Communication an organisations Essay Example for Free

Communication an organisations Essay This assessment is to demonstrate an understanding and appreciation of the topics taught in leading and motivating a team effectively module of the ILM Level 3 Course in Leadership and Management. The document will be split into two main sections, the first section will focus on how to communicate an organisations vision and strategy to the team as well as provide an analysis on its importance. The second section will look at the role motivation in the development of a team. Section 1: How to communicate an organisations vision and strategy to the team One of the definitions of the word team (in its verb form) is, come together to achieve a common goal (Oxford University Press, 2014). It is this common goal or purpose that turns a group of individuals into a team without a common purpose or goal to strive toward a team cannot function effectively. For example in a football team each player needs to know their place and role in the team, but also the strategy and vision for wider team, is the team an attacking team, a defensive team, do they attack via the wings etc. without knowing the common goal of the team the players will look to their own role and not know how to support the wider team and therefore are less likely to achieve their common goal. The same holds true within an organisation not just at an individual person level but at a departmental level, if teams do not know the wider vision or strategy of the organisation they can become siloed and retreat upon themselves and just focus on delivering the â€Å"day job† rather than support the organisation in a more holistic role. With the above in mind, it’s clear to see that for a team to perform it needs clarity in its purpose, and from a business point of view this should be given by the vision and strategy of the organisation. The vision tells us what the organisation wants to be, it doesn’t focus on the how that is the role of the strategy, the vision is a simple statement of what it wants to achieve. Below is an example vision statement from Amazon. Our vision is to be earths most customer-centric company where customers can find and discover anything they might want to buy online†¦ at the lowest possible prices. It’s a fairly short statement but allows staff and managers to know that the focus of Amazon is on three things †¢Being Customer Focused †¢Providing Online Services †¢Cost effectiveness (for Amazon and the customer) With the vision clearly stated it helps teams understand the direction in which the organisation wants to go, the next step is to explain how team fits in this vision and will help deliver it. Once the vision of an organisation is understood, it’s important about going about explaining how it will achieve this and this is referred to as the strategy. The strategy should be a series of plans that detail how elements of the vision will be achieved; for example Amazon’s vision could be split into two strategies; being customer centric and providing online services with cost effectiveness being a theme that runs across both strategies. These plans would then be broken down into more tactical detail such as action plans and SMART objectives to be carried out an operational level. For example a call centre team will have several objectives/KPI such as Calls answered in less than 5 seconds in a given month or First Time Call Resolution 95% (Year to Date), which without much explanation simply look like tools to ensure staff are doing their jobs when in fact they are SMART objectives that relate to the customer focused strategy of Amazon’s vision and how effec tively that strategy is working. It is the performance of these objectives that dictate future strategy, poor performance may result in a change of strategy (i.e. outsourcing) where as good performance could result in the current strategy being maintained or even expanded (i.e. expansion to provide alternative services) and as such it is vital that staff are informed not only of their objectives and targets but how and why they exist, and what their overall effect on the business is. As we can see the role the vision and strategy plays in the performance of a team or individual is huge but it can be a two edged sword if the vision and strategy are either poorly communicated, misunderstood or simply unknown. As such communication is key, to ensure that the common sense and purpose that the vision and strategy provides is embedded and understood. There are many methods of communication available within an organisation in aid of establishing a common purpose, but the first method is that the vision statement should be one that staff and customers can relate too and  understand, if the vision doesn’t make sense the job to communicate it to staff will be twice as hard. A good basis for ensuring good communication is using the seven principles of communication; to ensure the message is clear, concise, concrete, correct, coherent, complete and naturally courteous. Once the message has been developed, it’s a matter of choosing the medium in which it is delivered; there are various methods such as email, telephone, meetings, seminars, presentation, 1-2-1s, newsletters all of which to be effective must be used at the right time and place. As the vision is a supposed to provide a common purpose and understanding of what the company wants to be, it suggests that the best way to communicate this message is via more group/communal methods such as Team meetings, Away days or newsletters where the same message can be relayed to multiple staff at a time and avoids confusion or contamination of the key messages trying to be delivered, that can occur in mores personal communications such as 1-2-1 meetings. For example a team meeting where a contact centre manager for Amazon relays the vision of the company and how the team’s work fits in and helps deliver it to their 10 staff, is likely to be more effective than having 10 1-2-1 sessions in which they deliver they try to deliver the same message which is likely to alter between sessions due to personal relationships coming into play, more two way conversation disrupting the flow of the message, the recipient choosing to understand the message how they see it rather than how it was said and then finally the confusion that can occur when team members compare conversations. This is not to say that group communication is always the best method to use as it does also have its downsides such as; it’s less likely people will ask questions in team/group meetings and could result in misunderstandings/confusion, if the person delivering the message is not clear and does not understand the message being delivered it will have a negative impact on the recipients, they can become side tracked by issues that arise during the meeting and people forget the message being delivered. My own skills actually lend themselves to small groups or 1-2-1 sessions as I struggle to manage wider groups at times, especially when the meeting goes off topic or several conversations start within the meeting. However as I only manage two staff at the moment this hasn’t hampered my ability to communicate a common sense of purpose to my staff as I have my own concepts on what our role is in the  business, however as highlighted in our learner session in July we did struggle as a group to find the group’s vision and strategy, which in itself is a failing in that without knowing the true vision and strategy of the business how can I communicate that to my staff and could potentially be providing them with a purpose that is counter to the organisations own goals. In reflection this had led me to book in some time to read the new business plan, and in readiness I’ve booked a team meeting together with my staff to go over it and highlight were we as a team fit in it. I’ve also took some time recently to review our action plans and KPI’s on Covalent, which is a software we use to link action plans and KPI’s together to strategies to see how our objectiv es are linked to the wider organisation and through that hopefully provide better clarity and coherent information to my staff. Hopefully my management of meetings will improve through this course, as one of the modules in on managing meetings effectively. In conclusion I use to think my communication skills were quite good, however through this exercise I’ve noted that while my method of delivery and communication style may be good it doesn’t mean much if you don’t truly know the message you are trying to convey which until I’m up to speed on the business plan and our place in it I can’t say I know what that message should be without retreating into the â€Å"day job† which as mentioned at the beginning is a symptom of a team who doesn’t know the organisations vision or strategy. Section 2: Know how to motivate and develop the team Section 2.1: Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals. There are multiple models and theories for motivation such as Maslow’s hierarchy of needs, Alderfers ERG theory, Acquired Needs Theory by McClellan and Two Factor Theory by Hezberg to name a few and while most can be used to explain motivational factors in a work context some such as Maslow’s and Alderfer’s theory require more adaption or to make it fit as such I’ll be using Hezberg’s Two factor theory to describe the main motivational factors in the work context. According to Herzberg, two kinds of factors affect motivation,  and they do it in different ways: Hygiene factors: These are factors that are taken for granted and can be seen as having no positive satisfaction by themselves, however if they were taken away would cause a dramatic down turn in morale and motivation. An example is a policy of free tea and coffee for staff by itself unlikely to motivate staff but if it was removed would have a negative impact. Motivator factors: These are factors whose presence motivates. Their absence does not cause any particular dissatisfaction, it just fails to motivate. An example would be recognition at work for a job well done, achieving a promotion. Looking at the above it would seem that simply applying the motivator factors would cause an increase in motivation and simply ensuring the hygiene factors stayed in place is the sure fire way to succeed in motivating your staff, however the below example shows how by applying one rule to an individual can affect the team as a whole. Person A is doing a good job and as such you wish to increase motivation by recognising their work, which you do by offering a promotion/raise or bonus, this however can impact on the rest of the team as Pay and Benefits also come under Hygiene factors and as such by rewarding one and not everyone in the team this can cause a demotivation or job dissatisfaction. Section 2.2: Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives. Section 2.3: Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary

False Portrayal of Mental Illness in the Media Essay -- The Roommate, F

False Portrayal of Mental Illness in the Media Protagonist The movie â€Å"The Roommate,† revolves around a young girl named Sarah (Minka Kelly) who is starting her freshman year of college. Little does she know that she has a roommate that is diagnosed with numerous mental disorders that she is not treating by taking her medication. When they are initially acquainted as roommates, Sara comes across as being innocent and depicts very normal behavior. However, as soon as Rebecca and Sarah become closer to each other, Rebecca forms an obsession with Sara and strange events begin to occur. Each of Sarah’s close friends or allies becomes hurt, and even killed. As soon as Sara discovers the symptoms of her mental illness, she becomes extremely wary in her presence, and grows more distant of her. Additionally, she sees her as a threat and as the cause of all the wrongdoing that is occurring around her. Diagnosis portrayed In the movie, the antagonist, Rebecca is diagnosed with bipolar disorder. However, the movie does not initially introduce her as someone with this mental illness. Rather, at the start of the movie, Rebecca acts naà ¯ve, innocent, and completely normal. As a result, no one gets the slightest impression that she is abnormal in any way. Ultimately, the truth is revealed to the leading character, Sara, when Rebecca’s mother asks if she has been taking her medication. Moreover, things become significantly clearer when Sara and her love interest, Stephen, find a full bottle of Zyprexa pills in her room, implying that she has not been taking her medication. Thereupon, they find out that it is used to treat bipolar disorder. Dysfunction portrayed As the duration of the movie progresses, Rebecca’s true colors come out when ... ...e but that she is also sad and very lonely. Nevertheless, the scene at the end of the movie, showing Rebecca’s death, was inevitable that left me feeling empty, and empathetic towards Rebecca. However, from a clinical view, I am a bit insulted in how the media depicted her disorder as being inhumane and monstrous. On the same note, it disappointed me to see that many viewers would get a misguided impression of the people who suffer from bipolar disorder. References Crowe, M. (2011). Feeling out of control: A qualitative analysis of the impact of bipolar disorder. Journal of Psychiatric and Mental Health Nursing, 19, 294-302. Karriem, Vernada. (2011). Understanding Bipolar Disorder. Retrieved from http://www.webmd.com/bipolar-disorder/ss/slideshow-bipolar-disorder-overview False Portrayal of Mental Illness in the Media Essay -- The Roommate, F False Portrayal of Mental Illness in the Media Protagonist The movie â€Å"The Roommate,† revolves around a young girl named Sarah (Minka Kelly) who is starting her freshman year of college. Little does she know that she has a roommate that is diagnosed with numerous mental disorders that she is not treating by taking her medication. When they are initially acquainted as roommates, Sara comes across as being innocent and depicts very normal behavior. However, as soon as Rebecca and Sarah become closer to each other, Rebecca forms an obsession with Sara and strange events begin to occur. Each of Sarah’s close friends or allies becomes hurt, and even killed. As soon as Sara discovers the symptoms of her mental illness, she becomes extremely wary in her presence, and grows more distant of her. Additionally, she sees her as a threat and as the cause of all the wrongdoing that is occurring around her. Diagnosis portrayed In the movie, the antagonist, Rebecca is diagnosed with bipolar disorder. However, the movie does not initially introduce her as someone with this mental illness. Rather, at the start of the movie, Rebecca acts naà ¯ve, innocent, and completely normal. As a result, no one gets the slightest impression that she is abnormal in any way. Ultimately, the truth is revealed to the leading character, Sara, when Rebecca’s mother asks if she has been taking her medication. Moreover, things become significantly clearer when Sara and her love interest, Stephen, find a full bottle of Zyprexa pills in her room, implying that she has not been taking her medication. Thereupon, they find out that it is used to treat bipolar disorder. Dysfunction portrayed As the duration of the movie progresses, Rebecca’s true colors come out when ... ...e but that she is also sad and very lonely. Nevertheless, the scene at the end of the movie, showing Rebecca’s death, was inevitable that left me feeling empty, and empathetic towards Rebecca. However, from a clinical view, I am a bit insulted in how the media depicted her disorder as being inhumane and monstrous. On the same note, it disappointed me to see that many viewers would get a misguided impression of the people who suffer from bipolar disorder. References Crowe, M. (2011). Feeling out of control: A qualitative analysis of the impact of bipolar disorder. Journal of Psychiatric and Mental Health Nursing, 19, 294-302. Karriem, Vernada. (2011). Understanding Bipolar Disorder. Retrieved from http://www.webmd.com/bipolar-disorder/ss/slideshow-bipolar-disorder-overview

Gender Comparisons in Cognitive Abilities Essay

Gender differences are not only noticeable in physical and reproductive areas as far as men and women are concerned. These physical and reproductive differences are minimal in terms of the determinants of how men and women operate as far as other issues relating to their cognition are concerned (Gur et al. 1999). Sex hormones that are secreted during their development are responsible for the difference in brain organizations of men and women. Men and women have been shown by several studies to learn differently due to the difference in their cognition. Kimura (2000) postulated that even at infancy, girls gaze at objects longer than boys an argument that gives premise to the fact that boys have attention problems. Their sensory systems show a discrepancy even at such a young age, something that persists into old age. In addition to the above, women tend to remember some things like land marks better than the men who remember directions and distance. These are the spatial cues that the men are better off in as opposed to women (Kimura 2000). A myriad of other differences have been suggested especially in linguistic, interpersonal, logical and mathematical, musical, intrapersonal and linguistic among other areas. As the environment starts acting on the individual boys and girls after birth, they already have wired brains that show differences in how they respond to the above areas that lead to the differences. The females and males differences in their intellectual faculties lie in their abilities rather than their Intelligence Quotient, which may be the same in girls and boys, all other factors held constant but the sampled girls and boys will have differences in their linguistic and most probably their spatial abilities. Different areas of the brain are suited for various tasks and which the males and females have differing usage abilities in. Spatial differences On average, studies have found that male outperform female in spatial activities/ spatial visualizations like in situations that require the rotation of objects in a given space or in manipulation of objects in one way or another or just mental rotation. They are also able to outdo women in tasks which deal with maneuvering of their way through a maze of routes but this does not include grasping of landmarks for use as a means to remember their routes while women are able to recall landmarks more than men can. In addition to this, men are better off than women in the accuracy with which they target objects either in movement or in their static positions. They also do well in disembedding hidden objects. This extends to interception or guiding of projectiles and ability to realize any movements in the field of vision. This performance cuts across all ages as shown by Kaufman et. al (1999) that used the Weischeler Adult Intelligence Scales-Revised (WAIS-R) in determining fluids and crystallized differences in men and women. The study states that the ability to target an object develops well before puberty. The performance of men and women on Block Design, Digital Symbol and Information showed that men outperformed women in Block Design and Information while women did better than men in Digital Symbol. Verbal fluency In 2003, Shaywitz et al. were able to discern differences in gender as far as the brain’s language functional organization is concerned. They used a study called the functional resonance imaging and through this, females showed more abilities in verbal fluency than men. This included their manner of acquisition and longer spans of attention in conversation unlike men who lagged behind. They also tended to excel in memory tasks like fluency in generation of synonyms and better rapidity of identification of matching objects or items because their perception skills are better than those of their male counterparts (Shaywitz, B et al. (1995,). Kimura, 1996). They demonstrate better recall ability linked to verbal fluency than men in addition to having a higher episodic memory. They also show a greater ability to reckon words that begin with a certain letter more than the men can do. The fields of priming, semantic and primary memories do not however show any difference in men and women. Men on the other hand showed better performance in semantic measures and a higher order in the crystallized factor of intelligence. Due to the bigger cortical space in females assigned for language and its functions, there is less space left for the working of the spatial space which implies that females cannot be better than men in both language and spatial abilities. Problem-Solving Tasks There are differences in gender as far as the brain’s problem-solving tasks are concerned as reported by Gur et al. (1999) that conducted various studies and presented test to a sample of men and women under same condition. The results were basis for the conclusion drawn. First, arithmetic differences tests showed that men are higher cognitive abilities in terms of mathematics calculations and reasoning than women. In this test, set of mathematical based questions were asked to the selected sample; men responded more accurate and quick than women who displayed slowness and inaccuracy in calculated responses. In another experiment, a piece of paper was folded with a punched hole, and then the participants were asked to determine where punched hole shall fall if the paper shall be unfolded. Most men responded correctly and quickly in determining where the hole shall fall should the paper be opened than their female counterparts. Moreover, objects and images were placed before the participant and asked to rotate objects and manipulate the images. Men excelled better than women on this problem-solving task. Lastly, studies show that when men and women are targeting or aiming at an object, men are more likely to get their target than women can. This implies that women are less accurate in target-directed motor skills for example intercepting projectiles. To assert this finding, the practical example that can be used to explain this target-direct motor skill is by essence that men are good at target involving games like dart playing than women. Therefore, problem-solving task favors men than women in the sense that men perform better than women in spatial undertakings like tasks that involve mental rotating objects. Emotional coping Cognitive abilities of an individual to great extend help in process of coping with stress or depression. The essence that facilitates connection between coping with emotions and cognitive abilities is because through use of intelligence that a person can think, perceive and react to the surrounding. In this regard, intelligence needed to cope with emotions is defined as cognitive ability and content of the thought which differ greatly in men than women (Shaywitz et al. 1999; Gur et al. 1999). The meta-analyses studies conducted found that men are less affected with emotions than women. For instance, women were found to be affected by maladaptive or negative thinking about an emotional problem than male. Men usually indulge in alcoholism, aggressive behaviors and violent behaviors. While women are worse affected by the emotional since are usually depressed and can develop various eating and psychological disorders like bulimic or anxiety. Differences in precision in manual tasks Women are a bit faster than men in precision as far as some manual tasks like placing pegs in the holes on a given board. Coupled with their ability to recall the positions of objects more precisely than men, women show a greater likelihood of replacing an object to its initial position with a greater accuracy than men or state whether a given object had been displaced or not. Women therefore show a better fine motor coordination as compared to men The neuroanatomic difference in males and females has been found to contribute to cognitive abilities especially those that are sexual in nature. Females have XX genetic make-up while males have XY. These genes play a great role in differentiation and it is due to the absence of the Y chromosome in females that leads to the release of androgens which are the male hormones. These hormones cause the female to develop. Some periods when there is the release of sex hormones, there is an impact in the brain which leads to differences in cognition from the periods when there is no hormonal release. Prenatal development period has shown the greatest levels of hormone release according to several researches done (Shaywitz et. al 2003). During puberty the levels of the hormones do rise again and these fluctuations continue throughout one’s life span. Research has established that girls who were exposed to high testosterone levels were shown to display greater spatial skills when compared with other girls who had not been exposed to the hormone. This shows that the male hormone testosterone is responsible for the spatial abilities that males have. Males show some excellence at problem-solving in school more than females in addition to working out multiple choice tests better than females. Such examinations like SATs are performed in better by males than females who, apparently do well in written and untimed tests while getting higher overall grades in their schooling years. Girls have also proved to be better performers in math than males up to high school level where they drop, an aspect that has been attributed to the inclusion of m ore spatially oriented math in which the girls appear to be lower in performance than males (Shaywitz, B et al. 1995). Males are known to have a larger brain than females with a size which is 10% larger than that of females. Some researches have indicated that there is a correlation between the size of the brain and intellectual abilities. The males’ brains have more cerebrospinal and white matter than the brains of females. More white matter according to Gur et. al 2000 (cited in Shaywitz et. al 2003) is responsible for the information transfer to other regions of the brain thus contributing to their superb spatial abilities while the women who have more of the grey matter enhance greater processing capacity and efficiency. As has been stated earlier on, the brain is laterized such that one hemisphere dominate t6he other in a given or given fuction(s). The brain’s two halves are more laterized in the performance of some cognitive functions. In males, the laterization is more pronounced than in the females due to the neurohumoral interactions mediated by the testosterone hormone. Fourie and Stuart (2006) carried out an investigation on the role of gender and temperament in Functional Hemispheric Asymmetry and perception of emotional stimuli. In this investigation, they used a total population sample of 112 with females being 58 and men 54. The sample had four groups of students who were right-handed and chosen in terms of their gender, and temperament. Their levels of neuroticism, introversion and extroversion were measured using a personality questionnaire. The Divided Visual Field Technique, their differential hemisphere performance regarding latency and accuracy were determined. After the use of T-square test (Hotelling’s), the results showed that the accuracy in terms of the response time scores in men and women had a great difference in the way the two genders process their emotional stimuli. Women were found to do so faster and more accurately than their male counterparts in the processing and response to emotional stimuli. There are also some gender differences in maladaptive thinking and coping with stressful situations. The risk of depression in men is 8-12% while in women it has been found to be between 20-26%. Disorders related to depression affect about 70% of women and 30% of men due to the fact that women show uncontrollability in perception more than men (Kaufman, 1999 Voyer, 2005). Individuals with unilateral brain lesions or damages were studied (Inglis & Lawson 2001) and it was found that males lost their verbal ability more than the females after both genders suffered damages in the left hemispheres. Men also lost their spatial abilities after a brain damage on their right hemispheres. Women were found to be better off than men in verbal ability even after suffering the same damage on either lobe. This justifies the fact that language and spatial abilities are bilaterally represented less in men than in women. Brain organization The human brain organization is an important part aligning for performing the cognitive tasks. The human brain has two hemispheres which are specialized in carry a specific kind of activity better that the other hemisphere. Brain organization for male is more lateralized to its cognitive functions than women brain. The major difference in lateralization of the brain is the hormonal roles (Shaywitz, et al. 1999). For instance, the testerone hormone facilitates neurohormonal linkage during early stages of cognitive development creating dimorphism in cerebral (Kimura, 1992). On the other hand, women brain is less lateralized with more of its portion assigned to verbal or language tasks. In electrical activities, men show they use their right hemisphere for spatial activities as opposed to women who use their left hemisphere. Conclusion In conclusion, the paper has discussed with illustrations the major gender cognitive difference between men and women. In the discussion, the paper has Spatial differences, Verbal fluency, Problem-Solving Tasks, Emotional coping, Differences in precision in manual tasks, and Brain organization. However, a point of worth to note is that there is distinct difference between the female and male cognitive abilities which is influenced by brain structures such as hypothalamus region. Moreover, SDN (sexually dimorphic nucleus) is smaller in women while larger for males. References Gur, RC et al. (1999) â€Å"Sex differences in brain; correlations with cognitive performance† Journal of Neuroscience, 29, p. 4042-4059 Kimura, D. (2002). â€Å"Sex, sex hormones and sexual orientation influence on human cognitive function† Current Opinion in Neurobiology, 16, p. 261-268 Kimura, D. (1998). Sex differences in the brain, Scientific American, 10, p. 26-31 Kaufman, A et al. (1999), â€Å"Intellectual growth pattern and decline across the adult life-span for women and men† Journal of Clinical Psychology, 37, p. 759-802 Shaywitz, B et al. (1995), â€Å"Sex differences in the functional organization of the brain for language† Nature, 363, p. 595-610. Shaywitz, S et al. (1999). â€Å"Estrogen changes functional organization of brain† Journal of the American Medical Association, 271, p. 1103-11513. Voyer, D. (2005) â€Å"A meta- analysis of Magnitude of sex differences in spatial abilities† Psychological Bulletin, 107, p. 252-273

Zack de la Rocha Biography of the Musician

The 1990s music scene was unique in that the two genres that dominated the charts—alternative rock and rap—seemed to have little in common. But that perception would change in 1991 when a Los Angeles Chicano named Zack de la Rocha melded the two art forms together in the rap-rock outfit Rage Against the Machine. Influenced by punk bands such as Minor Threat and militant rap groups such as Public Enemy, de la Rocha delivered angry rhymes about social injustice over heavy metal riffs as front-man of the group. His biography reveals how personal experiences with discrimination led de la Rocha to pen raps that challenged racism and inequality. Early Years Zack de la Rocha was born Jan. 12, 1970, in Long Beach, Calif., to parents Roberto and Olivia. Because his parents parted ways when he was very small, de la Rocha initially split his time between his Mexican-American father, a muralist in the group â€Å"Los Four,† and his German-Irish mother, a doctoral candidate at the University of California, Irvine. After his father began to exhibit signs of mental illness, destroying artwork and praying and fasting nonstop, Zack de la Rocha lived exclusively with his mother in Irvine. In the 1970s the Orange County suburb was nearly all white. Irvine was the polar opposite of Lincoln Heights, the predominantly Mexican-American community of Los Angeles that de la Rocha’s father called home. Because of his Hispanic heritage, de la Rocha felt racially alienated in Orange County. He told ​​​Rolling Stone magazine in 1999 how humiliated he felt when his teacher used the racially offensive term â€Å"wetback† and his classmates erupted in laughter. â€Å"I remember sitting there, about to explode,† he said. â€Å"I realized that I was not of these people. They were not my friends. And I remember internalizing it, how silent I was. I remember how afraid I was to say anything.† From that day forward, de la Rocha vowed never again to remain silent in the face of ignorance. Inside Out After reportedly dabbling in drugs for a spell, de la Rocha became a fixture in the straight-edge punk scene. In high school he formed the band Hard Stance, serving as vocalist and guitarist for the group. After that, de la Rocha launched the band Inside Out in 1988. Signed to the Revelation Records label, the group came out with an EP called No Spiritual Surrender. Despite some industry success, the group’s guitarist decided to leave and Inside Out disbanded in 1991. Rage Against the Machine After Inside Out broke up, de la Rocha began to explore hip-hop, rapping, and break-dancing in clubs. When Harvard-educated guitarist Tom Morello spotted de la Rocha performing a freestyle rap in a club, he approached the budding MC afterward. The two men found that they both espoused radical political ideologies and decided to share their viewpoints with the world through song. In Fall 1991, they formed rap-rock band Rage Against the Machine, named after an Inside Out song. In addition to de la Rocha on vocals and Morello on guitar, the band included Brad Wilk on drums and Tim Commerford, a childhood friend of de la Rocha, on bass. The band soon developed a following in L.A.’s music scene. Just a year after RATM formed, the band released a self-titled album on influential label Epic Records. While promoting the album in 1992, de la Rocha explained to the Los Angeles Times his mission for the group. â€Å"I wanted to think of something metaphorically that would describe my frustrations toward America, toward this capitalist system and how it has enslaved and exploited and created a very unjust situation for a lot of people,† he said. The message resonated with the public. The album went triple platinum. It included references to Malcolm X, Martin Luther King, South African apartheid, a Eurocentric educational curriculum, Fand other social issues. The band’s sophomore album Evil Empire, a reference to a Ronald Reagan speech on the Cold War, touched on de la Rocha’s Hispanic heritage with songs such as â€Å"People of the Sun,† â€Å"Down Rodeo† and â€Å"Without a Face.† Evil Empire also achieved triple platinum status. The band’s last two albums the Battle of Los Angeles (1999) and Renegades (2000), went double platinum and platinum, respectively. Although Rage Against the Machine was undoubtedly one of the most influential bands of the 1990s, de la Rocha decided to leave the band in October 2000. He cited creative differences but stressed that he was pleased with what the band had accomplished.​​​ I am extremely proud of our work, both as activists and musicians, as well as indebted and grateful to every person who has expressed solidarity and shared this incredible experience with us, he said in a statement. A New Chapter Almost seven years after the breakup, Rage Against the Machine fans received some long-awaited news: the band was reuniting. The group performed at the Coachella Valley Music and Arts Festival in Indio, Calif., in April 2007. The reason for the reunion? The band said it felt compelled to speak out in light of  Ã¢â‚¬â€¹Bush administration policies they found intolerable. Since the reunion, the band has yet to release more albums. The members are involved in independent projects. De la Rocha, for one, performs in the group One Day as a Lion with former Mars Volta member Jon Theodore. The band released a self-titled EP in 2008 and performed at Coachella in 2011.​ Musician-activist de la Rocha also launched an organization called Sound Strike in 2010. The organization encourages musicians to boycott Arizona in light of the state’s controversial legislation targeting undocumented immigrants. In a Huffington Post piece, de la Rocha and Salvador Reza said of the strike: â€Å"The human impact of what is happening to immigrants and their families in Arizona calls into question the same moral and ethical imperatives that the civil rights movement did. Are we all equal before the law? To what extent can states and local law enforcement officers engage in human and civil rights violations against an ethnic group that has been completely vilified in the eyes of the white political majority?†