Teamwork Is The Key Ingredient Of Organisations Success Management Essay

Teamwork Is The Key Ingredient Of Organisations Success Management Essay In contemporary society, there is no doubt that teams are a ubiquitous feature of modern organisations and teamwork becomes a key ingredient of organisations success. However, there has been a hot controversy over an issue over the question of whether people working in teams always achieve their goals more efficiently and effectively than people working alone. Majority of organisational scholars provide a body of research to empirically prove that teams work better than people working alone whereas only minority of scholars strongly support that people who choose to work individually have a great deal of strengths rather than shortcomings. As a matter of fact, there are no absolutely rights and wrongs in all cases. Different people with various backgrounds and cultures have their own points of views perceiving things in a different way. Some lend support on collectivism or some are in favor of individualism. People with strong collectivist or individualist culture are all dependent u pon their normative culture norm which is determinant of how team function and development are being undertaking. Introduction This essay discusses whether it is true that people working in teams always achieve their goals more efficiently and effectively than people working alone and examines what similarities and differences are existent between people working in teams and people who working individually. This report builds several themes. It first of all defines what is meant by between people working in teams and people working alone. Secondly, it analyses the main issues discussed in the existing literature regarding goal setting, goal generation and goal striving at both team and individual level. Thirdly, it brings some arguments to demonstrate that teams tend to perform better and effectively rather than individuals do in terms of shared collaborative thinking, knowledge and skills, better decisions making and higher level of motivation. Fourthly, several possible failures of being involved in teamwork are also delineated. Subsequently, particular theories of team development apply across different c ultures are addressed. In addition, practical successful examples relating to team development from University experience is given. Finally, several important points addressed in the foregoing discussion are overall reminded in the implication section. Key findings from the literature Define team and people working alone Generally, team is defined as a distinguishable people who interact, dynamically, interdependently, and adaptively toward a common purpose and a set of valued goals or objectives, who hold themselves mutually accountable, and who have a limited life-span of membership (Salas, Dickinson, Converse and Tannenbaum 1992). That definition explicitly stands on the discipline that teams must share to be effective and efficient. On the contrary, people who prefer to work individually exert individual efforts toward personal valued goals and outcomes. Individuals are merely willing to work hard on their own task to the degree that they expect their efforts to be instrumental in obtaining outcomes that they value personally. Goal setting, Goal generation and Goal striving There is a body of research on the theories of team and individual motivation, their goal generation and their goal striving processes as well as their interrelations (Locke and Latham 1990). At a team level, team members generate common goals through consensus agreement and then take collective and coordinated actions towards accomplishing their goals. Team goal generation and goal striving involves a series of processes of analysis of the teams mission, specifying and prioritizing goals, and formulating plans for accomplishing team goals (Chen and Kanfer 2006). Similarly, individuals also establish a bundle of goals and designate subordinate task and plans which are perceived to be necessary for goal accomplishment. Even though individuals go through individual level goal generation, striving, they work on all these processes by themselves without others assistance and support. Nevertheless, team and individual goal accomplishment could be far more different. All processes in team goal generation, striving and accomplishment are built on shared or common interactions among team members. Most scholars only support teamwork that goal generation and goal striving can be meaningful when team members come to consensus with shared belief and effective team dynamics and coordinate their collective effort towards accomplishing common goals. Teams are more effective than individuals acting alone in terms of shared collective thinking, knowledge and skills, shared responsibility, better decisions making, higher level of motivation and having a leader. Shared collective thinking, knowledge and skills An adequate pooling of collaborative thinking, knowledge and skills from a number of people are the key elements of building an effective teamwork. Effective collaborative thinking and knowledge with various skills in different specific fields are collectively collected transforming into effective team understanding and decision making. Teams are particularly good at combining talents and providing innovative solutions to possibly unfamiliar problems. Compared with people who prefer working alone, they have limited ideas, knowledge and skills to accomplish a task. Hence, the wider knowledge and skills set of the team has a distinct advantage over that of the individuals since the individual level of understanding, problem solving and decision making are of lower quality. Better decisions making Teams are always deemed that they can make better decisions than individuals and team decision making has long been lauded as a vehicle for increasing participation, perceptions of fairness, and acceptance of decision outcomes (Brodbeck et al. 2007). Keyton and Beck (2008) argue that effective teams tend to produce evaluation of decisions which is often favored over analysis of the interaction so they are ones that make the best, correct and right decision according to some objectified standard. However, there is a possibility of individuals having some biased minds or subjective perspective to make decisions without sharing ideas with others. Those people do not have clear mind to identify, explore, and modify their value use to set goals and that influences goal accomplishment. Higher level of motivation Effective teams have higher motivation and performance levels than individual acting alone because of the effect of social facilitation. That is people are more energized and active when they are around other people (Carlopio and Andrewarthur 2008). The team process leads to a spirit of coordination, cooperation and commonly shared belief and value. Team members hold the spirit to help each other to be efficient working together. Their desired performance and outcomes are enhanced by their mutual support. With respect of individual motivation, each individual needs to adequately manage his or her own emotional equilibrium and affective reactions so as to perform appropriately. Individual obstacles to the attainment of goals that cannot be overcome through greater allocations of effort may in turn affect affective emotions; instigate revision and abandonment of broad goals. Therefore, it is not easy for individuals to motivate themselves to continue endeavoring toward accomplishing th e same desired goal when faced with obstacles. In addition, the big difference between people working in team and people working alone is that there is always a team leader who is responsible for guiding, directing and supervising team members actual effort to work in team. Team goal striving are then reinforced by the team leader. Several possible failures of working in team Nevertheless, teams are not panaceas that do not have flaws and mistakes are common in team building and development. In Hackman studies of team, he finds that not providing team members in autonomy, taking advantages of team to make all decisions instead of neglecting individuals make decisions when appropriate, recognizing and rewarding individuals instead of team, not boosting independence among team members, failing to be familiar with members and allocate member roles, not providing needed resources for the team are all common mistakes. Interdependence and interaction are key elements in teams. More team members involved in a team may inevitably encounter irreconcilable conflicts which lead to poor team performance. Poor communication, lack of trust, team commitment and team alignment, lack of collaboration and cooperation are major factors that violate some basic principles of team development. They are likely to generate and create confusion and frustration for team members, a nd that make them difficulty to exert collaborative effort to reach the desired goals and outcomes. How different cultures influence team development One of the most important influences on group effectiveness is culture norms represented in the team. Different cultures have different orientations toward what is appropriate in terms of team function and development (Thomas et al 1996). Individuals with different cultures are likely to have very different standpoints of how the team should go about the task, how they should interact with other team members, how member should behave in such a way to achieve the team goals. Many literature reviews focus on the distinction between individualism and collectivism introduced into cultural studies by Hofstede (1980). Individualism is regarded as the tendency to treat the self as the most significant social unit in contrast to collectivism is deemed as the tendency to treat the group to which one belongs, such as the family or work team, as the most significant social unit (Boreham 2004). United Stated is a typical example of an individualistic culture embedded with the self and equality. This culture is characterized by team patterns of behaviors that emphasize equality in resource sharing according to contribution and distribution of resources equally among members (Fiske 1990). Japan is rooted by collectivistic culture and characterized by team patterns of relationships that emphasize communal resource sharing and sacrifice for the team feature prominently (Thomas 2008). Hence, cultures with individualism and collectivism differ in ways in which they designate how their team functions toward achieving their team goals by using their normative belief. Practical examples Through several years of University life, I have gained a great deal of experience of working in teams. It is convincing to make me believe that working in teams is much better than working individually since the level of effectiveness and efficiency of performance were higher and goal achievement is much possible. One of my experiences on working in team, I was extremely satisfied with the entire team development and the outcome we strived toward in the end. We did successfully go through all the basic stages of team development which were forming, storming, confronting and performance. In the forming stage, we oriented all team members, established a clear team purpose, and elected a team leader who had the talent of leadership skills. In the storming stage, we clarified each members role by examining members weaknesses and strengths, established groupthink, and managed conflict. In confrontation stage, we provided feedback, motivated each other and maintained team cohesion. Finall y, we fostered continuous improvement and innovation encouraged introspection. Another experience was working on a big project by myself. A sense of frustration and helplessness were gained at the very start and until the end. There were no others assistance and support, no incentives to achieve the goals that I set, no feedback given to see if the project has been undergone in an appropriate way. As a consequence, performance was affected by my sense of frustration and an average mark for the project was given. Implications For the foregoing discussion, the similarity and differences are existent between people working in teams and people working individually have been examined above. Basically teams usually have goal setting, goal generation and goal striving as well as individuals. The attainment of the goal requires collaboration among members whereas individuals need to set and plan to achieve them by themselves. However, collective and collaborative effort may not be congruent with individual effort. More possibly, the former one works better than the latter one in terms of its goal accomplishment. Additionally, having shared collaborative thinking, more pool of knowledge and skills, better decisions making and higher level of motivation in teams may have an advantage over individuals who prefer working alone. Furthermore, culture is also vital element in determining how teams develop from the start to the end. People with a culture high in collectivism tend to work in teams toward a common and con sensus goal whereas people with a culture high in individualism stand for working alone toward his or her own goals. Conclusion To sum up, this essay has discussed whether people working in teams always achieve their goals more efficiently and effectively than people working alone. A comparative analysis on goal setting, goal generation and goal striving at team level and individual level has been delineated. Subsequently, the essay has explored some factors of why teams performing better and effectively rather than individuals do by using some examples of shared collaborative thinking, knowledge and skills, decision making and level of motivation. However, it has also pointed out that common mistakes always take place in teams so as to prove teams have flaws at times. Moreover, the essay has also explained that different cultural normative beliefs influence team function and development significantly. People tend to prefer working in teams or working individually depends upon whether they are rooted in collectivistic or individualistic culture.

Jose Rizal in UST Essay

Fortunately, Rizal’s first romance, with its bitter disillusionment, did not adversely affect his studies in the University of Santo Tomas. His love for higher education proved to be greater than his love for a pretty girl. After finishing the first year of the course in Philosophy and Letters (1877-780), he transferred to a medical course. During the year of his studies in the university, which was under the Dominicans, rival education of the Jusuits, he remained loyal to Ateneo, where he continued to participate in extra curricular activities and where he completed the education course in surveying. As a Thomasian, he won more literary laurels, had more romances with girls, and fought against Spanish students. Mother’s position to higher education. After graduation with the highest position in Ateneo, Rizal had to go the University of Santo Tomas in order to prepare himself to a private career. The Bachelor of Arts degree during Spanish times was equivalent to a high school diploma today. It merely qualified its holder to enter a university. Both Don Francisco and Paciano that Jose should pursue a higher learning. But Dona Teodora did not want him to study more. Evidently she had a premonition that to much knowledge would imperil his child life. In a family council in the Rizal’s home in Calamba, she vigorously objected to have her beloved Jose acquired a higher education. She was thinking of the safety of her son. She know the fate of Filipino intellectuals-Father Burgos, Dr. Antonio Ma. Regidor,Jose Ma. Basa, and others of 1872-who were either executed or exiled by the Spanish authorities, and blamed their sad fate to their learning. Fearful of the Spanish authorities who seem to frown on those Filipinos who learn to much, she warned her husband. â€Å"Do not send Jose again to Manila. If gets to know to much, they will cut off his head!† Jose, who was present in their family council when his mother said this, was shocked. He know her mother was a woman o education and culture: she even taught him and inspired him to write poetry; she came from a family of high learning – her own brother ( and his uncle)Jose Alberto Alonso had been educated abroad and could speak multiple Spanish, French, English and German. Rizal enters the university. In April 1877, Rizal, who was bearly16 years old, matriculated in the University of Santo Tomas taking up Philosophy and Letters. He enrolled in this course for two reasons: (1) his father like it and (2) he was â€Å"still uncertain to what career to follow†. He had written to father Pablo Ramon, Rector of the Ateneo, who had been good to him during his days in Ateneo, asking for advice in the choice of career. Unfortunately, Father Recto was in Mindanao and during those days it several months to travel a letter from Manila to Mindanao. Consequently during his first term (1877-78) in the University of Santo Tomas he studied Cosmology, Metaphysics, Theodicy and History of Philosophy. It was during the school term (1978-79) that Rizal took up medicine, enrolling simultaneously in preparatory medical course and the regular first year medical course. Reasons Why Rizal Hate UST 1. Filipino Students are racially discriminated 2. Dominican Friars are hostile to him 3. The method of teachings were obsolete and repressive Reasons Why Rizal Took Up Philosophy & Letters 1. He is not certain as to what course to take 2. His father like it Reason For Taking Medical Studies 1. It is the advice of the Rector of Ateneo, whom he consulted for a choice of career, finally answered his letter, and recommended medicine. 2. He wanted to be a physician so that he may cure his mother’s failing eyesight. Rizal’s Love Affairs in UST Leonor â€Å"Orang† Valenzuela Leonor Valenzuela the fourth girlfriend of Rizal. Several months after during Rizal sophomore year at the University of Santo Tomas, he boarded in the house of Doà ±a Concha Leyva in Intramuros. The next door neighbors of Doà ±a Concha were Capitan Juan and Capitana Sanday Valenzuela, parents of a charming girl named Leonor. Rizal a medical student from Calamba was a  welcomed visitor in the Valenzuela home, where he was the life of the social parties because of his clever sleight of hand tricks. He courted Leonor Valenzuela, who was a tall girl. Almost as tall as Jose himself, and had a regal bearing. He sent her love notes written in invisible ink. This ink consisted of common table salt and water. It left no trace on the paper. Rizal, who knew his chemistry, taught Orang (pet name of Leonor Valenzuela) the secret of reading any note written in the invisible ink by heating it over a candle or lamp so that the letter may appear. But as with Segunda, he stopped short of proposing marriage to Orang. Romances with other girls After Segunda Katigbak he courted a certain â€Å"Miss L†. After a few visit he stopped wooing her. After Miss L he courted Leonor Valenzuela (Orang) but stop short of proposing marriage. Rizal’s next romance was with his cousin Leonor Rivera. Between Jose and Leonor spranga beautiful romance and became engage. In 1879, the Liceo Artistico – Literario (Artistic Literarylyceum) of Manila held literary contest it offered a prize for the best poem by a native or a mestizo. Rizal submitted his poem â€Å"A La Juventud Filipina†. (ToThe Youth Filipino).The board of judges was impressed of Rizal poem and gave it the first prize consisted of a silver pen, feathered shaped and decorated with a gold ribbon. The inspiring poem beseeched the Filipino youth to rise from the laziness. Finishes Surveying course in Ateneo (1878) During his term in University of Santo Tomas (1877 – 78, Rizal also studied in Ateneo, he took the vocational course leading to a title of porito agrimensor (expert surveyor)). In those days it should be remembered, the college for boys in Manila offered vocational courses in agriculture, commerce, mechanics and surveying. Rizal’s unhappy days at UST. Rizal’s Ateneo boy wonder, found the atmosphere at the UST a suffocating to his sensitive spirit. He was unhappy of this Dominican Institution of high learning because (1) the Dominican processors were hostile to him, (2) the Filipino students were racially discriminated, and (3) the method of teachings were obsolete and repressive. Decision to study abroad After finishing the fourth year of his medical course, Rizal decided to study  in Spain. He could no longer endure the rampant bigotry, discrimination, and hostility in UST. His uncle, Antonio Rivera, Leonor’s father, encourage him to go abroad. Both Paciano and Saturnina, whom he contacted secretly, were of similar opinion. For the first time, Rizal did not seek his parent’s decision and blessing to go abroad, because he knew that they, especially his mother will disapprove his plan. He did not also bring his beloved Leonor in his confidence. He had enough common sense to know that Leonor, being a woman, and young and romantic at that, could not keep a secret. Thus, Rizal’s parent, Leonor, and the Spanish authorities knew nothing of his decision to go abroad in order to finish his medical studies in Spain, where the professors were more tolerant and understanding than those of the University of Santo Tomas. In 1880, the artistic literary lyceum opened another literary contest to commemorate the fourth centennial of the death of Cervantesand was opened to both Filipinos and Spaniards. Many writers participated including Rizal who submitted an allegorical drama entitled†El Consejo de losDioses† (The council of the Gods). Rizal won and for the first time, an indio defeated several Spanish writer. Other Rizal literary work as an Thomasian: â€Å"Junto al Pasig â€Å", â€Å"Abd-el-Azis y mahoma†, â€Å"Al M.R.P. Pablo Ramon†. Rizal was the champion of the Filipino students in their frequent fight against Spanish students. In 1880, Filipino students in UST Founded â€Å"Compaà ±erismo â€Å"and Rizal was the chief of his secret society and led various street fight.. After finishing the fourth year of his medical course, Rizal decided to study in Spain. He did not seek his parent’s permission. Thus Rizal’s parents, Leonor, and the Spanish authoriti es knew nothing of his decision to go abroad in order to finish his medical studies in Spain.

Happy moment in my life Essay

Social networks are becoming increasingly important in higher education as the format of course delivery changes to include hybrid and online models, and as the social network offers students a way to stay in touch, creating face-to-face like conversations and other interactions away from the physical classroom. From this perspective, social networks are particularly important for adult learners who often have complex, busy schedules that may not enable them to participate in face-to-face events at their institutions of choice, or may prohibit them from participating during â€Å"regular† classroom hours. Online social media participation can happen anytime, anywhere, and fills the need of adult or distance (or both) students to feel connected to their classmates, their instructors, and their institutions. My experience teaching both face-to-face and online courses with and without the use of social networks has shown me how valuable they can be to overall student engagement. In both cases, before turning to using a social network (in my case, Yammer) as a web course space, I tried using other formats for student engagement such as blogs, wikis, and forums. I found that the â€Å"chatty† nature of social networks made a big difference in the kind of student participation I saw and the length, depth, and consistency of student-to-student and group-to-group (many-to-many) interactions that occurred in my courses. Read more: Essay About  Happiest Moments in Life Social networks most closely resemble what happens in face-to-face discussions, and therefore resulted in the students feeling more committed, engaged, and known to each other and the course, as well as (potentially) to the institution. Other factors contributing to the increased engagement with the use of social networks are: (1) The low learning curve: Most people are familiar with Facebook, and can therefore easily adopt any similar social network without feeling burdened by having to learn anything new; (2) Familiar faces: The use of a photograph alongside the students and professors or administrators postings goes a long way to heighten a sense of familiarity. Often I found students knew each other and me from the social network so well that when we finally met in person, it felt very familiar; (

Oedipus the Tragic Hero - 1390 Words

Oedipus; The Tragic Hero In the Fourth Century BC, a famous philosopher named Aristotle wrote about the qualities that a tragic hero must possess. Ever since that time, there have been many examples of tragic heroes in literature. None of those characters, however, display the tragic hero traits quite as well as Oedipus, the main character from the play Oedipus Rex by Sophocles. Oedipus is, without a doubt, the absolute quintessence of a tragic hero. His example shines as clear as a sunny summer day. Oedipus first shows himself to be a tragic hero through his birth and position in society. He displays both power and stature as King of Thebes. Aristotle’s first criterion states that the tragic hero must occupy a high status in society†¦show more content†¦In addition to gouging his own eyes out, which is brutal to say the least, he is punished with exile from the city of Thebes, the most atrocious punishment possible. He says Oh, Ohh - the agony! I am agony - where am I going? Where on earth? Where does all this agony hurl me? Wheres my voice? - winging, wept away on a dark tide - My destiny, my dark power, what a leap you made (Sophocles 314). He is explicitly expressing the misery in his punishment, for he is to be exiled but he had little control over what happened to him. His punishment is largely his parents’ fault, as their obscuration of his past fundamentally caused all of the events that led to his miserable collapse. His intentions are commend able, but his hamartia and the carelessness of his parents lead to his ultimate downfall. When Oedipus is banished, he is given the gift of understanding through the discovery of his past. This applies to Aristotles fifth criterion because the tragic hero must experience an increase in self-awareness. Oedipus learns that his actual parents are Laius and Jocasta and that they abandoned him at birth. When he learns of his true history, he is able to understand the genuine meaning of the oracles prophecies. He finally understands why his life is the way it is, why he has scars on his ankles, why a drunk man told him he was adopted and why Tiresias had taunted him saying, You cannot imagine...I tellShow MoreRelatedOedipus As A Tragic Hero1506 Words   |  7 PagesA true hero does not merely wear a cape, but this individual possesses admirable characteristics. A hero inspires the people around him and he is honorable. Heroes influential individuals from fairytale stories and myths of a real-life hero. Yet, none of these influential people are perfect. The tragic hero is c learly defined by Aristotle as being a person of admirable character, yet completely human with noticeable flaws. Moreover, this individual is not exempt from suffering. In Sophocles’ tragicRead MoreOedipus-a Tragic Hero706 Words   |  3 PagesRunning head: Oedipus-A Tragic Hero Research Paper ENGL 102: Literature and Composition) Fall 2015 Melinda Meeds L26683811 APA Outline Thesis: In Sophocles’ â€Å"Oedipus†, Oedipus is exemplified as a tragic hero according to Aristotle’s definition because his story appeals to the reader’s humanity in the way he maintains his strengths after inadvertently causing his own downfall. I. Oedipus A. The noble birth. B. Describe Oedipus’ character. II. Tragedy A. DescribeRead MoreIs Oedipus A Tragic Hero?1167 Words   |  5 Pages2014 Is Oedipus a tragic hero? Aristotle, Ancient Greek philosopher whom did a lot of philosophizing, he believed in a logical reality. Aristotle’s objective was to come up with a universal process of reasoning that would allow man to learn every imaginable thing about reality. The initial process involved describing objects based on their characteristics, states of being and actions. Aristotle once said A man doesn t become a hero until he can see the root of his own downfall†. Oedipus was a mythicalRead MoreOedipus As A Tragic Hero1724 Words   |  7 Pagesstory of Oedipus, Oedipus is considered a â€Å"Tragic Hero† because of the tragic fate and effect that he had upon his life. My definition of a tragedy is a great loss that has a unhappy ending to which concluded me to state that Oedipus falls under that category. Throughout the book, Oedipus is leading himself to his own destruction when trying to find the killer of the late King Laios. So when a journal article I found published by The John Hopkins University Press stated that a â€Å"tragic hero is a manRead MoreOedipus, A Tragic Hero1648 Words   |  7 Pages Oedipus, a Tragic Hero Bob Livingston Liberty University â€Æ' Sophocles presented the world with Oedipus around 2500 years ago. Never-the-less, the story remains among the most riveting of all time. He was, in fact, a man that was driven by a very high internal moral standard. It was that internal moral standard that ultimately entwined him in a sequence of events and circumstances that placed him in the spousal relationship with his mother. Oedipus, in fact, can truly be regarded as a tragic heroRead MoreOedipus a Tragic Hero1516 Words   |  7 PagesOedipus A Tragic Hero English 102 Literature and Composition Summer B 2011 Terry Garofolo 22816762 APA Sophocles presented the world with Oedipus around 2500 years ago. Never-the-less, the story remains among the most riveting of all time. Unfortunately, today when we hear the mention of the name Oedipus we place negative connotations around it. Oedipus, after all, had an unnatural sexual relationship with his own mother! In actuality, however, this relationship emerged entirely innocentlyRead MoreOedipus As A Tragic Hero1094 Words   |  5 PagesIn the play Oedipus the King, Oedipus struggles to accept the truth and lets his temper over power him. He can be displayed as a tragic hero. His refusal to accept the truth led to Oedipus’ down fall. A tragic hero, as defined by Aristotle, â€Å"is a literary character who makes a judgment error that inevitably leads to his/her own destruction.† Sophocles’ Oedipus exemplifies Aristotle’s definition of a tragic hero. In the play, Oedipus unknowingly has cursed the entire town of Thebes. He was cursedRead MoreOedipus, a Tragic Hero?2158 Words   |  9 PagesOedipus, a Tragic Hero? Elizabeth Howell English 102- B33 Professor Katie Robinson Liberty University October 12, 2012 Oedipus, a Tragic Hero? Thesis: Using Aristotle’s five different descriptions of a tragic hero, we will show that Oedipus in Oedipus the King is in fact a tragic hero and how his decisions led to his downfall. Outline: I. Introduction and Thesis Statement II. Is the character of noble birth? A. King of Thebes B. Real father was king III. Though the tragic heroRead MoreOedipus, A Tragic Hero1832 Words   |  8 Pagesmany others will likely fade away. Oedipus Rex is a tragic tale set in Ancient Greece. Greek thinker, Aristotle, said there were certain elements that would make a person qualified as a â€Å"tragic hero.† (Adade-Ywboah, Ahenkora Amankwah, 2012). We think of heroes being larger than life, possessing impeccable honor, integrity, strong leadership and having the higher moral ground. However, tragic heroes are different; they are imperfect and will inevitably face a tragic downfall. Per Aristotle, there areRead MoreOedipus the Tragic Hero754 Words   |  4 PagesIn the play Oedipus the King we identify the classic tragic hero. The character Oedipus Rex plays the role of the tragic hero perfectly. He shows the three main characteristics being talented and of noble birth, possessing a tragic flaw that causes the downfall and pain of everyone, and the recognition of responsibility. Oedipus’s first characteristic of being a tragic hero is being talented and of noble birth. Oedipus was talented because during his journey to runaway form his curse, the oracle