Provide Leadership Across The Organization Management Essay

Provide Leadership Across The Organization Management Essay MacVille, as an import/ export company that sells and maintains espresso coffee machines, has plan to establish a new business center in Sydney to supplement the one already operating from Brisbane. This new venture was aligned with the overall objective and mission of the organization which was to provide espresso coffee machines that meet the efficiency, reliability and sustainability needs of the cafà ©/ restaurant clients. The establishment of the new business center would move the bulk of the organizations import/ export base to Sydney which was in line with the overall direction for the organization growth in both profits and market share. As a new venture, the MacVille has four main expected outcome which are first to help secure the three year objective of being the number one volume importer in the market for imported espresso coffee machines. Then, the objective is to achieving the strategic objective of profit margin growth of 5% in the next three year. Moreover, the organization expects to reduce the carbon footprint by 10% within the next three years. In order to achieve the objective of the organization, the self-directed teams need to be created. Therefore, the incorporate the key value of cultivating leadership in the organization is needed. MacVille aims to empower its employees with knowledge and resources to get results, grow its business and to lend the markets. The role for this new venture would carry the title General Manager which would be expected to provide creative leadership for the administration, coordination and management of the new venture in a manner that is consistent with the strategic direction of the organization. There are three positions for the general manager which are account manager, warehouse manager and maintenance manager. Interpersonal and leadership styles According to the Interpersonal style that could be applied to this setting is open, flexible, positive, and responsible which will lead to the good working environment. Otherwise, my own Interpersonal style is Helpful, Patient, Open, and Supportive which also can apply in to this setting too. In this case, the organization needs to hire new managers who will achieving the objective of the organization, so the responsible and patient are the main Interpersonal style that all the employee must have. The leadership style that could be applied to this setting is the democratic leadership style which is the leader shares with the group members, policies decision making, planning and execution of activities. Subordinates are encouraged to express their ideas and suggestions in decision making. The leader helps to develop a feeling of responsibility on the part of every member of the group gives constructive criticisms and praises the members when the group achieves a set objective. This ty pe of leader ship style will lead to high productivity and quality of work, high morale, sense of group feeling and group members feel secured and satisfied to belong. Otherwise, my own leadership style is Laizer-faire leadership style, in this style the leader is the one who believes that the group members can get on without him. The leader gives minimum guidance, and remains in the background. The result of this style of leadership is low morale and productivity, too much freedom which cause laxity, lack incentives to work. Skills and knowledge In order to manage the situation effectively, the manager and employee need to have three skills which are technical skill, Human skill, and Conceptual skill. For the Technical skill, the manager and employee should be proficient at specific tasks. This in turn helps to provide credibility or knowledge to persuade people to certain things. For Human skill, the staff has to know how to work with people. The last skill is the conceptual skill which the staff can see the organization as a whole. Moreover, the staff still need a strategy thinking skill in order to planning ahead and predicting what was going to happened. In addition, the Flexible/adaptable to change skill is the most important for the staff in the situation that the organization need to take a new venture. Compare to my skill, my own skill is also Technical skill, Human skill and Flexible/ adaptable to change skill which is similar to the case study. Professional development In order to improve the skill, the professional development opportunity and the networking opportunities timeline is need to be developed. People management For the people management, the management training courses, leadership training courses, and HR fundamentals training courses has been assists the organization by improve the skill knowledge as well as the interpersonal and leadership of both manager and employee which is the key role to achieve the objective of the organization. Moreover, the training course also helps the manager and employee to gain more experiences. General outcome Management training courses provide the management skill, supervision skills as well as management experience Leadership training courses provide leadership skill and supervision skill HR fundamentals training courses provide the HR management experience, recruitment and selection for managers experiences General management The project management training courses, and the contract law (for managers) training course has been assists the organization by improve the skill, knowledge as well as the interpersonal and leadership of both manager and employee. Moreover, the training course also helps the manager and employee to gain more experiences. General outcome Project management training courses provide project management experience contract law (for manager)training courses provide contract management experience Strategy The strategic business planning training course, innovative management training courses, sustainable business training courses, risk management training courses, information management training courses has been assists the organization by improve the skill, knowledge for both manager and employee. Moreover, the training course also helps the manager and employee to gain more experiences. For the strategic skill training course will assists the organization to provide the employee who have a knowledge and experience on the business plan and management to support the organization growth. General outcome strategic business planning training course provide developing and implementing strategy experience innovative management training courses provide innovative management experience and knowledge sustainable business training courses provide knowledge on the sustainable business risk management training courses provide knowledge on the risk management information management training courses provide information management experience and knowledge Sales and customer service The sales training courses, clients and customer service training courses, customer complaint training courses, and market training courses has been assists the organization by improve the skill, knowledge for both manager and employee. Moreover, the training course also helps the manager and employee to gain more experiences. The sale and customer service training course will assist the organization by training more sale in order to increase the profit and market share. General outcome Sales training courses provide the sale experience and sales team management experience Clients and customer service training courses- provide clients and customer service experience Customer complaint training courses provide customer complaint experience Market training courses provide marketing experience both individual and team-based Finance The finance management training courses, and accounting basics training courses has been assists the organization by improve the skill, knowledge for both manager and employee. Moreover, the training course also helps the manager and employee to gain more experiences. In this case, the finance management courses will help the company to improve the financial management. Moreover, the accounting training course will help the industry to provide the better budget plan for the business improvement. General outcome Finance management training courses provide the knowledge on financial, financial management experience Accounting basics training courses provide the basic knowledge on the accounting, account management experience, budget development experience, business case development experience Professional and Networking opportunity timeline All the opportunities and time required on this plan is based on the analyzed and evaluated staff profile. Project Cost ($) Time required (Month) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 People management Management training courses $150000 2 Leadership training courses $150000 2 HR fundamentals training courses $150000 5 General management Project management training courses $150000 5 Contract law (for manager) training courses $150000 5 Strategy Strategic business planning training courses $150000 4 Innovative management training courses $150000 3 Sustainable business training courses $150000 4 Risk management training courses $150000 4 Information management training courses $150000 5 Sales and customer service Sales training courses $150000 1 Client relationship Customer service training courses $150000 2 Customer complaints training courses $150000 3 Market training courses $150000 3 Finance Finance management training courses $150000 5 Accounting basics training courses $150000 5

Geography Coursework

Pickering is a historic market town located in North Yorkshire, between York and the North Yorkshire coast. Pickering has many tourist attractions like, the steam railway, Pickering castle, the market and the countryside. It is the gateway to the North York Moors National Park, with its appealing scenery. We are interested to find out what it is that specifically attracts tourists to that area. This is a map of Pickering along with the attractions of Pickering Two groups took a geography trip to Pickering on two separate days and. Both groups created their own questionnaires and we asked random members of the public these questions. These are some of the questions we asked people while we were in Pickering. Once we had received our results from our questionnaires we compared them with the other group's results 1.Do you live in: A. Pickering B. the area around Pickering C. or are you a tourist 2.What would you say is the main tourist attraction A. The castle B. The steam railway C. The countryside 3. What method of transport did you use to get here today A. Walk B. Car C. Bus D. Other 4. How long did it take you to travel here today A. Less than 15 minutes B. 15 minutes – 1 hour C. 1 hour + 5. If you are local: Do you do most of your shopping in Pickering I Yes ii No 6. If you are a tourist: A Is this your first visit to Pickering I Yes ii No B. Would you visit Pickering again Table A Where people live Wednesday Thursday Pickering 58% 52% Around Pickering 26% 18% Tourists 16% 30% With these results you can clearly see that a majority of the interviewees were mainly from Pickering. This is somewhat unexpected as Pickering relies on tourists to visit the area. I think the groups went at the wrong time of year because if we went during the school holidays then you should see that there would be an increase in the number of tourists because they would have the time off school and work. : Diagram A My first hypothesis is that on the day that I went on the trip to Pickering I thought there were more local people than tourists. I can prove this with my results from Diagram A and Table A from our questionnaires we asked. However if we had visited Pickering on the market day then we would have seen an increase in the number of local people as the market would attract more local people rather than tourists. Table B The main tourist attraction Wednesday Thursday Castle 12% 15% Steam railway 64% 55% Countryside 17% 15% Other 7% 15% Diagram B The results above show that the on both days the steam railway is the favoured tourist attraction with the majority of the percentage. These results are not exactly unexpected for the reason that the steam railway travels through the countryside so people would still catch a glimpse of the countryside, but because they are on the steam railway they would maybe think that the attraction they are seeing is the steam railway when actually they are viewing the countryside as well. This is a picture of the favourite tourist attraction the steam railway. With my second hypothesis I can say that people preferred the steam railway to the other attractions. I can show this with Diagram B and Table B for the reason that my results show that on Wednesday 64% of people preferred the railway and on Thursday 55% of people favoured the steam railway to the other attractions. Table C Transport Wednesday Thursday Walk 20% 30% Car 56.5% 36% Bus 14.5% 18% Steam train 6.5% 10% Other 3% 6% With these figure we have collated you can clearly see that the main method of transport was the car. This isn't surprising seen as people rely too much on cars at present, with the majority of people owning one. This is surprising seen as the main tourist attraction is the steam railway so they must have left their cars in the car park while they travelled on the steam railway. After the car, walking was next on both days. With the groups both going during school time and not in a holiday, there would have been more interviewees that are local to the area of Pickering and would have been able to walk there. My group's results were: Diagram C. For the third hypothesis I can say that the favoured method of transport would be the car. I can back this up with Diagram C and Table C because 56.5% used a car on Wednesday and 36% on Thursday. However on Thursday only 36% travelled by car which maybe suggest that on Thursday there were more local people in Pickering but if you look at my results they show that on Wednesday there were more local people in Pickering. Diagram D Table D Travelling time Wednesday Thursday Less than 15 minutes 48% 42% 15 minutes- 1 hour 31% 36% More than 1 hour 21% 22% On both days it took more people less than 15 minutes to travel into Pickering. The majority of people took less than 15 minutes to travel to Pickering. This is mainly because most of the interviewees were from Pickering and the area around Pickering. This is surprising as Pickering is a tourist town and most of the people we asked were either from Pickering or the area around Pickering and were not actually tourists. My fifth hypothesis is that with the travelling time I can say that a majority of people questioned on both days were from Pickering as it took them less time to travel into Pickering. I can back this up with the results from Table D and Diagram D which both say that the people questioned took 15 minutes or less to travel into Pickering. We also asked people whether they did most o their shopping in Pickering. Our results were; Diagram E These results show that most of the interviewees didn't do most of their shopping in Pickering. This isn't surprising as Pickering doesn't have a major shopping store or any big name stores. So the local people will have to travel out of Pickering to buy all of the luxury items. But the shops that Pickering has are selling the basic goods. With these results they show that a majority of people on both days do their shopping outside of Pickering. Table E Do you do most of your shopping in Pickering? Wednesday Thursday Yes 33% 44% No 67% 56% These results show that most of the interviewees didn't do most of their shopping in Pickering. This isn't surprising as Pickering doesn't have a major shopping store or any big name stores. So the local people will have to travel out of Pickering to buy all of the luxury items. But the shops that Pickering has are selling the basic goods. With these results they show that a majority of people on both days do their shopping outside of Pickering. My sixth hypothesis is that I can say that the people questioned would rather do their shopping outside of Pickering and I can establish this with Table E and Diagram E with both of these showing that people prefer shopping outside of Pickering. Along with only 33% on Wednesday and 44% on Thursday saying they do most of their shopping in Pickering. Table F Is this your first visit to Pickering? Wednesday Thursday Yes 12% 33% No 88% 67% Diagram F Most of the interviewees said that this wasn't their first visit to Pickering. I think with this question we should have asked if they were a tourist or not. That way we would have had a better idea of who were tourists and who were local to the area this way we would have had different results from the people we interviewed. With a lot of people saying that it wasn't their first visit to Pickering shows that if they were tourists then they enjoyed visiting Pickering and they decided to travel there again. For my seventh hypothesis I can say that people the people questioned had visited Pickering before and as a consequence of this they visited Pickering again. I can prove this with my Table F and Diagram F. Table F shows that on both days a majority of people had visited Pickering before. However there were a small number of people who hadn't visited Pickering before. I think that if people said that it was their first visit to Pickering then we should have asked them if they enjoyed their time in Pickering and if they would visit the area again. Diagram G Table G Would you visit Pickering again? Wednesday Thursday Yes 96.5% 82% No 3.5% 18% With these sets of results they show that a lot of the people questioned said that they would visit Pickering again. That shows that Pickering is a pleasant place and is a delightful experience. It seems that on Thursday there were more people that wouldn't visit Pickering so maybe the people on Thursday thought that Pickering wasn't an enjoyable place to visit. Whereas Wednesday's results prove that people visiting Pickering was satisfied with the area. My eighth hypothesis is that I'm able to say that given the chance people would visit Pickering again. I can provide evidence to this with Table G and Diagram G which both say that the majority of people enjoyed their visit to Pickering and would take another trip to the town of Pickering A semi-conclusion would be that a majority of people on both days was fond of Pickering and many of the interviewees had visited Pickering before our visit there and would gladly visit again. Although, there isn't a large shopping centre nearby to attract the tourists or for the locals to do their shopping, people still flock to Pickering for the market on Wednesdays and the steam railway. A lot of people who had travelled to Pickering didn't travel for a lengthy amount of time which suggests that a lot of people who were visiting Pickering were from nearby and didn't have to travel very far. Recently I took a trip with a few of my class-mates to Beverley and asked people there the same questionnaire with a few alterations. We did that so that we could compare the results from Pickering to those of Beverley. We found that a majority of people asked were from the area around Beverley unlike that of people asked in Pickering as most of them were from Pickering itself. Unlike the Pickering survey, were over half the people asked didn't do their shopping in Pickering. The Beverley survey recorded that half of the people in question did their shopping in Beverley. We asked if people would visit the designated town again given the choice and in Pickering there was a few people who said no but in Beverley everybody in question would visit Beverley again. To conclude my study I can say that the reason people are specifically attracted to Pickering is that most people are interested in the steam railway or the market which are both located in Pickering. Where as, in Beverley people were attracted to visiting Beverley because they were visiting or have visited Beverley Minster. A few ways in which I could have improved my study is that I could have included a plan of the shops and businesses of Pickering. Also, I could have written about the shops and businesses and say if they were high, medium or low order businesses. I could have also asked more people the questionnaire which would have made a difference to my results. Also I could have visited Pickering or Beverley on multiple days and then compared the results to see what differences there would be and I could compare each day with one another.

Teaching Students with Diverse Abilities

Teaching students whose first language is not English is often a challenging task. This essay will focus on a few effective teaching and learning strategies for teaching business studies to second-language learners (ESL learners) in the context of the mainstream classroom. Studies reveal that the negative effects of wrong beliefs about learning are significant (Sawir 2005). However, it has also been suggested that it is possible to intervene in relation to beliefs about learning (Sawir 2005). Hence a clear understanding of belief issues is of paramount importance for teachers. Care should be taken to give speaking and listening skills the appropriate status and these should be backed by comprehensive practical programs (Sawir 2005). Having oral presentations and listening tasks as part of the business studies assessment program can help develop these skills. Krashen and Terrel (1983) suggest using language to transmit messages rather than teaching it explicitly for conscious learning. They use the expression the ‘natural approach’ and claim it is based on the theory that language acquisition occurs when students receive clear instructions in acquiring language proficiency (Webster and Hasari 2009). Therefore, the business studies teacher can introduce new words and concepts within the subject content thereby improving student vocabulary. Four key strategies were considered by the majority of teachers in a study by Facella et al. (2005) as being effective in teaching second-language learners. These included gestures and visual cues; repetition and opportunities for practicing skills; use of objects, real props and hands on materials; and multi-sensory approaches. Thus, giving students real life business case studies to discuss and evaluate is an effective strategy. Taking students out to real businesses and letting them see first-hand how a business operates can also be useful. Rice et al. (2004) argue that the use of visuals and demonstrations are often the primary source of information for ESL learners and suggests the use of outcome-based objectives against which students can assess their own progress. They also advocate the modulation of lesson objectives to each student’s level of language acquisition. The belief is that repeating demonstrations and instructions facilitate student learning. Hence, teachers should endeavour to demonstrate procedures, provide illustrations and diagrams before students commence research projects, as opposed to providing students with only written instructions. In addition, when forming groups, members should ideally be bilingual, strong in commerce and business studies and be willing to work with limited-English proficient students (Sutman et al. 1993). Sheltered instruction is another effective strategy for teaching second-language students. It refers to a research-based instructional framework that provides clear and accessible content and academic language to ESL learners (Hansen-Thomas 2008). Features of sheltered instruction include use of cooperative learning activities with appropriately designed heterogeneous grouping of students, a focus on academic language as well as key content vocabulary, careful use of the student's first language as a tool to provide comprehensibility, use of hands-on activities using authentic materials, demonstrations, and modeling and explicit teaching and implementation of learning strategies (Hansen-Thomas 2008). Sheltered classes can be team-taught by an ESL teacher and a content-area teacher or taught by a content-area specialist trained in sheltered instruction. ESL mentoring is another effective strategy to help teachers of second-language students. It is â€Å"a means of fostering stronger connections among the teaching staff, leading to a more positive and cohesive learning environment for students† (Brewster and Railsback 2001). One of the goals of the ESL mentor is to assist the teacher in learning how the school identifies ESL students. Furthermore, a teacher needs to know some basic background information such as where the student is from, how long the student has been in the country and the student's stage of language development. The guidance of an ESL mentor can help a teacher understand his/her ESL students quickly and prevent possible problems later in the year (Mittica 2003). The ESL mentor can also provide training on accommodations and alternate forms of assessment. The ESL mentor can assist the teacher to set achievable goals for ESL students at the beginning of the semester. In teaching ESL students, success is not always measured on a report card. Therefore, teachers have to be guided to observe his/her ESL students closely by focusing on issues such as the progress demonstrated by the student over time and by observing to see if the student is more comfortable participating in class and asking questions (Mittica 2003). Above all, ESL mentors can provide a â€Å"vision of students as capable individuals for whom limited English proficiency does not signify a lack of academic skills and does not represent an incurable situation† (Walqui, 1999 in Mittica, 2003). ESL mentors can guide mainstream teachers in discovering his/her students' strengths and to celebrate multicultural education (Mittica 2003). By fully involving mainstream classroom teachers in the education of ESL students, these students will be more likely to achieve success a nd adjust to their lives in a new country (Mittica 2003). (ii)  Teachers need to work in partnership with parents and the wider community to help educate students from culturally and linguistically diverse backgrounds. This essay will discuss some strategies for developing such partnerships. Several researchers have documented the challenges associated with school, family, and community partnerships. Rubin and Abrego (2004) suggests that parents are not involved with their children's learning because of cultural and communication barriers, confusion with education jargon, feelings of inferiority, inhibition, inadequacy, or failure, lack of understanding of the school system, staff's lack of appreciation of the student's culture or language and parents' previous negative experiences or feelings toward schools. Other researchers who examined the success factors in school-parents-community relationship found an open and trusting communication between teachers and parents as critical (Obeidat and Al-Hassan 2009). Parents and schools should communicate regularly and clearly about information important to student success (NCPIE). This can be accomplished through newsletters, handbooks, parent-teacher conferences, open houses, as well as home visits, and email. Translations should be made available, if needed, to ensure non-English speaking parents are fully informed. Researchers believe that personal contact whether by telephone or in person is usually the best way to promote two-way communication (NCPIE). Schools can also form partnerships with community and faith-based organizations to engage families from diverse cultural backgrounds who often do not feel comfortable in school (NCPIE). Conferences, meetings and informal get-togethers can take place outside the school building, such as at a faith-based or community center. Once again Interpreters should be provided as needed. Attitude is another potential success factor for developing partnerships with parents. A survey of more than 400 parents of high school students in the USA revealed that their attitudes toward their children's schools were positively influenced by the efforts the school made to promote partnerships with them (Obeidat & Al-Hassan 2009). Parents are more likely to come to the school if school personnel encourage them to be volunteers and participate in decision making (Sanders et al. 1999). School factors, specifically those that are relational in nature, have a significant impact on parents' involvement. When school staff engage in a caring and trusting relationship with parents and view parents as partners in the education of their children it enhance parents' desire to be involved and influence how they participate in their children's educational development. Schools should create an environment that welcomes participation (NCPIE). Signs that greet families warmly at the school door, the central office, and the classroom should be in the languages spoken by the community. A school-based family resource center providing information, links to social services, and opportunities for informal meetings with staff and other families also contributes to a family-friendly atmosphere (NCPIE). Schools should also provide professional development opportunities for teachers and other staff in the cultural and community values and practices that are common to their students and their families (NCPIE). Strengthening the school-family partnership with professional development for all school staff as well as parents and other family members is an essential investment that can help foster lasting partnerships with parents and the community at large (NCPIE). In their 1997 study, Hoover-Dempsey and Sandler identified two key factors influencing parental involvement. They were an inviting climate at school, which refers to the frequency that schools actually invite parents to be involved in their children's schools and parents' perceptions of being welcome at school. Epstein (1995) identified six general types of activities that can help parents, schools, and communities come together to support children's education: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Epstein (1995) says that partnership programs should draw on each of these elements and that programs should take into account the unique character of the local community and the needs of its students and families. Martin et al. (1999) in their studies identified key characteristics of effective partnerships between schools, parents and the community these included; inclusiveness, recognizing social as well as academic goals, raising expectations through education achievement, involving local people in decision-making and democratic participation and active citizenship. Hence, schools need to focus on developing these areas to grow positive relationships. The use of service learning can be a useful strategy for this purpose. Serve learning is more than just community service. It involves a blending of service activities with the academic curriculum in order to address real community needs while students learn through active engagement (Lynass 2005). The service needs to be closely linked to the curriculum as possible with an emphasis on students applying the skills they are learning (Lynass 2005). Service learning will benefit students, teachers and the community concurrently. It allows teachers and students to connect with and benefit their surrounding communities while integrating this learning back into their curriculum (Lynass 2005). In conclusion, it is essential for schools to develop strong relationships with parents and the community to successfully educate students from culturally and linguistically diverse backgrounds. This essay has identified a few strategies to develop such partnerships.

Epic Poem, Beowulf - Women in Beowulf and Anglo-Saxon...

Women in Beowulf and Anglo-Saxon Society Beowulf, one of the most translated and reproduced epics of all time, is literature that concerns characters. While Beowulf himself is the obvious hero of this Anglo-Saxon epic, many companions and fellow travelers are mentioned throughout the text. Some of these secondary characters are almost as noble and courageous as Beowulf himself, while others are lowly cowards. Be what they may, all are captured in this timeless tale of adventure. Women, however, are rarely mentioned in Beowulf. This is because of the context of an Anglo-Saxon society with rigid beliefs and customs. Even though there is very little mention of women in Beowulf (and any other document of the time period), it is†¦show more content†¦The Anglo-Saxon wife was in charge of the store-rooms of the house; offering the cup may have symbolized the generosity of the royal couple (Page 72). Wealhtheow and Hrothgars daughter, Freawaru, also shares in the cup-bearing, perhaps as a sign that she is of age to take on the duties of managing the household (she is already engaged to be married to the king of the Heathobards). While presenting Beowulf with the gifts, Wealhtheow takes the opportunity to ask Beowulf to be a kind counselor and kind friend to her sons. She also speaks to Hrothgar, telling him that she had heard that he was considering having this hero [Beowulf] as a son and to make use of generous rewards... but leave the people and the kingdom to your kinfolk (Hieatt 47). In other words, she asks him not to take gratitude too far and name Beowulf heir over their own sons. That she is bold enough to make both requests without hesitation or question shows that she was accustomed to authority and had some power of her own. Another indication of the power wielded by queens is the respect accorded to Hygd. She is beautiful, wise and young. Beowulf gives her the necklace that Wealhtheow had given him as well as three horses. That may have been a gesture meant to win her support within the court. Page states that the queen or noble lady of real life must often haveShow MoreRelatedHeroic Values In Beowulf731 Words   |  3 PagesBeowulf, written by an unknown Anglo-Saxon poet, displays heroic and demonic behaviors. Taking place in the Anglo-Saxon era between 449-1066 A.D. Within this era, three civilizations arose; The Anglos, The Saxons, and The Jutes. Anglo-Saxon Invaders took control over most of England, becoming the earliest civilizations to settle on England. The Anglo-Saxons relished and honored four main values; courage, strength, glory, and loyalty. 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This quotation may apply to the span of the Anglo-Saxon period because of the coherent linkage to the origination of the English dialect and the modernization of English Literature. Over the years English literature has evolved grea tly. There have been diverse changes to the structure and development of English language since the advent of Old English dialect during the Anglo-Saxon period to what we now speak and consider to be English language. â€Å"Old English isRead MoreAnglo-Saxon Heroic Poetry5673 Words   |  23 Pagesof which are pre-Christian Germanic myth, history and custom; and the Christian. Heroic, or Epic Poetry belongs to one of these two types and refers to long narrative poems celebrating the great deeds of one or more legendary heroes, in a grand, ceremonious style. In its strict use by literary critics, the terms Heroic Poetry or Epic are applied to a work that meets the following criteria: such a poem must be related in an elevated style, and centered upon a heroic or quasi-divine figure on whose