Analysis of Organizational Dialogue Research Paper

Analysis of Organizational Dialogue - Research Paper Example Employee engagement and productivity is one of the strategies that have assumed increasing significance in recent years (Rashid, Asad & Ashraf 2011, p. 98). While employee engagement as a strategy has been assuming increasing significance, its implementation has been experiencing challenges and an increasing number of organizations have significant engagement problems. According to the study by the Gallup Institute (2008, 2009), there are significant engagement problems in the Australian workforce and these results appear to reflect a broader global pattern in the developed economies (Gallup 2009). Leadership plays a major role in engaging the employees in the transformation process within the organization. In general terms, employee engagement is defined as the extent to which employees are motivated to participate and contribute to the achievement of organizational goals and objectives (Cook 2008, p. 37). Engaged employees tend to willfully highly recommend their workplace, have hi gher overall job satisfaction, and favorably rate their pride in their workplace. Leadership communication can greatly impact on employee engagement in any particular organization (Wiley 2010, p. 48). In order to have a clear understanding of how leadership communication impacts employee engagement, this paper will critically analyze the impact that leadership communication has on employee engagement based on contemporary research. The latest research indicates that organization’s leadership and leadership communication have a significant impact on the employees’ engagement levels and their overall opinion about the organization (Eisenberg, Goodall & Tretheway 2009, p. 26). The type of leadership adopted by an organization is defined by the style of leadership communication. Hackman and Johnson (2009, p. 11) define leadership as a form of human communication that transitions behaviors and attitudes to focus on collective shared needs and goals. This definition indicate s how fundamental leadership in general and leadership communication, in particular, is in employee engagement (Gerard & Ellinor 2001, p. 59). Leadership communication impacts on how employee commits themselves to their roles and to the vision, mission, goals, and objectives of their organization (Wiley 2010, p. 47). The Kenexa Research Institute (KRI) observes that their latest results on the effectiveness of leadership in an organization are 51% globally. It states that results indicate that employees in India, Brazil, and United States reported the highest ratings of leadership effectiveness, at 69%, 59% and 54% respectively (Rashid, Asad & Ashraf 2011, p. 101). Leadership effectiveness is measured by evaluating how organization leadership gains the confidence of employees through their communications, actions, and decisions, and how leadership keeps employees informed about company direction, as well as how they are seen to having the ability to deal with the organizationâ€℠¢s challenges (Cook 2008, p. 40). The research by KRI is crucial in critically analyzing the impact that leadership communication has on employee engagement. In evaluating leadership effectiveness, one of the critical aspects that are evaluated is how leadership communication impacts on the employees’ commitment towards achieving organizational goals and objectives (Dixon 1998, p. 15).  

Basic Ideas and Theories of Mass Communication Essay Example for Free

Basic Ideas and Theories of Mass Communication Essay In the first place, there were many well renowned scholars who contributed immensely towards the development of communication processes, society and their communication relationships, which are still relevant and heart touching. Thus, David K. Berlo developed the source-message-channel receiver (SMCR) theory in the 1960s. His theories emphasized the many factors that could affect how senders and receivers created, interpreted and reacted to a message. While Max Weber Explore his contribution to our understanding of social stratification, classes and status groups from category Sociology in relation to communication. According to him, â€Å"We cannot deny the existence of social structures or system by which people are categorized or ranked in a hierarchy. This people categorization is otherwise known as social stratification. It is a universal characteristic of society that persists over generations. It is a social structure by which social issues and organizational problems arise. In a society, groups of people share a similar social status, and this is known as social class†. ABSTRACT In this work (assignment), I bother most on the contributions, the basic ideas and established notions propounded by both theorists_ D K Berlo and that of Max Weber. And their biography. Q. 1 (a) THE CONTRIBUTION OF DAVID K. BERLO AND HIS BASIC IDEAS ESTABLISHED IN THE THEORIES OF MASS COMMUNICATION Foremost, for a proper focus on communications theory, the Oxford English Dictionary defines communication as the imparting, conveying, or exchange of ideas, knowledge, information, etc. We can look up the origin of the word. Communication comes from the Latin communis, common. When we communicate, we are trying to establish a commonness with someone. That is, we are trying to share information, an idea or an attitude. Looking further, you can find this type of definition: Communications is the mechanism through which human relations exist and develop. This broad definition, found in a book written by a sociologist, takes in about everything â€Å"Communications theory then becomes the study and statement of the principles and methods by which information is conveyed. Among key communications theorists were Wilbur Schramm, David Berlo, and Marshall McLuhan. Basically, for a close examination, the major contribution in communication model that I will consider is the SMCR model, developed by David K. Berlo, a communications theorist and consultant. In his book The Process of Communication,6 Berlo points out the importance of the psychological view in his communications model. The four parts of Berlos SMCR model are — no surprises here — source, message, channel, receiver. The first part of this communication model is the source. All communication must come from some source. The source might be one person, a group of people, or a company, organization, or institution such as MU. Several things determine how a source will operate in the communication process. They include the sources communication skills — abilities to think, write, draw, speak. They also include attitudes toward audience, the subject matter, yourself, or toward any other factor pertinent to the situation. Knowledge of the subject, the audience, the situation and other background also influences the way the source operates. So will social background, education, friends, salary, culture — all sometimes called the sociocultural context in which the source lives. Message has to do with the package to be sent by the source. The code or language must be chosen. In general, we think of code in terms of the natural languages — English, Spanish, German, Chinese and others. Sometimes we use other languages — music, art, gestures. In all cases, look at the code in terms of ease or difficulty for audience understanding. Within the message, select content and organize it to meet acceptable treatment for the given audience or specific channel. If the source makes a poor choice, the message will likely fail. Channel can be thought of as a sense — smelling, tasting, feeling, hearing, seeing. Sometimes it is preferable to think of the channel as the method over which the message will be transmitted: telegraph, newspaper, radio, letter, poster or other media. Kind and number of channels to use may depend largely on purpose. In general, the more you can use and the more you tailor your message to the people receiving each channel, the more effective your message. Receiver becomes the final link in the communication process. The receiver is the person or persons who make up the audience of your message. All of the factors that determine how a source will operate apply to the receiver. Think of communication skills in terms of how well a receiver can hear, read, or use his or her other senses. Attitudes relate to how a receiver thinks of the source, of himself or herself, of the message, and so on. The receiver may have more or less knowledge than the source. Sociocultural context could be different in many ways from that of the source, but social background, education, friends, salary, culture would still be involved. Each will affect the receivers understanding of the message. Messages sometimes fail to accomplish their purpose for many reasons. Frequently the source is unaware of receivers and how they view things. Certain channels may not be as effective under certain circumstances. Treatment of a message may not fit a certain channel. Or some receivers simply may not be aware of, interested in, or capable of using certain available messages. In short, Berlo: Several important ideas, notions and factors established must be considered relating to source, message, channel, and receiver. Q. 1. (b) TRACE THE BIOGRAPHY OF DAVID K. BERLO D. K. Berlo in history. This caption attempts to give an insight in to the biography of the eminent scholar whose communication ideologies, philosophy and notions cannot be overlooked in the field of mass communication_ journalism. Biographical information: In 1955, David K. Berlo, at the age of 29, received his doctorate degree in the study of communication from the University of Illinois. Berlo was a student of Wilbur Schramm, who sat on the doctoral committee. Schramm, whose theories of communication are well known, was responsible for the creation of the first communication program at the graduate level which was an entity separate from speech and mass communications. Dean Gordon Sabine, also sat on the committee, and the following day offered Berlo an assistant professorship position and the chair of the newly created Department of General Communication Arts, at his Michigan State University (MSU) (Rogers, 2001). In our trivial pursuit, it was discovered that, Berlo, being many years younger than his colleagues and some of his students, perceived himself to be in need of communicating an air of permanence and maturity, so that his position, and that of the newly formed department, would be taken seriously. To this end, he deliberately gained weight†¦up to 270 pounds of body mass, dressed in dark, fancy suits, and began to act the part of the chairperson of a more well-established department (Rogers, 2001). It must have worked, because he was able to successfully establish, at Michigan State, one of our country’s first undergraduate majors in communication. He functioned in the role of educator, author, and communication department chair at MSU for 14 years, from the department’s inception in 1957 through 1971. In 1960 he wrote the textbook which was implemented in his undergraduate classes, The Process of Communication. He taught an excellent doctoral level core course in research methods and statistics. He was a strong leader, excellent educator, and advocate for the field of communication study. He continued to research and develops his SMCR theory of communication and information. In it he stressed the importance of the perception of the source in the â€Å"eye† of the receiver and also the channel(s) by which the message is delivered. During his final 3 years at Michigan State, it is said, that he seemed to lose interest in his job. He became county chairperson of the Republican Party and was passed over for the position of Dean of the College of Communication Arts (Rogers, 2001). In 1971 he became President of Illinois State University, but resigned in 1973 when an investigation took place to uncover whether or not he had spent unauthorized funds for the completion of the presidential house (Plummer, 2005). He completed his career working as a corporate consultant in St. Petersburg, Florida. Q. 2. (a) GIVE SOME ESTABLISHED NOTIONS OF MAN AND SOCIETY PROPOUNDED BY MAX WEBER. Max Weber was one of the founding figures of sociology. His work is important to students of communication for several reasons, including his methodological and theoretical innovations as well as a diversity of useful concepts and examples for the analysis of social behaviour, economic organization and administration, authority, leadership, culture, society, and politics. Some of his greatest achievements, notions, ideologies, philosophy, and the experiences that guided his convictions he established, which also characterized his stand and position; thus, can be seen as highlighted in the following contributions outlined: * Max Webers work provides an example of historical and comparative social science that successfully negotiated between attention to theoretical concepts and empirical details. Rather than concluding an investigation with a generalization or theoretical claim—that all economic behaviour is rational, for example—Weber would use the concept of rational b ehaviour as a comparison point in conducting his research. * Webers work provides the origin of action theory as such. Weber defines action as meaningfully oriented behaviour, and takes it to be the fundamental unit of sociological investigation. This is crucially important for communication studies, for it defines a model of social science distinct from behaviourism. * How could Weber claim a scientific approach to motives and meanings, which cannot be directly observed? His resolution of this problem has been widely admired and imitated. On the one hand, he combined logic, empathy, and interpretation to construct ideal types for the analysis of historical cases. He constructed, for example, idealtype models of how the perfectly rational or perfectly traditional actor would make choices in ideal circumstances. These expectations would then be compared with what real people did in actual circumstances. When historical actors deviated from the ideal types, Weber did not take that as evidence of their cognitive shortcomings (their irrationalit y, for example) but as clues to additional concepts he needed to develop for further analysis. * Working from the other direction, he interpreted historical records empathetically, striving to identify how the actors in a particular situation could have seen their action as a rational response to their circumstances. In this way, he was able to construct models of a range of types of rational action, opening up his theory to a greater range of human situations than either the behaviorists or the economists. Prayer, for example, as Weber pointed out, is rational behavior from the point of view of the faithful. * Webers work also provides many useful concepts and examples for communication studies, in addition to the wide-ranging importance of his action theory and his methodological innovations. * His analysis of economic organization and administration is the standard model of rational organization in the study of organizational communication. His studies of authority and leadership are important to students of mass communication, and of both organizational and political communication. * His studies in the sociology of religion explore the range of possibilities in the relation between ideas and social structures, a problem that continues to be at the heart of cultural studies. * His contrasts of rational and traditional and his analysis of modern bureaucracy are starting points for analysis of modern industrial-commercial culture and communication and the effect of the media on culture and politics. * Weber distinguished three ideal types of political leadership (alternatively referred to as three types of domination, legitimisation or authority): 1. Charismatic domination (familial and religious), 2. Traditional domination (patriarchs, patrimonialism, feudalism) and 3. Legal domination (modern law and state, bureaucracy). In his view, every historical relation between rulers and ruled contained such elements and they can be analysed on the basis of this tripartite distinction. He notes that the instability of charismatic authority forces it to routinise into a more structured form of authority. In a pure type of traditional rule, sufficient resistance to a ruler can lead to a traditional revolution. The move towards a rational-legal structure of authority, utilising a bureaucratic structure, is inevitable in the end. Thus this theory can be sometimes viewed as part of the social evolutionism theory. This ties to his broader concept of rationalisation by suggesting the inevitability of a move in this direction. * Bureaucratic administration means fundamentally domination through knowledge. * Weber described many ideal types of public administration and government in his masterpiece Economy and Society (1922). His critical study of the bureaucratisation of society became one of the most enduring parts of his work. It was Weber who began the studies of bureaucracy and whose works led to the popularisation of this term. Many aspects of modern public administration. Social stratification * Weber also formulated a three-component theory of stratification, with Social class, Social status and Political party as conceptually distinct elements. * Social class is based on economically determined relationship to the market (owner, renter, employee etc.). * Status class is based on non-economical qualities like honour, prestige and religion. * Party class refers to affiliations in the political domain. * All three dimensions have consequences for what Weber called life chances (opportunities to improve ones life). This context consisted of the political problems engendered by the bourgeois status-group of the city, without which neither Judaism, nor Christianity, nor the developments of Hellenistic thinking are conceivable. According to Weber, * He argued that Judaism, early Christianity, theology, and later the political party and modern science, were only possible in the urban context that reached a full development the West alone. =He also saw in the history of medieval European cities the rise of a unique form of non-legitimate domination that successfully challenged the existing forms of legitimate domination (traditional, charismatic, and rational-legal) that had prevailed until then in the Medieval world. This new domination according to him, was based on the great economic and military power wielded by the organised community of city-dwellers (citizens). Weber’s ideas â€Å"form the heart of what is commonly known as structuralism† (Littlejohn). Weber defines organization as follows: â€Å"An ‘organization’ is a system of continuous, purposive activity of a specified kind. A ‘corporate organization’ is an associative social relationship characterized by an administrative staff devoted to such continuous purposive activity† (Weber, Social and Economic Organizations, p. 151.). Weber’s notion of bureaucracy involves power, authority, and Legitimacy. Power â€Å"is the ability of a person in any social relation to Influence others and to overcome resistance. Power in this sense is fundamental to most social relationships† (Littlejohn). Q. 2. (b) GIVE THE BIOGRAPHY OF MAX WEBER MAX WEBER’S EARLY LIFE AND FAMILY BACKGROUND Weber was born in 1864, in Erfurt, Thuringia.[3] He was the eldest of the seven children of Max Weber Sr., a wealthy and prominent civil servant and member of the National Liberal Party, and his wife he was buckin Helene (Fallenstein), who partly descended from French Huguenot immigrants and held strong moral absolutist ideas.[3][9] Weber Sr.s involvement in public life immersed his home in both politics and academia, as his salon welcomed many prominent scholars and public figures.[3] The young Weber and his brother Alfred, who also became a sociologist and economist, thrived in this intellectual atmosphere. Webers 1876 Christmas presents to his parents, when he was thirteen years old, were two historical essays entitled About the course of German history, with special reference to the positions of the Emperor and the Pope, and About the Roman Imperial period from Constantine to the migration of nations.[10] In class, bored and unimpressed with the teachers – who in turn resented what they perceived as a disrespectful attitude – he secretly read all forty volumes of Goethe.[11][12] Before entering the university, he would read many other classical works.[12] Over time, Weber would also be significantly affected by the marital tension between his father, a man who enjoyed earthly pleasures, and his mother, a devout Calvinist who sought to lead an ascetic life.† Max Weber and his brothers, Alfred and Karl, in 1879 MAX WEBER’S EDUCATION At this juncture, Weber was in 1882, enrolled in the University of Heidelberg as a law student. After a year of military service he transferred to University of Berlin. After his first few years as a student, during which he spent much time drinking beer and fencing, Weber would increasingly take his mothers side in family arguments and grew estranged from his father. Simultaneously with his studies, he worked as a junior barrister. In 1886 Weber passed the examination for Referenda, comparable to the bar association examination in the British and American legal systems. Throughout the late 1880s, Weber continued his study of law and history. He earned his law doctorate in 1889 by writing a dissertation on legal history entitled Development of the Principle of Joint Liability and the Separate Fund in the Public Trading Company out of Household and Trade Communities in Italian Cities. This work was used as part of a longer work On the History of Trading Companies in the Middle Ages, based on South-European Sources, published in the same year. Two years later, Weber completed his Habilitationsschrift, Roman Agrarian History and its Significance for Public and Private Law, working with August Meitzen. Having thus become a Privatdozent, Weber joined the University of Berlins faculty, lecturing and consulting for the government. References Reinhard Bendix and Guenther Roth Scholarship and Partisanship: Essays on Max Weber, University of California Press, 1971, p. 244. Max Weber. Encyclopà ¦dia Britannica. 2009. Encyclopà ¦dia Britannica Online. 20 April 2009. Britannica.com Max Weber. Stanford Encyclopaedia of Philosophy. Retrieved 17 February 2010. Max Weber; Hans Heinrich Gerth; Bryan S. Turner (7 March 1991). From Max Weber: essays in sociology. Psychology Press. p. 1. ISBN 978-0-415-06056-1. Retrieved 22 March 2011. D K Berlo. The Process of Communication.

Hiring employees

Hiring employees factors when deciding the most effective way to assess the suitability of job applicant for vacancy. traditional unstructured interview most common but least effective, why still relied on by managers during selection process, and how to make selection process more effective? Explain best approach to making sound selection decisions and justify Hiring employees effectively is vital to the survival of any organisation. The hiring process consists of soliciting potential candidates during recruitment and then determining the best candidates to be employees during the selection process. The selection process, in particular, enables organisations to build and maintain a productive and motivated workforce that will be the key to their success. The objective of the selection process is to enable valid predictions of performance and effective employee decisions in potential employees. Mistakes in selection could have terrible consequences on the organisation. For example, if a company hires someone who does not have people skills and place him in customer services, it could result in loss of future sales. Therefore, it is in an organisations interest to make sound selection decisions and make the selection process as objective and scientific as possible. Any recruitment and selection process usually begins with the applicant indicating their formal interest in the vacancy. After that, there are several selection systems employed by organisations. Methods include interviews, psychological tests and performance tests. These are designed to assess the candidates knowledge, skills, personality and attitudes. Each of these methods has their strengths and weaknesses, and when evaluating each method, one should consider its practicality, sensitivity, legality, reliability and validity. Interviews are the most widely used method in the selection process, but also one of the least effective. According to the a CIPD survey from 2009, competency-based interviews is the most used method (69%), while interviews following a biographical CV and structured interviews ranked second and third respectively. Anderson (1992) summarised that interviews remain popular because of their social functions of selling, persuading and negotiating, their acceptability to interviewers and candidates, and also due to time and cost constraints. Unstructured interviews have many weaknesses and limitations, including stereotyping, the similar-to-me effect, the personal liking effect, the primary effect, and the contrast effect. Structured interviews in the form of situational interviews and behavioural interviews have proved to be more effective than unstructured ones. Behavioural interviews asking candidates how have performed in the past give good indications of how they will perform in the future. Situational interviews can find out more specifically how candidates would respond to a particular situation relevant to the job. These two types of interviews also obtain more consistent information for comparison as the same questions are asked of all candidates. Consequently, the structured approach has been criticised by Anderson (1992) as being inflexible and reduce the role of the interviewer to a mere administrator of questions, leading to potential resentment. Another selection method is psychological testing. These include cognitive tests of ability, numeracy and literacy, and personality measures. They are professionally developed and therefore checked for validity and reliability. This method is also scientific and objective, and increases the validity of selection decisions. Factors which cannot be measured through interview can also be tested in this way. This method is mostly used by larger organisations. However, racial and ethnic bias is a concern for this type of tests. Personality tests that use frameworks such as Big Five can capture up to 75% of a candidates personality. Emotional stability is an especially important trait to be tested. Performance tests require candidates to perform the job in a short period of time. These are done either by work samples or assessment centres. Work samples can give good indication with high validity of how well the candidate can perform at the job if they are designed well. However these are costly to design and must be specific to each job, having to be modified as the job changes. Assessment centres are also expensive. They assess a number of candidates together using multiple methods. New advances in technology are rapidly changing the selection process. The weighted application blank (WAB) captures data using a standardised application form and assigns weighted values to each question depending on the employee characteristic to be measured. The resulting score will then be used in making the selection decision. A study by Kaak et al. (1998) reported that the WAB is an effective selection tool that can distinguish good performers and can reduce turnover rate in the hospitality industry. It is an objective and scientific tool, and proves to be cost and time efficient once the scoring system has been established. In addition, many researchers have concluded that biodata is one of the best selection devices for predicting employee performance and turnover (Harold et al., 2006; Ployhart et al., 2006). Biodata is the life historical events that may contribute to shaping of the candidates preferences, attitudes and personality traits. Work sample and ability tests have the highest validities of over 0.4 while biodata, assessment centres and structured interviews follow closely behind. Other methods such as unstructured interviews and personality tests have lower levels of validity. Therefore, to make sound selection decisions, an organisation should use methods of high validity, taking into considering how cost efficient it is with the number of candidate expected.

Children, Television, and Violence Essay -- Children Effect Violence M

Children, Television, and Violence TV violence may influence children more than most people are aware of. The amount of violence on TV is an important topic in today's society. One of the reasons it should be so important to all of us is because almost everyone in America today has a television set, and because of it's availability, children are viewing disturbing images everyday from the comfort of their own homes. Television is all about ratings. To keep the viewers from changing the channel, networks will try to do anything. Even the news is displaying more bloody details than people need to see. If there isn ¡Ã‚ ¯t a murder, rape, or shoot-out on the news, people are let down. They may get bored with the broadcast and change the channel. That is the main reason why kids can be exposed to view acts of violence even while watching a comedy. By putting violence into the equation, networks become more confident that you are not going to change the channel. The networks don ¡Ã‚ ¯t give a damn about the affects it m ay have on the children watching, just as long as the ratings are high and the money keeps rolling in. The network broadcasters need to decrease the violence because it often confuses children, and as we all know children are visual learners. This may cause young kids sometimes blur things with the real world that they see on TV. It helps makes this happen by shaping an altered reality. Children do not seem to have a full grasp of the real world and the situations it m...

Adult Development – Summary

Adult Development Brian Carter West Georgia Technical College Adult Development ABSTRACT This paper explores and details the biological, cognitive, and social development of the author during the stages of infancy, early childhood, middle childhood, adolescence, and early adulthood. It will compare the author’s experiences and developmental milestones with the theories presented in the textbook.The combination of all of these factors, combined with the reactions and actions taken by the author in response to his environment and experiences, are what make him the person he is today. Adult Observation During an individual’s lifespan development, he passes through several developmental stages, each with its own physical, cognitive, and social milestones. Whether the individual is an infant, child, adolescent, or adult, he is continually developing in almost every aspect in response to life, environmental, and physical demands.It is how the individual reacts to these change s that determine the direction and quality of the individual’s life in the future. The way an individual participates in social activities, engages himself in educational opportunities, and takes time to self-reflect on his experiences all interact to form the direction the individual’s life take. The social, cognitive, and physical aspects of the author’s lifespan development thus far will be described and discussed in detail.The author is a thirty-five year old Caucasian male who lives in a suburb of Atlanta. He was born into and raised in a mostly suburban middle-class household in Louisiana, where he lived until age 23, when he moved to metropolitan Atlanta. He is currently married for the second time, and is expecting his first son to be born in the next week. He has one younger sister who is also grown and married with one stepson. The author’s parents were born and raised in rural West Virginia.His father is college educated. His mother attended co llege, but did not graduate. He is a college graduate, and his wife has a graduate degree in Education. Both are employed full-time. INFANCY The author was born an eight-pound, four-ounce baby in August of 1975. During the first months of his life, he followed the general outline described in the textbook for breastfeeding and his introduction to solid foods (Dacey 2009). He also developed normally, in physical, cognitive, and social aspects.Aside from a short stint of high fever as a baby, the author experienced no major physical ailments as an infant. EARLY CHILDHOOD As the author progressed into early childhood, he began to exhibit traits of increased intelligence. Thanks to highly involved parents and support group, he was always encouraged to participate in educational activities, rather than playing idly. REFERENCES Dacey, John S. , John F. Travers, and Lisa B. Fiore. Human Development across the Lifespan. Boston, MA: McGraw-Hill, 2009. Print.

Criminal Justice System Essay

The duties of the police are: enforcing the law, investigating crimes, and apprehending the offenders. They are also responsible for crime prevention and reduction, maintaining order in the public, and ensuring that their communities are kept safe. They are often called upon to assist in emergency situations as well as provide community service. Once the division of police has done its part, everything is turned over to the court system. The court system is now responsible for overseeing the trials and keeping them fair and impartial. The criminal cases are decided in the courts and are given due process. The ultimate responsibility of the court is to determine whether the accused is innocent or guilty of the accusations imposed. Once that verdict has been determined, the court must uphold the law with fairness while protecting the rights of the accused. The division of corrections is responsible for carrying out the sentences that are handed down by the courts. Inside of the correction facilities, the offenders must be provided with a safe and humane environment. This division must provide rehabilitation and reformation so that the convicted can be reintegrated back into society. While in corrections’ custody, the human and legal rights of the convicted must always be respected. The criminal justice process is as follows: Investigation and arrest, pretrial activities, trial, sentencing and corrections. During the investigation and arrest, a warrant is issued by a judicial officer and the local authorities conduct the arrest and booking into the jail. Next comes the pretrial activities, which includes the first appearance, preliminary hearing, indictment