.1% 8.2% RoE 14.% 12.6% 17.2% 19.5% 18.1% 19.8% Stock MarketCap 6283 7026 10870 12173 13073 50344 SP Index 65.7 83 <

Freedom within a Panoptical Society Essay

The concepts â€Å"moderm† and â€Å"post-modern† have become common currency in intellectual debates. Within such debates, the postmodern is perceived as an epoch, a perspective, or an entirely new paradigm of thought. Such a conception of the aforementioned term stems from its rootedness in the conception of the modern. Chia notes that what distinguishes the postmodern from the modem is â€Å"a style of thinking which eschews the uncritical use of common terms such as ‘organizations’, ‘individuals’, ‘environment’, ‘structure’, and ’culture’, etc† (579). These terms refer to the existence of social entities and attributes within a modernist conception of social reality. The rationale behind this lies in the ontological conception of being which privileges thinking in terms of discrete phenomenal states, static attribute and sequential events. As opposed to such an ontological conception of reality, the postmodern stands as the champion of weak forms of ontology that â€Å"emphasize a transient, ephemeral and emergent reality† (Chia 579). If such is the case, it thereby follows that a postmodernist perspective of reality adheres to thought styles wherein reality is deemed to be continuously in flux and transformation and hence unrepresentable thereby impossible to situate within a static conception of reality. An adoption of a post-modernist perspective of reality thereby leads to a rethinking of the modern conceptions of social reality since adherence to postmodernist perspectives lead to the de-emphasis on forms and attributes. Such a conception of reality however tends to emphasize the importance of local methods, which collectively define social reality. In a sense, the shift from a modern to a postmodern conception of reality thereby leads to the re-definition of existing ontological conceptions of reality that determine the various forms of intellectual priorities as well as theoretical stipulations in the study and conception of being. Such a perception of reality [that is highly characterized by the postmodern turn] is evident in Michel Foucault’ perspectives as to the workings of social reality. Michel Foucault’s use of Jeremy Bentham’s concept â€Å"panopticon’ in his book Discipline and Punish presents a discussion of the aspect of surveillance while placing emphasis on a fundamental change and break resulting from the changes in the social and theatrical arrangements during the 1800’s. The difference in methodology is evident if one considers that as opposed to the old methodology wherein the many see the few, modern methodology has enabled the shift wherein the few see the many. Foucault notes that such a shift shows the manner in which â€Å"the instantaneous view of a great multitude† is procured for a small number of individuals or even for a single individual (216). He further notes that the implications of such show the manner in which Our society is one not of spectacle, but of surveillance†¦We are much less Greek than we believe. We are neither in the amphitheater, nor on the stage, but in the panoptical machine, invested by its effects of power which we bring to ourselves since we are a part of its mechanism. (Foucault 217) Such a perspective is based on the assumption that society stands as the locus for the interplay of various forms of power relations. Such forms of power relation determine the manner in which an individual situates himself/herself within his/her surroundings. Surveillance, in this sense, may be seen as a method which society inscribes upon an individual as he/she chooses to regulate his/her actions dependent upon the form of power relation in which he/she has direct access. It is important to note, that Foucault’s notion of panopticonism also emphasizes the existence of freedom within a predefined space. Understanding power is central to understanding Foucault’s analysis of subjectivity. Foucault explicitly rejects the paradigm of power as repression, arguing that power is not only negative but also productive. He rejects the juridical model of power, wherein power is characterized as repressive, rule-based, uniform, and prohibitive. According to this model, the subject is constituted as one who obeys this negative unilateral power. Foucault characterizes power as positive and productive. Power is everywhere, a multiplicity of force relations; it is always local and unstable. This ubiquity of power does not preclude resistance. On the contrary, resistance(s) can only exist in the strategic field of power relations. Power is action that runs through and between things; power is first and foremost relational. Not only is power always a relationship, but power relationships exist everywhere. Freedom, in this sense, is to be understood as composed of positive and negative aspects. Although one exists within panoptical society, it is possible to engage in cases of positive freedom through the engagement of actions, which contradicts the dominant discourses. In the popular feminist movements, for example, such an act involves the redefinition of the feminine as opposed to the presumed patriarchal conception of the female. Such is the manner in which Foucault’s philosophy emphasizes the fluidity of structures despite its existence within a panoptical realm. The way in which our current society is controlled and determined by the panoptical gaze can also be seen in the various ways in which media affects the viewpoint held by an individual. Capitalism, through media and advertising commodifies values such as individuality. By linking the false notion of individuality to a certain commodity, consumers think that they are unique, that they are different. A deeper analysis however reveals that the aforementioned claim to individuality is nothing but an illusion; a figment of the mind manufactured and institutionalized by capitalists. It is not only the case that it is manufactured and institutionalized; it is also sold to the consumers. This leads to the deception of the masses who believes that they possess individuality whereas they fail to see that this individuality is instilled and mass produced by the market. The paradox in this is evident if one considers that values such as individuality are acquired by individuals through the consumption of goods sold in the market. In this sense, failure to consume such goods leads to a certain form of exclusion within society. In order to ‘belong’, one thereby adheres to the fads. The necessity to be an ‘individual’ [unique] is thereby ensured by society’s panoptical gaze. The manner in which the market prescribes and sells individuality [or any other value within society] was discussed by Susan Bordo in her essay â€Å"Beauty (Re) discovers the Male Body†. In the aforementioned text, Bordo describes a certain type of â€Å"gaze† which ensures the control of the body. As Foucault states, an inspecting gaze will ensure that each individual will exercise surveillance over himself. The gaze, in the context of Bordo’s work is centered on the body. The manner in which such a manner of self-surveillance is ensured is through the acculturation of the individual himself. In Ways of Seeing, John Berger discusses the ways in which the process of acculturation or the socialization process itself enables the individual to develop a certain taste for the ‘beautiful’. Berger argues that society and culture prescribe and determine both the normative and substantive taste of an individual. Compared to Bordo, whose focus is on the body, Berger focuses on the manner in which works of art are dictated by the modes f production within a specific place. True enough it is also dubious if an individual is capable of perceiving an object without interest whatsoever. We choose what we want to perceive and even if we state that there are instances wherein we are â€Å"captured† by a beautiful object, it gains our attention only because it is something which is important to us. In a room filled with people for example, we notice a specific person because that person has value to us. The platter of fruits does not become pleasing to eye simply because it is arranged in a certain manner which allowed us to see their symmetry with each other and the brightness of their skins, we also find it beautiful because somehow subconsciously we know that it is an important object or if it is a painting of a platter of fruits, it presents us with an image of objects which give us sustenance. In this sense it also seems that judgments of taste are also partly ruled by reason just like the sublime. Reason tells us that there is a level of significance to these objects. Works of art present us with ways of seeing reality. These ways are affected, influenced, or shall we just say dictated by the type of discourse which is prevalent in a specific society or even in a specific era. It is the importance of an object which allows us to subconsciously or even consciously associate beauty with these objects. The similarity of Foucault, Bordo, and Berger’s work may thereby be attributed to the importance they give to culture in determining the self as well as the restrictions of this self. Within such a setting, individual freedom may be seen as being dependent an individual’s capability to recognize the sources of both positive and negative power. In other words, it lies in the individual’s capability to realize that within a society ruled by a panoptical gaze, it is still possible to ascertain one’s autonomy by engaging in actions [or constituting a self] that goes against dominant the discourse. Works Cited Berger, John. Ways of Seeing. New York: Viking Press, 1973. Bordo, Susan. â€Å"Beauty (Re) discovers the Male Body†. Chia, R. â€Å"From Modern to Postmodern Organizational Analysis†. Organizational Studies 16 (1995): 579-604. Foucault, M. Discipline and Punish The Birth of the Prison. New York: Vintage, 1974.

Paterson Grading

A General information: Job Evaluation principles SECTION B Job Evaluation procedure and system application Job Evaluation system overview Job Evaluation procedure SECTION C Job Evaluation System Rules Job Evaluation Terminology SECTION D Skill level Factor points and assessment Page 12 Page 15 Page 7 Page 8 Page 5 Page 5 Page 6 Page 3 Page 4 Job Evaluation Guideline 2006 2 SECTION A A. GENERAL INFORMATION WHAT IS JOB EVALUATION? Job evaluation is the rating of jobs according to a specifically planned procedure in order to determine the relative worth of each job.AIMS OF JOB EVALUATION The Primary Aim To determine the â€Å"intrinsic† worth of jobs, based on systematic assessment of the degree of complexity of job content and requirement, and to do this independently of any pre-conceived standards of remuneration and without regard to the qualities and performance of the actual personnel who perform the jobs. Secondary Aims †¢ To relate jobs to each other in terms of their intrinsic worth, and hence to determine relative complexities of different jobs and a rational job structure within an organisation. To provide a rational basis for equitable remuneration (pay and benefits) within an organisation, so that defensible rates of remuneration may be assigned to both jobs themselves and to the individuals who perform the jobs. The main elements of Job Evaluation are Organisational Structure A diagrammatic representation of jobs in the organisation indicating the line of authority/ control to enable an understanding of the workflow and, reporting relationships, that exists within functional areas.Job Analysis A detailed observational and/ or questionnaire based study of a job using specific criterions to determine the role boundaries or key performance areas of positions. Job Evaluation Guideline 2006 3 Job Description A document describing the job purpose, duties, the job specifications, authority of the post and any physical or special conditions attach ed to the post. B. JOB EVALUATION PRINCIPLES The following principles are applicable to Job Evaluation. †¢ †¢ Always examine the job itself, and NOT the person doing it. Assume proper and competent performance of the job, in accordance with normal standards of the job. †¢ †¢ †¢ Evaluate the job â€Å"as is† not with regard to ideals or future projections.Reject any job description which is unclear. Evaluate from a consensus of opinion, not from the estimation of one person alone. Before an evaluation takes place, normal expectations and standards for the job must have been recognised and accepted by the job incumbent (s), the immediate superior and by management. This is done by signing the job description. Note: Job titles: Job titles are no indication of the complexity of a specific job as it is only a basic indication of its functional classification. Job content: Job Content eflects the different tasks performed in the job as expected by the organ isation from the job incumbent in order to achieve the organisational objectives. Skill requirements: Individuals perform differently in relation to job specifications. Therefore, individuals can be assessed at different levels of merit. This is outside the scope of job evaluation. Job Evaluation Guideline 2006 4 SECTION B A. JOB EVALUATION PROCEDURE AND SYSTEM APPLICATION TASK (TUNED ASSESSMENT OF SKILLS AND KNOWLEDGE) was originally developed in the early 1980’s and remains one of the most widely used evaluation systems in Southern Africa.It is currently the used for the evaluation of all jobs in the Sugar industry. B. TASK JOB EVALUATION SYSTEM OVERVIEW The T A S K Job Evaluation system has two dimensions to its application. The ‘SKILL LEVEL’ enables the job to be positioned on the structure and is assessed on specific characteristics which broadly describe applications, principles, knowledge associated with specific functional levels. There are five skill lev els: †¢ †¢ †¢ †¢ †¢ BASIC SKILL LEVEL DISCRETIONARY SKILL LEVEL SPECIALISED SKILL LEVEL TACTICAL SKILL LEVEL STRATEGIC SKILL LEVEL All jobs, once positioned into a specific skill level are evaluated using four factors Complexity: measures the different levels of difficulty in a job. †¢ Knowledge: measures the amount of know-how required in the job. †¢ Influence: refers to the interaction/ communication involved that results in changes to the way things are done. †¢ Pressure: refers to stressors inherent in the job. Each of the four factors are scored on a rating scale. The sum of the scores of the four factors gives a total score which translates into a T A S K grade. Job Evaluation Guideline 2006 5 There are twenty six grades in the T A S K system, 26 being the highest and 1 being the lowest.SKILL LEVEL BASIC DISCRETIONARY SPECIALISED TACTICAL STRATEGIC BAND DEFINITION Guided outcomes Procedural Judgements Diagnostic, analytical, interpretati ve procedures Strategy implementation Strategic leadership and vision GRADE 1-3 4-8 9-13 14-18 19-26 C. JOB EVALUATION PROCEDURE 1. Number each job description for ease of reference. 2. Place jobs within the different skill level, applying the skill level guidelines, depending on the content as recorded in the job description. 3. Assess the job using the factors, assigning a value from the factor weighting in accordance with the applicability of the job design to the factor definitions. . Add up the total number of points and convert to a T A S K grade using the conversion table. 5. Record the reasoning for the selection of the skill level and weightings allocated to each of the four factors. Job Evaluation Guideline 2006 6 SECTION C A. JOB EVALUATION SYSTEM RULES The following rules are applicable when using the system to evaluate jobs. 1. All guidelines in the box must be applicable in order to score within that box. 2. Scores within the box must relate to the degree of applicabil ity of the guidelines to the work content. 3.The points should relate to low, moderate or high degrees of applicability for the factors Complexity and Knowledge. 4. For Influence and Pressure, the points should relate to a partial or a full fit. 5. Always establish that information considered in the grading of a job relates to what is really required by the job. Guard against allowing the evaluation to be influenced by what the job incumbent may be able to do. 6. When deciding the skill level or factor points the highest work content should be considered, provided it forms a clear part of the job. 7.The points allocated for Complexity and Knowledge will generally correlate and should normally be within two points of each other. 8. A person who supervises another is graded at least one grade higher than the subordinate because of the supervisory aspects of the work. Other work is graded on its own merits, (See explanation of a supervisor in the terminology section). 9. A supervisory position always scores higher under Complexity than a subordinate position. A superior in the same discipline scores more under Knowledge than a subordinate. 10. A borderline score is one where the points are between grades within a particular skill level.The borderline score must be reviewed and if the score remains on the borderline the lower grade will apply, however, the higher grade may apply when making comparisons with other jobs within the organisational structure. Job Evaluation Guideline 2006 7 B. GENERAL TERMINOLOGY EXPLANATION Factor definitions FACTOR DEFINITION This is a measurement of the different levels of difficulty required to be performed in the job. Typical indicators are COMPLEXITY the nature and type of guideline available, the extent of interaction involved in problem solving sequences, the courses of action or alternative solutions available.The amount of know how required in a job to allow an incumbent to cope competently with the work involved. This may be acquired through education and/ or training/ experience. Typical indicators include the duration of the KNOWLEDGE training/ experience required and or qualifications deemed to essential, demonstrated abilities from simple comprehension to interpretative application skills and, the straightforward identification of a problem through comparison against established measures or in depth investigative application to determine the applicability of solutions.The extent of influence is measured by the effects or INFLUANCE changes that occurs through the provision of information or advice and/ or exercising persuasion to accept courses of action. This refers to the stressors that are inherent in the job and PRESSURE can be either mental, physical or both. Typical measures are the nature of the workflow, interruptions from normal activities, uncertainty in outcomes. Job Evaluation Guideline 2006 8 System terminology explanation SKILL LEVEL TERMINOLGY EXPLANATION Condition of been active. Mos t basic sequence of work elements. The skills are acquired through watching EXAMPLELifts; tightens; loosens; picks; packs; cuts ACTIVITY demonstrations and repetition results in improvement. Outcomes are known and any deviation can be immediately BASIC recognised. A OPERATION sequence of ACTIVITIES that produces a prescribed end result. To each activity there is a logical start and finish with a relationship to the next activity. Counting and packing; sorting; delivering; filing Preparing and A sequence of OPERATION which results in an integrated required end result. The operation will follow in a DISCRETIONARY ROUTINE logical order and it is essential that each step is performed to enable the next step. ompleting correspondence; recordkeeping; receiving, recording and communicating; setting, operating and adjusting. Interpreting requirements, An arrangement of relationship with an input, throughput and output phase. SPECIALISED SYSTEM Routines are interrelated within each phase and across the phases and, produces a desired end result. setting, operating, troubleshooting and problem solving, adjusting and checking/ evaluating an outcome. Human Resources Management, Engineering; Operations Management; Financial Management Advanced knowledge in a distinct area of study.Understanding the complete theory, techniques and practices which TACTICAL DISCIPLINE requires innovative applications and interpretation and determination of future impact/ consequences. Job Evaluation Guideline 2006 9 SKILL LEVEL TERMINOLGY EXPLANATION A distinct part of an organisational structure which comprises of a single discipline or multiple discipline striving towards major outcomes. the accomplishment of EXAMPLE Operations; Technical; Research and Development; Quality Control FUNCTION objectives and plans and contributing to functional/ organisational Job Evaluation Guideline 2006 10 SECTION DA. SKILL LEVEL GUIDELINES SKILL LEVEL ONE: BASIC SKILL LEVEL This skill level is that which is developed with a limited amount of training. The learning period is short and usually consists of following instructions or watching demonstrations of the work to be done. Competence is attained through repetition of the work during the initial training period rather than through further experience. Characteristics 1. Very little training. 2. Decides on the speed of operation. 3. Taught exactly what to do. 4. Direct instructions communication involves simple words. 5. Equipment or tools are specified. 6.Supervision is normally close or readily available. 7. Jobs can be performed without the knowledge of other jobs. 8. Deviations from instructions not permitted. 9. How the activities/ operations are to be performed has been decided upon. Confirmation guidelines knowledge which provides the ability to follow on the job instructions and/ or training. At the lowest level instructions are given for the activities or operations to be done. Immediate guidance is more remote at the higher l evel. The complexities are at such a level that the activities or operations can be taught very quickly and are easily learned.Courses of action are prescribed with no deviation permitted. Simple demonstration of the activity or operation is sufficient to enable the undertaking and completion of requirements. Results are immediately visible or known within a very short time period. Job Evaluation Guideline 2006 11 SKILL LEVEL TWO: DISCRETIONARY SKILL LEVEL At this level there is a certain amount of discretion or judgement involved. It therefore follows that additional training/ experience and practice is needed following the initial training period.The skills are acquired through a learning period and developed by constant application and correction until operations become routine. Characteristics 1. Not everything can be taught during the training period. Additional experience is required. 2. Judgement or discretion is required in choosing the most appropriate courses of action fro m prescribed alternatives. 3. Decides how the routines/ operations are to be performed. 4. Discretion as to which tools/ equipment to use. 5. Decides on the correct action by selecting from a number of preset courses of action. 6. Knowledge of routine(s). 7.Formulae and limits are given or prescribed. Confirmation guidelines Additional training and experience beyond the initial training period is required to carry out a job competently at this skill level. Competency comes only after exposure to a series of new situations which builds confidence in the know – how required in the job. Complexities are those found in routines where alternative courses of action needs to assessed for applicability to a given situation. Job Evaluation Guideline 2006 12 SKILL LEVEL THREE: SPECIALISED SKILL LEVEL This level of skill is usually reached after years of experience and/ or training.This level is such that routines which have been learned can be used or varied to achieve the desired end result. A full understanding of the system within which this skill level operates is essential in order to determine what is required in differing circumstances. Ability to recognise cause and effect is necessary. Characteristics 1. Works within established rules, regulations, policies and practices. 2. Decides how best to achieve required end results. 3. Concerned with routines that are established within a system. 4. Sums up the requirement of a situation and decides which routine (procedure/ technique) to use. . Devises or introduces new routines within a system. 6. Concerned with how established organisational and departmental rules will apply. 7. Supervised in terms of end results, not routines or operations. 8. Must understand the interrelationships of routines within the system and the implications of change. Confirmation guidelines knowledge required is of a specific nature gained through years of training and experience. This is coupled with an intelligence level sufficient to understand how to diagnose problems and to choose and/ or modify routines to deal with them.The complexities at this level are due to the need to be able to sum the requirements of a situation and to determine what to do. Because problems do not have the same pattern the method of dealing with them must be varied. Job Evaluation Guideline 2006 13 SKILL LEVEL FOUR: TACTICAL SKILL LEVEL This level of skill requires conceptualisation of future action or needs in order to formulate short to medium term plans for within a discipline or function. Advice, recommendations and/ or the management or tactical use of resources specific to the job are features at this level.Positive interpretative skills and innovative plans are essential as the framework or ground–rules either do not exist or else are vague. Characteristics 1. Decisions governed by master plan, programme or budget. 2. Decisions require independent reasoning. 3. Decisions often involve optimum allocation of resources to support plans. 4. Sets precedents, creates rules. Must consider the consequences arising from rule making. 5. Works from first principles in developing new concepts. 6. Knowledge of a discipline/ function. 7. Results of areas under control co-ordinate with those of other areas. 8.Translates overall company plans into working decisions for or within a discipline/ function. 9. Decides on unique situations not covered by precedents. Confirmation guidelines Knowledge and experience of a discipline or function with the ability to understand the significance of strategically important areas of the organisation in the medium term. Complexities are due to the need to interpret strategic requirements and form conclusions. Jobs at this level provide the interface between the specialised and strategic skill levels and therefore involve forward planning, organising and conceptual problem solving.May provide input for strategic planning. Job Evaluation Guideline 2006 14 B. FACTOR ASSESSMENT A ND POINTS SKILL LEVEL ONE: BASIC SKILL LEVEL COMPLEXITY 1 2 3 4 5 6 A number of activities or operations. These are performed following direct instructions or initial demonstrations. Operations of a varied nature. A minimal degree of latitude allowed as guidance is not always available to deal with problems as they arise. KNOWLEDGE 1 2 3 4 5 6 Knowledge and understanding, sufficient to follow instructions and/ or demonstrations of the activities/ operations to be performedKnowledge and understanding of the relationships of the activities involved within the operation (s). Understanding of basic written words/ number recognition followed by training and/ or repeated exposure to the operations. INFLUENCE 1 2 3 4 Influence on others is co-incidental, being limited to contact with them. Interaction with others and dealing with information or product/ equipment problems. PRESSURE Steady flow of light to medium work with occasional peak periods and/ or minimal stress involved. 1 2 3 4 Med ium to heavy physical effort and/ or important deadlines to meet.Physical effort guideline Light: Medium: Heavy: less than 5 kg 5-20kg over 20kg Job Evaluation Guideline 2006 15 SKILL LEVEL TWO: DISCRETIONARY SKILL LEVEL COMPLEXITY Operations in one well established straight forward routine. The operations are generally repetitive. Job parameters and guidelines for resolving problems are defined. 7 8 9 10 11 12 13 14 15 A variety of routines of which some operations may be non repetitive. Guidelines for resolving problems are not readily available. A variety of routines, some of which are diverse. Problems arise which have to be resolved without the availability of specific guidelines.KNOWLEDGE 7 8 9 10 11 12 13 14 15 Knowledge of one routine, together with the training and experience, providing the necessary background to perform operations. Knowledge of a number of routines with the need to apply discretion in changing circumstances. Knowledge of varied and/ or variable routines a nd an understanding of routines in related areas. Required to work independently. INFLUENCE Influence is exercised by the recording and passing on of information and/ or advice to others. 5 6 Interaction with others where persuasive influence is necessary and/ or responsibility for the work of others in the same skill level 8 PRESSURE Flow of work is subject to fluctuation and/ or decisive action required to meet predetermined deadlines. 5 6 Considerable interruptions and time stress are inherent and/ or conflicting deadlines to meet. Job Evaluation Guideline 2006 7 8 16 SKILL LEVEL THREE: SPECIALISED SKILL LEVEL COMPLEXITY A system or specified end result consisting of routines from which to choose, some of which are variable. Problems which arise have to be resolved by reference to established practices. 16 17 18 19 20 21 22 23 24 A broad base system or specified end result consisting of a number of variable routines.Problems have to be resolved within a general framework. A varie ty of variable routines within a complex system. Interaction with other systems and integration into own area of activity is required. Guidelines for resolving problems are non specific and wide. KNOWLEDGE 16 17 18 19 20 21 22 23 24 Knowledge of a system providing diagnostic skills to identify problems and determine corrective action. Knowledge providing broad diagnostic ability. Background knowledge of routines in other area is required. Knowledge of a complex system and a full understanding of other systems and their critical interrelationships.Background providing for an understanding of own and other related issues in a departmental context. INFLUENCE 9 10 11 12 Influence is exercised by the provision of information and/ or advice to others. Interaction with others where negotiation/ strong persuasive influence is required and/ or responsibility for the work of others in the same skill level. PRESSURE Fluctuating workflow subject to peak periods and/ or necessary to make plans t o meet predetermined deadlines/ issues. 9 10 Frequent unforeseen peak periods or considerable interruptions and time stress and/ or imperative to take immediate action on conflicting deadline/ issues.Job Evaluation Guideline 2006 11 12 17 SKILL LEVEL FOUR: TACTICAL SKILL LEVEL COMPLEXITY A number of decisions which have to be interpreted within one discipline or function to achieve the objectives set. Guidelines for resolving problems are normally available. Works generally within functional policy. 25 26 27 Decisions many of which are variable and diverse within a discipline or function, the systems of which are broadly based. Guidelines for resolving problems are broadly defined. Interaction with other disciplines or functions is essential in order to achieve objectives.Usually works with others at a similar level and provides guidance on functional policy. A range of decisions which have variety and diversity in setting policy and/ or objectives for one discipline or function and / or have an effect on more than one discipline or function. Guidelines for resolving problems are limited. KNOWLEDGE Knowledge of a discipline/ function and the background to deal with unique situations. Problems are determined and resolved by considering principles, theory and techniques within the discipline/ function and other factors in related areas.Knowledge of a discipline/ function with the need to determine new approaches and apply them. Background providing a full understanding of the critical interrelationships of other disciplines or functions. In depth knowledge of a discipline/ function together with a broad understanding of more than one discipline. Background providing for an understanding of the significance of strategically important areas of the organisation and to plan accordingly.INFLUENCE 28 29 30 31 32 33 25 26 27 28 29 30 31 32 33 Influence is exercised by the provision of information and/ or advice to others at a level of a discipline/ function. 3 14 Intera ction with others where vital/ critical negotiation is required which will impact on the organisations image and/ or responsibility for the work of others in the same skill level. 15 16 PRESSURE Interruptions and pressing issues to deal with or necessary to take decisive action where reliable precedents are not always available and/ or conflicting managerial aims to be resolved. Prolonged periods of stress and/ or urgent actions needed to deal with critical issues within changing corporate parameters. Job Evaluation Guideline 2006 13 14 15 16 18 Job Evaluation Guideline 2006 19

Charles Darwins Finches and the Theory of Evolution

Charles Darwin is known as the father of evolution. When he was a young man, Darwin set out on a voyage on the HMS Beagle. The ship sailed from England in late December of 1831 with Charles Darwin aboard as the crews naturalist. The voyage was to take the ship around South America with many stops along the way. It was Darwins job to study the local flora and fauna, collecting samples and making observations he could take back to Europe with him of such a diverse and tropical location. The crew made it to South America in a few short months, after a brief stop in the Canary Islands. Darwin spent most of his time on land collecting data. They stayed for more than three years on the continent of South America before venturing on to other locations. The next celebrated stop for the HMS Beagle was the Galapagos Islands off the coast of Ecuador. Galapagos Islands Charles Darwin and the rest of the HMS Beagle crew spent only five weeks in the Galapagos Islands, but the research performed there and the species Darwin brought back to England were instrumental in the formation of a core part of the original theory of evolution and Darwins ideas on natural selection which he published in his first book . Darwin studied the geology of the region along with giant tortoises that were indigenous to the area. Perhaps the best known of Darwins species he collected while on the Galapagos Islands were what are now called Darwins Finches. In reality, these birds are not really part of the finch family and are thought to probably actually be some sort of blackbird or mockingbird. However, Darwin was not very familiar with birds, so he killed and preserved the specimens to take back to England with him where he could collaborate with an ornithologist. Finches and Evolution The HMS Beagle continued to sail on to as far away lands as New Zealand before returning to England in 1836. It was back in Europe when he enlisted in the help of John Gould, a celebrated ornithologist in England. Gould was surprised to see the differences in the beaks of the birds and identified the 14 different specimens as actual different species - 12 of which were brand new species. He had not seen these species anywhere else before and concluded they were unique to the Galapagos Islands. The other, similar, birds Darwin had brought back from the South American mainland were much more common but different than the new Galapagos species. Charles Darwin did not come up with the Theory of Evolution on this voyage. As a matter of fact, his grandfather Erasmus Darwin had already instilled the idea that species change through time in Charles. However, the Galapagos finches helped Darwin solidify his idea of natural selection. The favorable adaptations of Darwins Finches beaks were selected for over generations until they all branched out to make new species. These birds, although nearly identical in all other ways to mainland finches, had different beaks. Their beaks had adapted to the type of food they ate in order to fill different niches on the Galapagos Islands. Their isolation on the islands over long periods of time made them undergo speciation. Charles Darwin then began to disregard the previous thoughts on evolution put forth by Jean Baptiste Lamarck who claimed species spontaneously generated from nothingness. Darwin wrote about his travels in the book The Voyage of the Beagle and fully explored the information he gained from the Galapagos Finches in his most famous book On the Origin of Species. It was in that publication that he first discussed how species changed over time, including divergent evolution, or adaptive radiation, of the Galapagos finches.