Mechanistic and Bureaucratic Organisations - Organisational Learning - Free Essay Example

Sample details Pages: 9 Words: 2751 Downloads: 8 Date added: 2017/06/26 Category Marketing Essay Type Compare and contrast essay Level High school Did you like this example? Coursework Title: Mechanistic and bureaucratic organisations will probably struggle to encourage organisational learning. Critically evaluate this statement in relation to the Mechanistic and Learning perspectives. Word Count: 2183 words The purpose of this essay is to discuss why mechanistic and bureaucratic organisations will probably struggle to encourage organisations learning. Ià ¢Ã¢â€š ¬Ã¢â€ž ¢m strongly agreed with this statement and I will be using some relevant theories and examples to support my argument. The first part of this paper will be focus on how decision-making authority in this organisation leads to inefficiency in decision making. The second part is about how highly formalisation structure would discourage organisational learning. Moreover, lack of communication in mechanistic organisation caused lesser learning possibilities take place will be my third point. The forth part will focus on why bureaucratic organisation will probably strugg le to encourage organisational learning is because organisation starts limiting themselves. Finally, I will summarised the arguments and begin this essay by giving the explanations of learning and mechanistic perspective framework. Mechanistic organisation is one of the organisational archetypes and bureaucracy is the best term to describe mechanistic organisation. Bureaucracy is always emphasis on à ¢Ã¢â€š ¬Ã…“precision, clarity, regularity, reliability, division of tasks, hierarchical supervision and detailed rules and regulationsà ¢Ã¢â€š ¬Ã‚  (Morgan, 2006). Mechanistic organisation and bureaucracy are usually used interchangeably. The best description of mechanistic organisation is performing job as a machine. There are certain rules, requirements and procedures which must be followed in order to produce what is expected. Employees are given specific job descriptions delineating their roles and responsibilities. Accuracy is highly demanded so employees have to learn all the particular rules and then used it in various situations. Generally, mechanistic organisation is all about the demand for control via emphasis of the rules (March and Simon, 1967a). Nevertheless, not all the circumstances can be foreseen in advance, so not all of the rules and procedures can be created in advance. Usually people in mechanistic organisation will follow the rules and procedures in performing their duties in ordinary manner until something unforeseen appears. Action is only taken when such condition happened. Moreover, emphasis on the rules and predictable nature of employee behaviour are things which result in rigid behaviour of employees (March and Simon, 1967b). Machine type organisations are learning only as a sum of learning individuals (Senge, 1999). There are no sharing of views and opinions, no discussion on common issues for further improvement and they are no ready-made responses because when new problems arise they are often ignored. Employees are doin g what they are designed to do and therefore learning only for themselves. There are no information and individual opinions to be shared among the entire subordinate and throughout an organisation. All insights are remaining in each individual. Consequently, there is no advantage for an organisation since the learning is not spread throughout the whole organisation (Kropaite, 2009a). Communications tends to follow the formal channel. These structures are usually rigid and resist change so this caused employees unsuitable for innovativeness and taking fast responses and action. These forms have the downside of inhibiting entrepreneurial action and discouraging the use of individual initiative on the part of employees. The design of mechanistic structure discourages group interaction. The possibilities for organisational learning are very unlikely to be present in this kind of organisation. Organisations need to learn how to survive and accommodate with this uncertain environments. An organisation needs managers who can make right decisions through skill, judgment and experience. Organisations need to improve its capability of learning new behaviours over a period of time in order to have a successful decision-making (Hedberg, 1981). Organisational learning is a process for organisation in the face of swift pace of change. Miller (1996) defined organisational learning as the knowledge acquisition made by individual or groups and these can be applied in decision making process, or use it to influence others within the organisation. Nonetheless, most companies know how to ensure à ¢Ã¢â€š ¬Ã‹Å"organisational learningà ¢Ã¢â€š ¬Ã¢â€ž ¢ but fail to understand how to build à ¢Ã¢â€š ¬Ã‹Å"learning organisationà ¢Ã¢â€š ¬Ã¢â€ž ¢ in their company. In the analysis of the organisational learning, March (1991) handled two types of strategies which are à ¢Ã¢â€š ¬Ã‹Å"explorationà ¢Ã¢â€š ¬Ã¢â€ž ¢ and à ¢Ã¢â€š ¬Ã‹Å"exploitationà ¢Ã¢â€š ¬Ã¢â€ž ¢. March defined exploratio n as in which organisational members seek for new organisational activities and procedures to increase effectiveness of a company. While exploitation is meaning that which organisational members improve and modify the existing organisational activities and procedures. Kolb sees learning as a lifelong process which is determined by reflective observation, tangible experience, abstract conceptualization and active experimentation. When organisational learning is viewed from Kolbà ¢Ã¢â€š ¬Ã¢â€ž ¢s perspective, learning is seen as a cyclical process whereby planning, actions and concepts are modified by reflecting on experiences rather than by outcome or results (Kolb, 1984). For instance, Argyris and Schon (1978) have highlighted the links between the laboratory and T-group values established by Kurt Lewin in the 1940s which emphasized the need for the integration of theory and experiential learning. Their work has stimulated the core values of participative management philosophies to which the culture of learning organisation can be traced. They maintain that learning from experience is important for individual and organisational effectiveness. Furthermore, learning can occur only in situations where personal values and organisational norms support action based on valid information, informed choice and internal commitment (West, 1994). However, Argyris and Schon (1978) stated that organisational learning can, and do occur. Employees act as learning agents for the organisation. They are responding to changes in the external and internal environments by detecting and correcting the errors in the organisational theory in use. They defined single-loop learning as individuals respond to changes in the internal and external environments by perceiving errors and modifying strategies within the existing norms of the organisation. They detect a match or mismatch of outcome to expectation. They must then create new strategies to keep organisational performance with in the existing norms, based on new assumptions to correct error and evaluate the results of the action. Next, double-loop learning is response to the error in original norms to resolve the problems and make new organisation norm. Double loop stands for two feedback which relate the observed error to the organisational strategies and the organisational served by them. When in changing of values, strategies and assumptions might be changed simultaneously but also can be modified as the result of the changed values at the first place (Argyris Schon, 1996). Organisational structures play an important role in organisational learning. Burns and Stalker (1961) created a dichotomy of organisational structures corresponding to differential abilities to process information in mechanistic structure. The first attribute is high centralisation which means the decision-making authority is positioned in the higher level of a hierarchical relationship (Robbins and Decenzo, 2001a). High central isation produces less delegation of decision-making authority and it creates a non-participatory environment which discourages involvement with duties and projects throughout the organisation (Sividas and Dwyer, 2001a). It depletes opportunities for employees to learn from their colleagues. So, it discourages learning in mechanistic organisation since learning have to be in a way of more informal character, with few established hierarchical levels and the interaction process between the employees is needed. Many companies find that the centralisation of operations leads to inefficiencies in decision making. For instance, in the 1980s, Caterpillar which is the equipment manufacturer suffered the consequences of centralized decision making. There is a sales representative who working in Africa wanted to give a discount on a product. But, all the pricing decisions were made in the corporate headquarters in Peoria, Illinois. So before any decision making, sales representative have to de al and check with headquarters. Headquarters did not always have accurate or updated information about the markets to make an effective decision. Therefore, Caterpillar was at a disadvantage against competitors such as the Japanese firm Komatsu. Caterpillar underwent several dramatic rounds of reorganisation in the 1990s and 2000s to overcome this problem. As stated above mechanistic organisation is a highly formalisation structure. It derives from the strict adherence to the operating instructions, job descriptions, rules and regulations (Robbins and Decenzo, 2001b). Highly formalised organisations make extensive use of written procedures and rules. This organisation eliminates the discussion about how work should be done, what is the problems occurred and reduces the alternatives to develop à ¢Ã¢â€š ¬Ã…“creative solutionsà ¢Ã¢â€š ¬Ã‚ . The organisation only communicates pre-selected information to its members through its information system (Martinez-Leon and Martinez-Garci a, 2011a). Additionally, the only learning in mechanistic organisation is rule learning. This avoids individual initiatives at work and hence inhibits employeesà ¢Ã¢â€š ¬Ã¢â€ž ¢ motivation. In order to encourage organisational learning, organisation has to be low formalisation and job behaviours are relatively unstructured so that employees have much freedom in dealing with their relevant jobs (Sivadas and Dwyer, 2000b). By doing this, the social interaction among employees is more often and they are more willing to discuss alternatives when implementing to their jobs (Robbins and Decenzo, 2001c). Less formalised work place promotes social interaction and stimulates creativity. These arguments justify reducing employeesà ¢Ã¢â€š ¬Ã¢â€ž ¢ creativity and impeding the necessary spontaneity and flexibility for organisational learning. There are very few if any learning possibilities left in such organisation. For example, Southwest airlines do a very good job of empowering their employ ees to handle complaints and problems. In many other airlines, lower-level employees have limited power to solve customer problems and also constrained by rules that provides by company on how to react with customers when customers facing problems (Gittell, 2004). Besides, lack of communication among the organisation is also one of the factors. For mechanistic organisation, it is high horizontal job specialisation. Employees are doing the consistent task every day, repeatedly. It caused them difficult to create a variety of perspectives and point of views on the same information. Additionally, it will reduce the chance of getting extra information within the organisation and restrict the knowledge of opportunities and activities. The learning possibility is very low in this organisation. To encourage organisation learning, organisation needs to be having different tasks which are included in a job description. This can create series of perspectives on the same information and inc rease the knowledge of employees (Martinez-Leon and Martinez-Garcia, 2011b). In addition, all way communication throughout the whole company can increase the interaction among employees. They can discuss about the issues, and reflection of the past decision. Work in a team is a best way of learning from each other and bringing addition value to the final result. Employees are pooling their knowledge together and collectively striving for reaching the goal of company by working in a group. This brings advantages for both individual and organisation. Organisation gain extra information from exchanged knowledge while individual are learning themselves from each other. Next, employees have to be take part in the design and control of their own work. It provides them with the freedom to create a new knowledge, improving their knowledge and expertise which in turn facilitates organisational learning (Mintzberg, 1979). For example, I have been working in a book producer firm as my internsh ip. I have given an employee handbook containing with rules and procedures. All my communications are only between me and my supervisor who will answer to the department head. I only act comply with the companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s rules, policies and procedures, and with the consent of my direct supervisor. There is no communication between me and other employees or top management. Arguably, mechanistic and bureaucratic organisation will probably struggle to encourage organisational learning is because organisation starts limiting themselves. The internal environment for mechanistic organisational is not encouraging openness and discussion. Problems are increasing and the unsolved problems will be harmful for the organisation. When employees are hiding the problems, no one is analysing the problem and it will remains unsolved. There are no chances for others employees to learn from mistakes. No learning occurred if the problems are kept unsolved (Kropaite, 2009b). However, this is closely related with the reward-punishment theory. Employees engage themselves into which they are trying to avoid doing things that might be punished for. Consequently, problems which they might be held responsible will kept in secret. In the future, other employees might face the same problems as well, and they will just continue doing the same thing in the way that what a company asking for. Moreover, employees are worries that disclosure of mistakes or some other failures would cause them loss their job and they are unwilling to take responsibilities of their actions. So, they choose to create a good picture of them by hiding all the problems. Thus, learning is hardly to take place in this organisation and all the characteristics are very harmful for organisational learning. There have few examples of companies which had their organisational power associated with past success and unfortunately ended up as bankruptcy disasters especially in the financial industry such as Barings bank and Northern Rock. In a nutshell, this paper has illustrated a wide ranging understanding of how organisational learning occurred and can be created. However, mechanistic and bureaucratic organizations are too cumbersome under these dynamic conditions. Highly centralisation and formalisation in mechanistic structure will probably discourage organisational learning. In order to encourage organisational learning, company should promote open environment for employees to discuss and strengthen cross communication. Therefore, the characteristic of mechanistic organisation contrast the factor for organisational learning to occur so that bureaucratic organisation will struggle to enhance organisational learning. References Argyris, C SchÃÆ' ¶n, DA 1978. Organizational learning: a theory of action perspective, London: Addison-Wesley. Argyris, C SchÃÆ' ¶n, DA 1996. Organizational learning II: theory, method and practice, Addison-Wesley Publishing Company. Argyris, C. and Schon, D., Organizational Learning, Addison Wesley, Reading, MA, 1978. Burns, T. and Stalker, G.M., The Management of Innovation, Tavistock, New York, NY, 1961. Gittell,J.H (2004) The Southwest Airlines Way: Using the Power of Relationships to Achieve High Performance [online] Vol 57 No.3. Available from: https://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1089context=ilrreviw Hedberg, B. (1981). How Organizations Learn and Unlearn, in W.H. Starbuck and P.C. Nystrom (eds.), Handbook of Organizational Design, New York: Oxford University Press; 1:1-27. Kolb, D.A., Experiential Learning, Prentice-Hall, Englewood Cliffs, NJ, 1984. Kropaite, A. (2009a) The Analysis of Organisational Learning: Possibilities for Organisational Learning in Stated-Owned Companies [online] Master, Aarhus University. Available from: https://pure.au.dk/portal-asb-student/files/9087/Master_thesis_Ausra_Kropaite.pdf [Accessed 21 November 2013]. Kropaite, A. (2009b) The Analys is of Organisational Learning: Possibilities for Organisational Learning in Stated-Owned Companies [online] Master, Aarhus University. Available from: https://pure.au.dk/portal-asb-student/files/9087/Master_thesis_Ausra_Kropaite.pdf [Accessed 21 November 2013]. March, J. G. (1991). à ¢Ã¢â€š ¬Ã…“Exploration and Exploitation in Organizational Learning,à ¢Ã¢â€š ¬Ã‚  Organizational Science, 2:71-87. March, JG Simon, HA 1967a. Organizations, John Wiley Sons. March, JG Simon, HA 1967b. Organizations, John Wiley Sons. MartÃÆ' ­nez-LeÃÆ' ³n,I.M. and MartÃÆ' ­nez-GarcÃÆ' ­a, J.A. (2011a) International Journal of Manpower. The influence of organizational structure on organizational learning [online] Vol. 32 Iss: 5/6, pp.537 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 566. Available from: https://www.emeraldinsight.com/journals.htm?issn=0143-7720volume=32issue=5/6articleid=1949713show=abstract [Accessed 21 November 2013]. MartÃÆ' ­nez-LeÃÆ' ³n,I.M. and MartÃÆ' ­nez-GarcÃÆ'  ­a, J.A. (2011b) International Journal of Manpower. The influence of organizational structure on organizational learning [online] Vol. 32 Iss: 5/6, pp.537 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 566. Available from: https://www.emeraldinsight.com/journals.htm?issn=0143-7720volume=32issue=5/6articleid=1949713show=abstract [Accessed 21 November 2013]. Miller, D. (1996), à ¢Ã¢â€š ¬Ã…“A preliminary typology of organizational learning: synthesizing the literatureà ¢Ã¢â€š ¬Ã‚ ,Journal of Management, Vol. 22 No. 3, pp. 485-505. Mintzberg, H. (1979), The Structuring of Organizations: A Synthesis of the Research, Prentice Hall, Englewood Cliffs, NJ. Morgan, G 2006. Images of organization, SAGE Publications. Robbins, S.P. and Decenzo, D.A. (2001a), Fundamentals of Management: Essential Concepts and Applications, Prentice Hall, New York, N. Robbins, S.P. and Decenzo, D.A. (2001b), Fundamentals of Management: Essential Concepts and Applications, Prentice Hall, New York, NY. Robbins, S.P. a nd Decenzo, D.A. (2001c), Fundamentals of Management: Essential Concepts and Applications, Prentice Hall, New York, NY. Senge, PM, et al. 1999. The dance of change: the challenges of sustaining momentum in learning organizations: a fifth discipline resource, London: Nicholas Brealey Publishing. Sivadas, E. and Dwyer, F.R. (2000a), à ¢Ã¢â€š ¬Ã…“An examination of organizational factors in ¬Ãƒ ¢Ã¢â€š ¬Ã… ¡uencing new product success in internal and alliance based processesà ¢Ã¢â€š ¬Ã‚ , Journal of Marketing, Vol. 64 No. 1, pp. 31-50. Sivadas, E. and Dwyer, F.R. (2000b), à ¢Ã¢â€š ¬Ã…“An examination of organizational factors in ¬Ãƒ ¢Ã¢â€š ¬Ã… ¡uencing new product success in internal and alliance based processesà ¢Ã¢â€š ¬Ã‚ , Journal of Marketing, Vol. 64 No. 1, pp. 31-50. West, P (1994) The Learning Organization: Losing the Luggage in Transit [online] Vol.18 No. 11, pp.30-38. Available from: https://www.emeraldinsight.com/journals.htm?articleid=836831s how=htmlWT.mc_id=alsoreadPHPSESSID=fbqgq6sfnei1rtsefdbgvo7n94 [Accessed 25 November 2013]. Don’t waste time! Our writers will create an original "Mechanistic and Bureaucratic Organisations Organisational Learning" essay for you Create order

Ford Motor Company Essay - 3016 Words

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The Effect of Deforestation to Human Lives Free Essays

Deforestation is increasing as a global concern. In recent years deforestation has risen to dangerous levels. This reason is mainly due to the fact that most people have no idea what deforestation is. We will write a custom essay sample on The Effect of Deforestation to Human Lives or any similar topic only for you Order Now This lack of education has caused many changes in the global economy. The concerns no longer center on deforestation but in the effects it will have in our environment in the future. This issue has sparked national attention. It has caused a chain of recent plans and policies to be introduced. Also it has brought us together as a nation to fight a common problem. Deforestation is the clearing the land of forest or trees. Many people do not even know that this problem exists, although it may be occurring right in their own neighborhoods. The causes of deforestation are broad. It used to be thought that the lumber industry was much to blame, when in fact the industry is very low. Most of the land was used for various other reasons such as building and agricultural expansion. The land is used for growing crops and livestock grazing. In many cases the ?  §Slash and Burn? method is used. This is where the farmers cut down and burn forests to get to the land that is feasible for farming. Most of the tropical soils are very poor in nutrients and can only support crops for a few years. When the soil has been exhausted it is either abandoned or turned over for livestock grazing. The effects of deforestation on the environment are numerous. The reduction of forests upsets the entire ecological cycle. The forests are home to a number of plants and animals. When a forest is cut down, the whole cycle suffers. Most of all the forests act as a carbon ?  §sink?. That is they help to take in carbon, a green house gas, and offset its effect on the atmosphere. 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Its purpose was to slow down the tropical deforestation and help countries develop plans to help with their management of such issues. It was a correlation of the World Resources Institute, the World Bank, the United Nations Developmental Program and work by the UN Food and Agricultural Organization (FAO). The program is developed to help aid tropical countries in the reduction of deforestation. Currently 90 developing countries are participating-38 African countries, 20 in Asia and the Pacific, and 32 in Latin America and the Caribbean. (Fletcher, Lyke 6) The objectives of the plan are as follows. They plan center on five major issues in tropical countries. These were defined by the 1987 TFAP. „h Forrest in land uses. 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It would be divided among the five areas just mentioned. There have been numerous criticisms about the plan. Mostly it has been that it is on the fact that it is concentrating mostly on the deforestation factor and failing to recognize other environmental issues. It has been said to isolate groups of people. Also, they fail to get to the real source of deforestation, which to some, are things such as over population and poverty. They say that it doesn? t give any incentives or sanctions. Although this centers more on the tropical regions, there are also many other plans to help out in our areas. The easiest way to combat deforestation is through reforestation. This is, planting new trees. This does not mean just going out and planting seeds, but actually planting grown trees. There needs to be educated environmentalist who know what they are doing to plant these trees. We can not just go and place them anywhere and expect then to work to their potential. They need to be strategically placed in areas where they can work the best that they can. This is not to say that everyday people can? t help. We can definitely all try. By planting a tree we can do our best, while making the world a more beautiful place. Deforestation is an increasing global concern. In recent years it has risen to dangerous levels. This is due to the fact that many people do not even know what it is. This lack of education has caused the problem to get to intense levels before there has been any plans to reverse its effects. Its effects are effecting the whole ecological cycle, and if not dealt with could lead to an ecological disaster. Although there are many companies out there to try and solve this problem, many people have a common misconception. They believe that we could all just plant trees, and save the world. Although tree planting would be great that is not true. There needs to be the right trees planted in the right areas, where they can work to their highest potential as carbon sinks. This way they can help to reduce carbon in the atmosphere, while looking beautiful. Wouldn? t it be nice if we could just have a world with normal carbon levels covered with beautiful trees? Personally I would rather look at a beautiful oak or maple rather than a cloud of smog. So, in conclusion, we can all try to help, plant a tree. How to cite The Effect of Deforestation to Human Lives, Essay examples

Chinese Calligraphy and Painting Essay Example For Students

Chinese Calligraphy and Painting Essay It could be traced back to more than 8,000 years ago. Mainly it is based on Chinese characters, following some laws to express the personality, emotion or style of the calligrapher. It can even reflect the mind of the calligrapher. Chinese calligraphy and Chinese painting are regarded as the top of Chinese fine arts, leading other art categories. The relationship between Chinese calligraphy and traditional Chinese painting is very close. Especially after the advent of literati (or scholar) painting in Song and Yuan dynasties, painter laid stress on blending calligraphic skills to painting. This was because the theory of handling a brush is alike with both ink freestyle painting and running hand and cursive style of calligraphy. The purpose of writing Chinese calligraphy and painting is to know more about their relationship and how they influence people, Chinese scroll painting (Juan Chou huh) is mean that after the calligraphy or traditional Chinese painting after mounting as hanging wall scroll, or it could also defined as Chinese calligraphy scrolls or Chinese Scrolls in total. By the size, form and the content, Chinese scroll painting basically include vertically-hang scroll Ciao if), horizontally-hang scroll (hang pi), long horizontal scroll (Shush Juan), or an album of paintings (CE ye). And the most common forms are Chinese vertical wall scroll (tiff) and Chinese horizontal wall scroll (hang pi). 3. 1. Types of Chinese Scroll Painting Chinese scroll painting (tofu) has been classified in three different types. One-color style scroll Two-color style scroll * Three-color style scroll Take Chinese Vertical Hanging Scroll Painting (auto) as an example. From top to bottom, tofu includes upper rod (titan gang), upper border (titan tout), the painting itself (huh Kin), lower border (did too), lower rod (did gang), and knobs (Chou tout). Generally the upper border is wider than the lower one, 3. 2, procedures of Chinese Scroll Mounting The procedures of Chinese wall scroll mounting including firstly pasting one or few sheets of paper at the back of the calligraphy or painting, this process can give it a smooth appearance also for reinforcing. Secondly, silk brocade of suitable color is pasted all around the calligraphy or painting to form the borders. Lastly, two sticks are mounted inside at left and right side, this is for the horizontal scroll, attached with ribbons for hanging. However, if the mounted work is vertical, Which is the height longer than the Width, basically mounted fixes a wooden rod to the bottom of the mounted work. This serves as the weight to hold the calligraphy or painting in place when hung up, and also helps to roll it up. At the top, there is another stick that is smaller in size than the wooden rod is mounted inside, also attached with ribbons. 3. 3. Reminder of displaying Chinese Scroll Paintings Since the traditional Chinese calligraphy or painting is performed on Guan paper or silk fabrics, it is very easy to bringing on worm and broken if they have been pet tort a long time, unless they are well displayed. Furthermore, they cannot stand damp and dry. Therefore, it is necessary to study some knowledge about the protection of the Chinese calligraphy or painting scrolls. The basic knowledge of protecting of Chinese Wall Scrolls is as follow: Calligraphy or painting scrolls cannot be hung on the wall whenever they are wet or smeary. K Never overexert while rolling up the calligraphy or painting that were scroll mounted, roll slowly and gently, in order to avoid causing ridges or cracks. * No smoking while appreciating or taking down calligraphy or minting wall scroll. * Certain temperature, humidity and airiness are required in calligraphy or painting. If they are put in on easel or in bookcase, they must have been distanced between the ground over 20 inches. Take the calligraphy or painting scroll to dry them in the air when the weather is tends to dry, which is autumn. * Quickly hang the calligraphy or painting wall scrolls in a draughty place and avoiding direct sunlight if they were found moldy. Use duster to whisk them if it is only slight moldy, While if the mold is serious, the calligraphy or painting would need to be re-mount. 3. Paper In China, paper is one of the most illustrious inventions. Chinese Pottery EssayPaintings and calligraphy usually are firstly needed to mount on a silk brocade when framing with wood, This generally will take four to seven days in out gallery to end up the mounting process for the professional monument, 5,8, Mount it your own The painting and calligraphy will get creases, tears or even accelerated aging if they are not preserved by mounting or they are not framed. However, there are ways to mount it your own, The procedures are as follows: k Since the painting and calligraphy itself could not directly be stacked to the wall or wood panel, you can use two or more plastic clips to hang the painting. Remember carefully keep the painting open and flat, and also protect the painting in case of it was torn by the bind_ * use a little sprinkling can, evenly spray the whole painting until is just wet. Because of the Chinese painting ND calligraphy are done on Guan Paper, which is made Of many plant fibers. Water, ink and color can be well absorbed. Therefore, after the painting soaks up water, the folded or wrinkled paper Will become even and smooth, and all the fold Will disappear. Lastly, leave the painting to the air dry completely, remember not to use a hair dryer or any Other drying methods, and just let the painting dries naturally itself, then you can operate other display methods on the Chinese painting or calligraphy (mounting or framing). 5. Inscription Painting, poetry and calligraphy are the Three Perfections that intimately unconnected in the minds of educated Chinese, The simplest inscription includes the name of the artist, then followed by his or her personal seal or seals. The artist may also add a date, even the name of the person for whom the picture was painted, a note on the occasion, and the style he or she has chosen to paint in, in addition, the inscriptions may explore the region of philosophy and metaphysics, history of art and the criticism of art, also may reveal more about the private life of the artist and his or her relationships between their friends and patrons. This kind of inscription could turn an ordinary painting in to a very human document. The Chinese view off picture is not as complete artistic statement in itself, but as a living body, imaginative, literary, historical, personal, that grows With time, putting on meaning, commentary and association With the years. Chinese painting and calligraphy have a long history. As a Chinese, we should know more about the culture of painting and calligraphy and spread the spirit to our descendants. We know that every procedure in mounting is important and no error is permitted. And the reminders of displaying Chinese scroll painting s very useful, we have learnt how to protect our painting carefully in order to prevent them from damages.