Case study Example | Topics and Well Written Essays - 500 words - 115

Case Study Example ounder of the company, Robert Stephens, started the company with only $200 after realizing the need for the use of technological equipment and machines and the challenges in operating such machines. Most of the people complained that the manuals for the equipment took a long time to read and they could not understand the instructions (Kerin 47). Stephens took advantage of this gap in the market and established the company to help the population manage their equipment, and at standardized cost. There exists the problem of competition that faces the Geek Squad Company due to the changes in the environment. There is also a lot of technology improvement in the market, an aspect that has created the need for more and specialized maintenance of the equipment provided to customers. The key environmental factors that contributed to the start of the Geek Company is the presence of customers who could not understand nor cope up with the technology present in the various equipment they purchased. Stephens took advantage of this gap to start up Geek Squad. The Best Buy Company purchased Geek Squad in 2002. The main factors that contributed to this purchase were the increasing awareness among the customers for the increasing importance of service (Kerin 52). The customers were so happy when they bought items at Best Buy but they soon returned them and demanded for a refund since they could not efficiently operate the equipment. This was the case especially for the women who expected personal services during and after the service, and especially for installation purposes. As such, Geek Squad should have consideration for the trends likely to affect the business in the future. There is increasing technology that will make consumer electronics more complicated (Kerin 54). More people will want to purchase one of the electronics, and this will increase the demand for the services of Geek Squad but lower the costs of maintenance of the equipment. However, there will be an

International Negotiations (Lansa and Newco Case) Essay

International Negotiations (Lansa and Newco Case) - Essay Example The government partially regulates Lansa (Brett 33). The Argentine Ministro de Industria Tecnologica serves on the Board of Directors. Lansa’s headquarters is in the outskirts of Buenos Aires; however, all the manufacturing and distribution comes out of Mexico. Newco’s CEO, Mr. Abercrombie, has the mandate to expand into South America with a new product line called â€Å"infomatrix†. Infomatrix is a remarkable telemetry unit that facilitates voice and data communication between all types of vehicles such as automobiles, boats, helicopters. Since Newco had previously approached Lansa at an international Telecommunication convention in London, Newco’s CEO decides to try again. On the other hand, Lansa is doing well. The CEO, Mr. Lopez, has also heard about infomatrix. He decides to approach Newco having seen that a joint venture can further boost the success of his company (Rubin 14). Objectives Newco’s objective aims at raising the value of the stock . Their main concern is to get a written document that would permit public disclosure. Lansa’s concern is dealing with an American company. It believes it has something to offer and its willingness to carry what it can understanding (Rubin 45). Lansa would also like to have a document in writing that would permit public disclosure. Mr. Arricoitxea thinks of securing an office in the upcoming elections and the company’s success would be a significant boost during his campaign. Both Newco and Lansa are aiming at taking advantage of NAFTA. Considerations Mr. Abercrombie sends a five man advanced team to Mexico upon request from Mr. Lopez. The negotiation advanced team comprises a representative of the corporate managers who is the lead negotiator, a corporate lawyer, a market analyst, a telecommunication engineer and a representative of the corporate shareholders. The representative of corporate managers brings in and supports the ideas and proposals of the corporate mana gers. By representing the interests of the corporate managers, he is in the best position to lead the negotiating team (Rubin 56). The corporate lawyer will ensure that all the transactions made are legally binding within the law. His knowledge in corporate law will be a key factor to be used during the negotiations. The market analyst can assess the viability of the market for the product. He analyzes the market price and other economic aspects that will help determine if the product will succeed in the proposed market. He will be able to convince the Lansa Company that the product will succeed in their market (Thomson 77). The telecommunication engineer becomes equipped to give any details with regards to the infomatrix. His knowledge of the product will be extremely useful in negotiating for the importance of infomatrix in the market. The representative of the shareholders will be able to back the other negotiators in his team during negotiations since he is representing the inte rests of the corporate shareholders. The main players in the international negotiations are Newco and Lansa. Newco has a new product, â€Å"infomatrix† that could enable them to expand to the South American market and hence further increase its profitability in the future. Lansa believes that a joint venture with Newco could further boost its success in

What makes an effective learning environment in a Primary Classroom

What makes an effective learning environment in a Primary Classroom Education is the most important shared experience of our livesit is so important and so all pervasive that it is almost impossible to define (Aldrich, 1996) The role of the teacher is an ever changing one; however the proposed goals of teaching have always been the same in relation to bringing about intended learning goals from pupils of all abilities. Berliner (1978) suggests that the effective teacher is one who is able to demonstrate the ability to bring about intended learning goals, the two critical dimensions of effective teaching being intent and achievement. Without intent, the pupils achievements become random and accidental rather than controlled and predictable. The Oracle Study provided a framework for what its research concluded to be the traits of an effective teacher, a high number of interactions with pupils and higher level questioning required of pupils was just two of the behavioural patterns consistently displayed by effective teachers. Branching from the same study Rutter (1979) stated that for a teacher to be considered effective they should consistently give praise to pupils and hold them in high regards, which is especially important for younger pupils in terms of emotional development and self-efficacy. Rutter also pointed to the ability to provide stimulating educational programmes that would challenge pupils and which requires high expectations from them. Requiring high expectations from pupils is a theme that is common in the Hay Mcber Report (2000) which gives an insight on setting the attainment target high for the increase of motivation in pupils who may find their current level of work below their level. According to the report effective teachers set these high expectations of pupils and communicate them directly to the pupils in a clear and consistent manner so as to broaden their knowledge and interpretation of concepts. The teacher therefore must take into account the differentiation of a mixed ability group when setting such high standards so as to deal with the needs of the less able students, however the effective teacher must be relentless in their strive for high standards expected from all pupils regardless of differing and mixed ability. David Miliband MP during his role at the time as Minister for Schools stated that High expectation of every child, given practical form by high quality teaching based on a sound knowled ge and understanding of each childs needs. It is not individualised learning where pupils sit alone at a computer. Nor is it pupils left to their own devices which too often reinforces low aspirations. Setting such high expectations can also reverberate in a negative manner as it provides students with the need to compete with others in their class which will inevitably affect other pupils self esteem and create a competitive atmosphere in which some pupils will progress or fail under the pressure. Requiring such high expectations provides a counter-argument in relation to what Jean Piagets child development theories detailed. The basis of his philosophy was that all children are only capable to learn new concepts at set stages in which they reach at certain ages and that there are limits on their capacity to learn, meaning that pupils cannot be expected to conceptualize new ideas until they reach a certain stage as postulated by the theory of intellectual development. Alexander et al (1992) suggested that Piagetian theories about developmental ages and stages led to chronologically fixed notions of readiness which depressed expectations and discouraged teacher intervention. Jerome Bruner stated that it was possible for children to learn new concepts at any age in a suitable and intellectual manner. Unlike Piaget, Bruner postulated that learning derives from a pupils ability to actively engage with an interested adult through communication/speech and as such is renowned as a co nstructivist theorist. This model of learning takes a firm assumption that by using connected schemas, knowledge is gained, and that the child is an agent of their own learning. In contrast the transmission model oversees the teachers role as instructor in which the child is seen as a recipient of transmitted values from the teacher. The latter form of teaching is associated with more of a formal didactic model whilst the constructivist theory applies to a more open and active model of teaching. Although the latter theory may still be in its infancy it has proven challenging to develop any form of sustainable pedagogy deriving from its structure in which primary school teachers can use on a large class of 20-25 pupils. In relation to the former, Vygotsky has also given several applicable theories in connection to how children learn. Vygotsky (1978) first showed how speech can be a direct expression of thought, otherwise meaning that children at this particular age (3-7) find it help ful to develop conversational speech with themselves, what Vygotsky labelled as speech for oneself. Whilst Piagets view of this stage would be to explain the withering away and the progression of the next stage, Vygotsky suggested that this speech becomes internalised which develops into inner speech and lastly into internal thought. As Britton (1989) says, if speech in childhood lays the foundations for a lifetime of thinking the implication for pedagogy is enormous, and verbal communication should have a major role in classroom life, particularly at infant level. Vygotksy also postulated the theory involving the zone of proximal development. This refers to The gap that exists for children between what they can do alone and what they can do with help from someone more knowledgeable or skilled than themselves. Vygotsky emphasises the role of the social environment and how the role of the teacher is of vital importance, the effective teachers role to make the learning environment as interactive as possible and through language to lead children into new zones of proximal development (Edwards and Mercer 1989). The learning environment can also refer to the emotional environment that the school provides in ensuring that pupils feel valued and accepted for themselves, without this children will not feel sufficiently secure to take risks and make mistakes which are crucial in the creative process of learning, Mckellar (1957) explains that the arrangement of the physical space can aid concentration, create a mood conducive to creativity and increase motivation. In support of this Jean Piaget explains how interaction with the environment impacts upon progression in learning and it is only through individual interaction that progression will take place; he showed how it is the adults role to provide a stimulating environment and to identify the stage of development individual children have reached so that appropriate materials can be presented, rather than to actively intervene in the learning process. It is therefore the teachers responsibility to select a learning environment which will encour age curiosityto focus the pupils attention on enquiries which will lead to useful discovery (Learning styles and Inclusion p.98). The learning environment takes into account the people and the space in which pupils will progress and be nurtured, a purposeful learning environment is one in which children feel safe, cared for and relaxed. These similarities are summed up by the DFES who explained that an appropriate physical environment offers access to an outdoor as well as an indoor space and should provide a place where children have opportunities to explore, learn and develop with the support of sensitive and knowledgeable adults. Self-esteem can be a critical factor in determining how a child perceives themselves and others, high self-esteem can give a child a sense of security and competence and because esteem is all about perception it can change on a regular basis. The environment of the school and learning environment plays a pivotal role in harbouring self-esteem, the learni ng environment is a seriously underrated concept in the way it shapes pupils learning, for many pupils the learning environment is what is situated inside the classroom, however it can also refer to outside agents such as the library and the pupil home. In terms of behaviour in the classroom and the classroom environment, children cannot feel safe and secure if adults caring for them do not provide boundaries. Learning is thus considered to be significantly determined by an individuals self-esteem, self-belief, expectations and the quality of school-based relationships with adults and peers. These models support a transactional theory of learning as proposed by Vygotsky (1962) and implies that pupils and teachers need to develop appropriate affective, cognitive and social behaviours for effective learning to take place in school contexts. These boundaries that are to be provided take the shape of class rules which are to be enforced by the teacher and act as an important reminder to keep social contexts in order, however rules could hold a negative connotation as it creates a constricted feeling of powerlessness and conformity. The idea behind rules is to make the environment safe and consistent which is important in learning enviro nments. The teacher controls the flow of the classroom and will often use non-verbal language, even when not intentionally meaning to convey a message through non-verbal ways a smile to an individual pupil could increase their self-esteem more than that teacher will know, in contrast a fixed stare could have the desired effect on a misbehaving pupil and evoke a sense of shame. In contrast, the giving of rewards and punishments in a more physical manner can create a more conscious feeling within the pupils as it more obvious of how the teacher is reacting to their behaviour. Furthermore it is important to acknowledge that when discussing the behaviour that it does not simply apply to a pupil who is rated as good or bad but that it materializes into other concepts of a pupil who demonstrates being of a shy nature or who withdraws themselves from activities due to confidence issues. Teachers can sometimes contribute to the causes of bad behaviour. Unfairness, impatience and poor lesson preparation can create the conditions for resentment and discontent to occur. The end result is deterioration of the atmosphere, control problems and a negative impact on learning. When difficulties arise trainee and some experienced teachers tend to blame the children (Jacques 2007). Florian (2005) suggested that inclusive education is not a denial of individual difference, but it is an accommodation of it within the structures and processes that are available to all learners. Inclusion is an ever changing process rather than a sudden change and a process that will take time to achieve, all too often the term inclusion is often associated and linked with the term Special Educational Needs, however inclusion is a broad concept and takes into account not only pupils with special educational needs but those students with additional educational needs also, which may take into account pupils with social and economic issues and also pupils who exceed their set targets e.g. Gifted and Talented pupils. Great emphasis is placed on tailoring education to reflect childrens individual needs, interests and aptitudes. In order for children to thrive and to reach their full potential it is essential that they feel secure, valued and settled. Learning opportunities need to be pl anned that reflect the diverse learning needs of the pupils in the class. The national curriculum inclusion statement outlines how school will be able to alter the National Curriculum programme for the purpose of providing all students with substantial and suitably challenging work at each stage of learning. This statement acknowledges that schools have an accountability to ensure a broad and balanced curriculum is provided for all students. Although the National curriculum initially sets out a structure for teachers to enable them to know what pupils should know at each stage, all pupils need to experience success and achieve their individual potential. Pupils with learning difficulties are no exception, even though their individual potential may be different from others of the same age. Expecting all pupils always to do the same work means that some will find the task too easy, whereas for some the challenge will be about right. There will still be a significant group in any class that will not understand the task, and which will fail. If failure occurs regularly pupils stop caring and begin to lack motivation, become disillusioned and are more likely to be disruptive. It is a teachers responsibility to ensure that all pupils succeed, and a test of their professional skills is to modify activities and resources to that end. A childs sense of belonging in the school community is a vital element of inclusion; belonging is fostered by attitudes of staff and other pupils to individual difference and additional learning needs (Gray 2002). According to the DFES website a Pupils social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities and to work with others for the common good to display a sense of belonging and willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process i n each of their communities. http://curriculum.qcda.gov.uk/key-stages-1-and-2/learning-across-the-curriculum/spiritual-moral-social-and-cultural-development/index.aspx. Published in 2005 the Every Child Matters paper documented 5 outcomes as being important to a childs well being in school and later in life. Two of the proposed headings were to Be Healthy and Enjoy and Achieve. These sums up of the true meaning of education, a child cannot learn to their potential unless they feel safe on an emotional and physical level and the effective teacher should ensure that every child reaches their full potential regardless of their ability in class.

Down Syndrome Essay examples -- essays research papers fc

Down syndrome is a birth defect caused by a genetic disorder that affects 350,000 people in the United States. It is caused by abnormalities in the genes and is not inherited, meaning that parents do not pass this onto their children. Genetics is the study of heredity or how certain traits are passed from parents to their children. Genes are the basic unit of heredity. Cells are the building blocks of your body and each one of us has more than 100 trillion cells. Our genes are located in chromosomes. Each cell in your body contains 46 chromosomes or 23 pairs. In a person with Down syndrome, there are 47 chromosomes. In 1956, a French researcher named Jerome Lejeune used a new powerful microscope to view human strands of DNA. DNA is what holds an individual person’s genes. He studied these DNA strands and determined that there is an extra strand in chromosome 21, which is now called â€Å"Trisomy 21† tri meaning three and somy for the word chromosome – meaning th ree chromosomes. No one knows exactly what causes Down syndrome aside from it being genetic. Many years ago, this condition was known as â€Å"mongolism† or people that had it were called â€Å"mongolian idiots†. But in later years, Asian people as well as parents of these children protested these terms and in the 1960’s the condition became known as Down syndrome in honor of the English doctor John Langdon Down. Who, in 1866, studied people with mental retardation and noted distinct physical features in them. Some of the physical features associated with Down syndrome are low muscle tone, many newborns appear as floppy and not toned, they have flat facial features especially a small nose with a flattened nasal bridge. Their eyes are slightly slanted with small skin folds at the inner corner. The have a short neck, small abnormal shaped ears, and an enlarged tongue that often tends to protrude making speech difficult to understand. Many people with Down syndrome suffer from a variety of health problems. The most common and significant symptom is mental retardation, which ranges from mild to moderate. People with Down syndrome suffer from congenital heart defects, which affect approximately 40-50% of these people. Their poor muscle tone makes much physical activity difficult. There are many hormonal problems, mainly thyroid disease. People with Down syndrome suffer from circulatory problems, respiratory ailments, ... ...the placenta is removed and the cells are tested under a microscope for chromosomal abnormalities. The last test is Amniocentesis, which is where a sample of the amniotic fluid is withdrawn from the womb. This procedure is done during the 14th to 18th week of pregnancy. This is the most reliable and accurate test. It is 99.8% reliable in testing for Down syndrome. There is another blood test available called Percutaneous Umbilical Blood Sampling (PUBS). The fact of the matter is no matter how different or unusual these people appear, people afflicted with Down syndrome should be treated with respect and dignity just like you and me. These people are productive individuals and have many things to offer. Just because they are different doesn’t mean they aren’t valuable to us. We can learn patience and acceptance from them and until there is a cure, our acceptance and a positive attitude will help us all to move forward. Works Cited Diseases and Disorders - Down Syndrome, Christina M. Girod, San Diego, CA, 2001 Down Syndrome, Salvatore Tocci, Grolier Publishing Company, Inc., 2000 www.aolsvc.health.webmd.aol.com/content/article/1680.54172 www.my.webmd.com Down Syndrome Essay examples -- essays research papers fc Down syndrome is a birth defect caused by a genetic disorder that affects 350,000 people in the United States. It is caused by abnormalities in the genes and is not inherited, meaning that parents do not pass this onto their children. Genetics is the study of heredity or how certain traits are passed from parents to their children. Genes are the basic unit of heredity. Cells are the building blocks of your body and each one of us has more than 100 trillion cells. Our genes are located in chromosomes. Each cell in your body contains 46 chromosomes or 23 pairs. In a person with Down syndrome, there are 47 chromosomes. In 1956, a French researcher named Jerome Lejeune used a new powerful microscope to view human strands of DNA. DNA is what holds an individual person’s genes. He studied these DNA strands and determined that there is an extra strand in chromosome 21, which is now called â€Å"Trisomy 21† tri meaning three and somy for the word chromosome – meaning th ree chromosomes. No one knows exactly what causes Down syndrome aside from it being genetic. Many years ago, this condition was known as â€Å"mongolism† or people that had it were called â€Å"mongolian idiots†. But in later years, Asian people as well as parents of these children protested these terms and in the 1960’s the condition became known as Down syndrome in honor of the English doctor John Langdon Down. Who, in 1866, studied people with mental retardation and noted distinct physical features in them. Some of the physical features associated with Down syndrome are low muscle tone, many newborns appear as floppy and not toned, they have flat facial features especially a small nose with a flattened nasal bridge. Their eyes are slightly slanted with small skin folds at the inner corner. The have a short neck, small abnormal shaped ears, and an enlarged tongue that often tends to protrude making speech difficult to understand. Many people with Down syndrome suffer from a variety of health problems. The most common and significant symptom is mental retardation, which ranges from mild to moderate. People with Down syndrome suffer from congenital heart defects, which affect approximately 40-50% of these people. Their poor muscle tone makes much physical activity difficult. There are many hormonal problems, mainly thyroid disease. People with Down syndrome suffer from circulatory problems, respiratory ailments, ... ...the placenta is removed and the cells are tested under a microscope for chromosomal abnormalities. The last test is Amniocentesis, which is where a sample of the amniotic fluid is withdrawn from the womb. This procedure is done during the 14th to 18th week of pregnancy. This is the most reliable and accurate test. It is 99.8% reliable in testing for Down syndrome. There is another blood test available called Percutaneous Umbilical Blood Sampling (PUBS). The fact of the matter is no matter how different or unusual these people appear, people afflicted with Down syndrome should be treated with respect and dignity just like you and me. These people are productive individuals and have many things to offer. Just because they are different doesn’t mean they aren’t valuable to us. We can learn patience and acceptance from them and until there is a cure, our acceptance and a positive attitude will help us all to move forward. Works Cited Diseases and Disorders - Down Syndrome, Christina M. Girod, San Diego, CA, 2001 Down Syndrome, Salvatore Tocci, Grolier Publishing Company, Inc., 2000 www.aolsvc.health.webmd.aol.com/content/article/1680.54172 www.my.webmd.com

Don’t get me started on fast food restaurants

How could I start? Fast Food restaurants: Your one way train to all the marvellous maladies such as cancer, obesity and diabetes. Upon entering the restaurant, you are greeted by a so-called â€Å"happy, kind, caring† waiter who afterwards, decides to escape before you have a chance to place your order. After spending what seems like an eternity waiting for him, you are now free to await your meal for an equally lengthy and agitating period of time. Don't like the useless waiters- well the only other alternative is the exhausting queue. Enjoy! So, perhaps I should start with the staff: the group of people who make it all happen. Is it in the job description to be temperamental and uncooperative? I often suspect this to be the case. Moreover, that you must answer a phone call when the queue is at its longest during the rush hour when everyone is already late. Recently, I was made late for school due to the fact that the sloth â€Å"working†-behind the counter- decided to answer a phone call which lasted only fifteen minutes before attending to any of us : I left without my donuts and late. I was infuriated! It is fine for them-they are already at work; on the other hand the rest of us are late and annoyed. Due to this, I get extremely frustrated when the item you decide to buy shows up with a different value at the cashier than at the menu so they haggle to get you to pay the higher value which wastes even more time : All that for an extra 60p or so. How pathetic! Having battled your way through the queue, or waited ages for the waiter to take your order and get your food: You are now expected to sit down and enjoy your meal. I don't think. The next challenge you have to face is with everyone else in the restaurant: the â€Å"General public†. Why people choose restaurants to play loud, exasperating, annoying music to infuriate the dead and pop their own ear drums is beyond me. More than that, I wonder why people view restaurants as an ideal location to make the most pointless phone calls I have ever heard in my life. I will never know. However the â€Å"general public†, never seem to reach the high standards of infuriation that the young people aim to set. They are the members of this generation who seem to set it a target to annoy others! They're the ones who scare the elderly and think that an ASBO (Anti social behaviour order) is a good thing to go down your CV. The â€Å"Chavs†. Restaurants seem to be infested with them, which is partially the staff's fault for not taking strict action against them. It is becoming an increasingly hard task to find a restaurant without â€Å"chavs†; it is like trying to find a needle in a haystack-pretty much impossible. They are rude, imperious, riotous hooligans who freely leave behind their exotic, wide collection of litter which includes: Sticky chewing gum, Soft drink cans, cigarette butts and other delightful gifts for the next lucky customer to find. How thoughtful. Even more thoughtful of the staff to leave it festering there for weeks so other customers can experience the delight of sitting on littered seats- Lovely! Away from the annoying people and service, is the preposterous advertising that restaurants air. I challenge you to find a restaurant that doesn't air ads about how healthy its food is and that it makes up a good diet when in a matter of fact it isn't. Of course it is a good diet if you wish to live a life crippled with diseases! The food-high in sugar and fat- they sell is highly associated with the condition we all aim to reach: Obesity. Their ads exploit children through the promise of pathetic gimmicks and toys: They manipulate children and harness the power they possess; their â€Å"pestering power†! It seems that they brainwash children to become missionaries from Satan and give their parents horrible headaches until they finally give in and eat at the cursed restaurants. Despite all these reasons I mentioned, some still fail to see just how bad they are thus the restaurants still exist which proves how much of a nuisance they can be. They claim to provide outstanding service which I find unsatisfactory. They air lies, provide the worse service ever, allow complete hooligans to eat in their restaurants and recruit the worse staff possible. I believe that I represent the views of many people when I say that they are over-rated, over-priced and are a rip-off. If they expect us to eat at their restaurants then they must address these pressing issues! Until that happens I'm afraid that more and more people will revert to eating at home instead of at fast food restaurants. As someone who has to have food on the go, I must say I do not blame them- these restaurants need to clean up their act.

Introduction to People, Organization Andmanagement Essay

1. Key Information Module title: Introduction to People, Organisations and Management Module Leader: Hermione McIntosh Chelmsford/Michael Ashcroft Building/ Room MAB 301 Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways: * the Virtual Learning Environment (VLE) * the My. Anglia Module Catalogue at www. anglia. ac. uk/modulecatalogue * Anglia Ruskin’s module search engine facility at www. anglia. ac. uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at www. anglia. ac. uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases. 2. Introduction to the Module This 30 credit module covers four key areas. The organisational context: This module allows students to explore the organisational context and will furnish students with tools to analyse the organisational environment and the degree of dynamism and complexity in which organisations operate. Students will be encouraged to examine organisational responses to environmental turbulence. The development and impact of organisational culture will also be assessed. Organisation structures and approaches to management: Students will analyse the changes to organisational structure and architecture and the evolution from self-contained structures to boundaryless organisations. Approaches to management from scientific management to postmodern organisations will be evaluated and the way groups and teams are formed and structured. Motivation will also be examined as a motivated workforce can be a sign of a successful organisation and students will be encouraged to reflect critically on theories of motivation and apply them to real life situations and case study scenarios. Management processes: Intensified competition, technological innovation and increased knowledge intensity has resulted in a pattern of ‘repeat change’. The results of change programmes are often disappointing and students will examine the triggers for change, why change is resisted and organisations’ approaches to change management. This module will also investigate the difference between leadership and management and critically evaluate classical and contemporary approaches to leadership theory and the role power and politics play in organisational life. Individuals in the organisation: This part of the module focuses on individual differences. The ability to learn, and to continue learning, for individuals and organisations, is crucial in the 21st century. Students will be introduced to a number of learning theories which affect management practices and will have an overview of the learning organisation. Students will examine the role that personality and perception play in shaping and directing our own and other people’s behaviour. The role of communication will also be investigated as communication affects organisation performance and also individual career prospects. Students will therefore be equipped with a robust intellectual framework for analysing and understanding the past, present and future influences on their own thinking, attitudes, values and behaviours and to reflect on how these might impact their effectiveness and performance in practice. Please also refer to Sections 6a and 6b of the MDF. 3. Intended Learning Outcomes. Anglia Ruskin modules are taught on the basis of intended learning outcomes and on successful completion of this module, you will be expected to be able to demonstrate that you have met these outcomes. On successful completion you will be able to: 1. Understand and critically evaluate the underlying principles and concepts of the nature of organisations. 2. Understand and appreciate the contribution of effective people management to the success of organisations. 3. Explore a range of theories developed to aid the understanding of learning and human behaviour, reflecting on their learning experiences and career development. 4. Examine the application of theories in real world organisational settings. 5. Apply a range of theories and concepts on organisational design, structure and management in the analysis of managing employees with specific reference to leadership, power, motivation and teamwork. 6. Use simple psychometric and related instruments for self-analysis and learning tools for goal-setting, problem-solving and personal reflective practice within a framework for personal and career development. 4. Outline Delivery. Wk| Lecture A – People| Lecture B – Organisation Management| Reading (Buchanan and Huczynski, 2010)| 1| Introduction to Part A of the module. Individual behaviour and personality| Introduction to Part B of the module. What is an organisation? Introduction to organisational behaviour. Orientation to work and the work ethic.. | Chapters 1 and 6| 2| Personality theories in the workplace. | The organisation’s environment. Business ethics and corporate social responsibility. | Chapters 2, 3 and 6| 3| Perception. | Organisational culture and socialisation. | Chapters 4 and 8| 4| Attitudes and values. | Organisational structure and architecture. | Chapters 15 and 17; Brooks Chapter 3| 5| Learning as a process. The Behaviourist and Cognitive approaches. | Approaches to organisations and management. (1)| Chapters 5, 14 and16| 6| Learning in practice and the Learning Organisation| Approaches to organisations and management (2)| Chapters 5, 14 and 16,| 7| Motivation: content theories| Groups and teams at work. | Chapters 9, 10, 11, 12, 13| 8|. Motivation: process theories| Organisational change| Chapters 9 and 18| 9| Communication| Leadership (part 1)| Chapters 7 and 19| 10| Career management and choices| Leadership (part 2)| Chapter 19| 11| Reflective practice and managing self. | Power in organisations| Chapter 22| 12| Module review. | Module review| | 4. 1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Module Tutors. Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders. 5. Assessment This module will be assessed through two pieces of coursework which will allow you to evidence the demands of this module and meet the learning outcomes (see sections 7 and 9 of the MDF). Both pieces of coursework have a word limit of 3,000 words and have a 50% weighting. The assignment hand-in date is Tuesday, 8 May, 2012. All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet . Academic staff CANNOT accept work directly from you. If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. Feedback. You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see  your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc. ). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www. anglia. ac. uk/results. ASSIGNMENT ONE Module Title: Introduction to People, Organisations and Management Module Code:BB130020SLevel: 1 Academic Year: 2011/12Semester: Two Module Leader:Hermione McIntosh. Instructions:See below Word Limit: 3000 words % Weighting:50% Written assignments must not exceed the specified maximum number of words. Assignments will not be accepted without a word count on the cover sheet. Submission Date:Tuesday, May 8, 2012 Work submitted after this date will receive a mark of 0 unless an extension has been approved in advance of this deadline. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in writing at least twenty four hours prior to the deadline. Please refer to the Academic Regulations or your Student Handbook for full details. Further details:This assignment must be completed individually. This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission. Do not submit your work in a plastic sleeve. TASK Read the two organisational case studies attached and provide a critical comparative analysis of them in academic report format. You should consider how the two organisations differ in the way they operate and in the way they are managed. In particular, you should focus on the following areas: * Organisational design and structure * Teams and teamworking * Approach to leadership and management * Organisational culture Your analysis must be supported by relevant theories and concepts that have been covered in the module and you must demonstrate that you have read widely around the subject area and used this reading to support the arguments you are making. Do not rely solely on the key text but use a range of academic texts and journal articles. Refer to the reading list in your module guide for further guidance. It is essential that you use the Harvard Referencing System and it is recommended that you download the University’s Guide to the Harvard Referencing System from the library website. Assessment weighting for written assignment The following assessment weighting is provided for guidance: Introduction| 10%| Analysis of issues including use of the literature to support arguments| 60%| Conclusion and recommendations| 20%| Presentation and structure of the report including written expression and referencing| 10%| Case Study One Case study 1: Biogenta plc. Biogenta is a world-leading business, producing crop-protection products (herbicides, fungicides and insecticides). It currently employs 15,000 employees in over 80 countries and has manufacturing facilities in 10 countries. It is organised into four major functional areas: Research and Development, Manufacturing, Sales and Marketing and, finally, Support (covering financial services, human resources and legal services). Jane Morgan, the Chief Executive Officer of Biogenta, is a strong role model for her staff and has developed a mission and a set of values based on extensive consultation with Biogenta’s stakeholders. Biogenta’s mission is to be the most trusted provider of crop-protection products in the world and their values include: Be adventurous, creative and open-minded Pursue growth and learning Be passionate and determined Build open and honest relationships Create fun These values have been embedded in the culture of the organisation. Jane is deeply respected and many of her staff have even called her inspirational. She is very motivational and communicates high expectations of all staff. Her aim has always been to empower her staff and to stimulate staff to be  creative and innovation so that they try novel approaches and develop ground-breaking new products. Biogenta is committed to innovation and sees this as a major strength. It has a strong focus on recruiting extremely able and highly motivated employees. It is also committed to investing heavily in their development. As well as recruiting highly educated staff, many of whom are educated to doctorate level, the company offers numerous in-house training courses covering both technical and personal development issues. As a global organisation Biogenta wants to recruit the brightest and the best from all over the world. In Cambridge, alone, one of its four research and development ‘hubs’, it employs people of 20 different nationalities. It offers generous support to employees who want to further their education and training by paying fees and giving time off to attend courses. It also offers generous perks, such as opportunities for sabbaticals or gap years and subsidising gym membership. Office environments and even factories are designed to be light, pleasant places to work, with the company sponsoring a large amount of art work and landscaping to enhance the environment. It is also a major sponsor of a number of exhibitions and museums around the world with a ‘biological science’ theme. Staff are encouraged to contribute to community work, and the company sponsors a number of projects working with schools in a number of countries on biological science projects. Although Biogenta has a traditional structure, as would be expected of an organisation of this size, Jane believes that structures, job titles and power can put barriers up between people and inhibit innovation and performance. She believes it is far more effective to put her faith in people and in teamwork and there is minimal hierarchy. Although almost all employees work in one of the four functional areas mentioned above, the organisation also promotes cross-functional working in project teams, some of which are virtual teams. Project working is seen as essential to achieving constant product improvement and innovation. These teams can be large or small, short term or fairly long in duration. It recognizes that getting people from different functions to work effectively together can be a challenge and it has a number of ways of trying to minimise these, including the use of technology. Many of the support staff have at least undergraduate degrees in science subjects. For example Jacqueline Baryomunsi works in the marketing team but she has a degree in Biology, although she was later sponsored by Biogenta to do an MBA. Although originally based in Cambridge, she was recently posted to a nine month international assignment in South Africa where she worked on a project to develop a new herbicide, working with a team of four others. This included Jonathan Etherington, who has a PhD in chemistry from the USA and has been working on production in one of Biogenta’s manufacturing bases in Italy until recently. The other team members included two people from Biogenta’s research and development function (both based in South Africa) and the team was led by Kathryn Tate, originally from Australia, who has a PhD in molecular biology and is based within Biogenta’s support function as an IT specialist. This project involved long working hours but Kathryn Tate also made sure the team had time for some fun: team members spent quite a lot of time together outside work, even, on one occasion managing to go shark-fishing as well as regularly sampling the night life of Durban. (This is a fictional case study.) Case Study Two OUTBACK INC. Setting Tourism is a strong contributor to Australia’s economy, with over a half million people employed in the sector, and tourism spending reaching over $85 billion a year. The country promotes its beautiful landscapes, Aboriginal art and cultures, coastal lifestyles and the outback as the main attractions for visitors. Australia’s top five international tourism markets are New Zealand, the UK, Japan, the USA and China. Visitor numbers from China and India have grown strongly, while the number of Japanese and Korean tourists has declined in the last few years. China is now Australia’s fifth largest international tourism market, brining it into second place with New Zealand, and this is set to grow over the next decade. However, Australia’s share of global tourism continues to drop, with a decrease of 14 per cent between 1995 and 2008. Since its peak in 2001, it has also declined as a proportion of Australia’s gross domestic product. The Australian tourism industry continues to struggle from the effects of a series of crises, starting with a pilot strikes in 1989 and the worldwide economic outfalls of the Iraq War and the SARS outbreak. More recently, after four strike free years at Qantas, there has been a bitter pay dispute which closed the airline down in October this year. Qantas passengers could face further delays and cancellations after one of the unions locked in a wage dispute threatened more strikes and legal action if the airline did not improve its pay offer. Skilled staff shortages are also contributing to Australia’s tourism industry troubles, with an estimated 42,000 employees needed by 2015. Outback Inc Established in the early 1990s, Outback is an adventure-based tour company located in Sydney, Australia. The company offers a variety of services, including guided tours, accommodation and meals, to those wishing to visit remote and regional areas of Australia. Outback’s comprehensive packages of services have traditionally appealed to travellers from all over the world, particularly visitors from Japan, who typically make up over 80 per cent of their client base, but its product offering has not been updated for a number of years. Profitability has now been on a downward trend for some time and there is no clear vision or detailed strategy to move the company forward. Despite increased marketing efforts aimed at the general Asian market, the company has seen a decrease in bookings from its traditionally reliable Japanese sector. The poor exchange rate has negatively affected tourist numbers from the U. K. and Outback has yet to attract new clients from China or other Asian countries experiencing more favourable economic conditions. Although Outback grew from a small, family-owned business in the early 1990s to a moderately sized company with sales of several million dollars a year, it still retains its original functional organisational structure. Its Chief Executive Officer is a son of the original founder and his autocratic style of leadership, although dressed up in paternalism, has meant that he is not prepared to listen to staff members, particularly those at the lower end of the hierarchy. Outback’s managers, typically members of the company’s founding family, head up the various departments, which are structured around traditional functions such as marketing, finance and human resources. In order to satisfy the needs of family members, there are a number of hierarchical levels within the organisation which often negatively affects the organisation. There is limited teamwork and virtually no cross-functional working with each of the functions operating in a silo. At times this has resulted in a poor service to clients where their expectations have not been met, and the company has recently received some bad press in the Asian tourist magazines and newspapers. Although this is an adventure-based tour company, it is not a fun place to work and the culture and leadership style stifle creativity. As with most organisations in the hospitality field, the Outback management uses a traditional leadership style, with decisions made at the top levels of management and communicated downwards. The majority of Outback’s employees are young, highly motivated and eager for learning opportunities, but the company struggles to regain them, facing a turnover rate higher than even what is expected in an industry with a notorious turnover culture. Although the company does have its own website, management has been hesitant to move away from using standard travel agencies for their client booking purposes, which is relatively costly. Many of the younger staff have ideas on how to improve the product range, the service offered to clients and how to target the all important Asian market, but have given up voicing their ideas as these have not been listened to in the past and they are concerned about being blamed for the rise in client complaints. (This is a fictional case study which has been adapted from Bratton et al. , 2010) Specific assessment criteria for assignment one 70% + Extensive knowledge and understanding surrounding organisations and management is evident. A deep level of critical analysis has been provided throughout with coherent and convincing arguments made. Theory and practice (case studies) have been integrated convincingly. Analysis is supported by extensive reading (academic texts and journal articles). Conclusion is convincing, relevant and holistic. Written expression and referencing are excellent resulting in a credible assignment which is well-structured, concise and demonstrates clarity of thought. 60 – 69% Good knowledge and understanding surrounding organisations and management is evident. A good level of critical analysis is demonstrated and arguments are clear and structured. Theory and practice (case studies) have been integrated well. Analysis is supported by significant background reading (academic texts and journals). Conclusion summarises the key issues convincingly. Good referencing with consistent citation and listing. Written expression is good resulting in an assignment which is well-structured, clear and concise. 50 – 59% Sound knowledge and understanding surrounding organisations and management is evident. Generally good analysis is demonstrated and arguments are clear and structured. Theory and practice (case studies) have been integrated. Analysis is supported by background reading (academic texts). A satisfactory conclusion is included. An appropriate structure is used and style of writing is satisfactory. Referencing is to satisfactory standard. 40 – 49% Some knowledge and understanding surrounding organisations and management is evident. The assignment is more descriptive than analytical, but arguments are sufficiently identifiable and free of obvious contradiction. Limited integration of theory and practice (case studies). Limited background reading from academic sources to support the work. Conclusion is drawn, but not all key issues are included. The assignment is adequately referenced with an appropriate structure. Written expression is satisfactory, but there are weaknesses in the presentation. Fail – 39% and below Very limited knowledge and understanding surrounding organisations and management is evident. The assignment is very descriptive with poor application of relevant theories, concepts and models. Minimal evidence of further reading. No or limited conclusion. The report is weakly referenced and the structure is inadequate. Written expression is poor resulting in an assignment which lacks clarity. Overall the task is poorly presented and argued and does not achieve an adequate standard. ASSIGNMENT TWO Module Title: Introduction to People, Organisations and Management Module Code:BB130020SLevel: 1 Academic Year: 2011/12Semester: Two Module Leader:Hermione McIntosh Instructions:Answer all four questions Word Limit: 3000 words % Weighting:50% Written assignments must not exceed the specified maximum number of words. Assignments will not be accepted without a word count on the cover sheet. Submission Date:Tuesday, May 8, 2012 Work submitted after this date will receive a mark of 0 unless an extension has been approved in advance of this deadline. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in writing at least twenty four hours prior to the deadline. Please refer to the Academic Regulations or your Student Handbook for full details. Further details:This assignment must be completed individually. This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission. Do not submit your work in a plastic sleeve. Complete ALL four of the following tasks. 1. What is personality? And what relevance has this concept to understanding behaviour in the workplace? 2. â€Å"Learning is the process of acquiring knowledge through experience which leads to an enduring change in behaviour. † (Huczynski & Buchanan, 2010, p. 732) Explain this statement, showing how it relates to a learning theory that you have studied on this module and to your own approach to learning. 3. One way to understand different motivation theories is to interview your peers on what is important to them when choosing a job. Form a diverse study group, and discuss the following: How important is pay in choosing a job when you graduate? Is personal autonomy important in your work motivation? Explain your findings and discuss them in relation to appropriate motivation theory. 4. Choose FOUR barriers to communication and suggest, as a manager, how you might overcome such barriers. Within the 3,000 overall word limit, you should allocate words equally to each of the 4 tasks above. You should also illustrate your answer by referring to relevant literature, theory and experience. Each question is equally weighted in terms of the assessment marking. Specific Assessment Criteria for these written tasks: 70% + Extensive knowledge and understanding of the literature is evident. A considerable depth of application has been achieved with the literature and examples of practice. A high level of insight and thought is evident throughout the arguments made and the findings presented. Analysis is supported by extensive reading. Written expression and referencing are excellent; ideas are well structured, balanced, and succinct and demonstrate clarity of thought. 60-69% A good grasp of knowledge and understanding of the literature is evident. A very good depth of application has been achieved with the literature and examples of practice. A significant level of insight and thought is evident throughout the arguments made and the findings presented. Analysis is supported by good background reading. Written expression is of a very good standard and referencing is strong with consistent citation and listing. The ideas are well structured, balanced, and clear and concise 50-59% Sound knowledge and understanding of the literature is evident. Generally good application has been achieved with the literature and examples of practice. There is evidence of insight and thought throughout the arguments made and the findings presented. Analysis is supported by background reading. Written expression and referencing is of a satisfactory standard. The ideas are fairly well structured, and clear and concise. 40-49% Some knowledge and understanding of the literature is evident. Generally the work is more descriptive than applied. Limited evidence of insight and thought throughout the arguments made and the findings presented. Analysis is limited, and not all the key issues are addressed. Written expression and referencing is of a satisfactory standard, but there are weaknesses in the presentation. Fail – 30-39% Very limited knowledge and understanding of the literature is evident. The work is very descriptive with poor application of relevant theories and concepts. Minimal evidence of insight, thought and analysis. Written expression is poor resulting in writing which lacks clarity. Poor presentation overall, and does not achieve an adequate standard. 6. Assessment Criteria and Marking Standards ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 1 GenericLearning Outcomes(Academic Regulations, Section 2)| Assessment criteria by level| Marking standards (by mark band)| | | 70%+| 60-69%| 50-59%| 40-49%| 30-39%| 1-29%|. | Characteristics of student achievement per mark band >| Achieves module outcome/s related to this GLO at this Level of Study| Achieves module outcome/s related to this GLO at this Level of Study| Achieves module outcome/s related to this GLO at this Level of Study | Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study| Fails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation | Fails to achieve module outcome/s related to this GLO and is not eligible for compensation | Knowledge and Understanding | Level 1 (FHEQ level 4) intr.

Top 6 career options for teachers who are tired of the classroom

Top 6 career options for teachers who are tired of the classroom So you got a degree in teaching and are thinking the classroom life isn’t for you. Or maybe you’ve been teaching for years and you suddenly realize you need or want a career change. Don’t fret! If you want to do something else, you don’t have to feel fenced in by your chosen path of study or your resume worth of experience. Here are a few great career options for degreed and trained teachers who would rather not teach, but would like to put their highly transferrable skills to good use. 1. TutoringOkay, this is still teaching, but it’s more one-on-one, much more flexible schedule-wise, and the hourly pay is usually stellar (think $60–$100 an hour, depending on your subject and experience level). If you crave helping kids on a more individual basis and you want something outside of the classroom, this is a great transition. You can start by taking on some tutoring gigs while you still have a full-time job. Once you build up a solid and regular client base, it will be easier to step away from a steady teaching gig. Bonus: you can design your own hours, making this an ideal job for working parents.2. Teaching Outside of a SchoolHere’s another option if the major drawback of traditional teaching for you is having to stand in front of a class. You can definitely keep teaching but just ditch the desks, chairs, and tables. There are more and more opportunities these days to teach entirely online, or to teach homebound children or hospitalized kids. You could even contract out to groups of homeschooled kids.3. BusinessThe skills you’ve amassed in your education and work experience (being organized, efficient, collaborative, managerial, hardworking, and flexible; the ability to communicate with people of all ages; curiosity and a passion for learning) are some of the most highly valued in the business world. You can pump these skills up on your resume and throw your energy into all sorts of positions from sales and marketing, to HR, to management.4. Non-profitsTeachers have great communication skills and lots of experience collaborating with and helping people. If you want to switch to a role in the non-profit sector, consider a career as a grant writer. And  if your passion is still helping kids (but you want to leave the classroom), seek out youth-focused organizations that help kids thrive through mentorship and education.5. Inmate EducationLeave the classroom behind and switch to teaching in prisons, where you can help inmates to gather valuable skills that will help them reintegrate into society after they have done their time. Teach anything from GED prep, to art, to drama, to philosophy- use your expertise to empower and inspire. Recent studies have shown that inmates who take part in education programs are far less likely to return to prison once released.6. ConsultingIf you’ve been in the profession for a while and can confidently advise on how to make classrooms more effici ent, consider becoming an education consultant. First, you have to pick an area of focus. Do you want to advise your school district on adopting a different math pedagogy? Do you have the expertise to help schools integrate more technology in the classroom? Focus on one area of strength and look for positions in your district where you can advise and shape educational practices.

How to become luckier

How to become luckier Have you ever wondered what it takes to be lucky? Sometimes it seems like certain people are just born to be lucky, and good things just happen to them, while others struggle to find good fortune and avoid bad luck from hanging over them like a rain cloud. But there are ways you can bring good fortune closer to you. If you’d like to become a little luckier in life, then keep reading.Don’t doubt the power of positivity.There’s a certain truth in the notion that positivity attracts more positivity in life, which can help position us for good fortune and luck. Keeping an optimistic outlook attracts positive people to us and makes others want to help us be more happy and successful.Have you ever tried smiling, even if there’s nothing in particular to smile about? According to a Psychology Today article, the physical act of smiling can create a slew of positive physiological changes in us, affect how we react to the world and how others respond to us, and can e ven lengthen our life spans! The same is true of maintaining positivity through our daily activities- at first it may seem like an effort, but once your positive outlook is met with a warm reception by the world, that positivity may just be a natural reaction to the good luck that’s finally found you.Put yourself in new situations.The best way to escape a rain cloud is to move from where you’re standing. If you want to change your luck, try changing your situation- inviting new activities, new social endeavors, and new people in our lives can open doors to a wide array of new opportunities, along with the potential for good fortune.If this sounds daunting, start small- try walking a different path than you usually do, making a deal with yourself to do one new activity this week, or initiating contact with one new person you encounter during your day. Before long, these new situations might just bloom into new chances for the clouds of good fortune to find you.  Learn from luck- good and bad.Trial and error can be a powerful learning tool, and life is full of lessons that we would all be well served to pay attention to. When good things happen to us and to others around us, we should take some time to reflect on each situation- was this truly random good luck or was there some conscious effort involved that made things turn out the way they did? Do the same thing for when bad luck seems to rear its ugly head- was it truly unavoidable or could we have done things to prevent it from happening? Take what you learn and use it to help guide you moving forward- hopefully, this increases your chances of encountering more good luck than bad in life.Most of us experience a wide range of events in life- some of which we’d classify as good luck and some of which we’d chalk up to bad luck. Use the strategies and advice outlined here to become a little luckier in your life.

The 3 Stages of a Spiders Life Cycle

The 3 Stages of a Spider's Life Cycle All spiders, from the tiniest jumping spider to the largest tarantula, have the same general life cycle. They mature in three stages: egg, spiderling, and adult. Though the details of each stage vary from one species to another, they are all very similar. The spider mating ritual also varies and males must approach a female carefully or he may be mistaken for prey. Even after mating, many male spiders will die though the female is very independent and will care for her eggs on her own. Despite the rumors, the majority of female spiders do not eat their mates. Egg, the Embryonic Stage After mating, female spiders store sperm until they are ready to produce eggs. The mother spider first constructs an egg sac from strong silk that is tough enough to protect her developing offspring from the elements. She then deposits her eggs inside it, fertilizing them as they emerge. A single egg sac may contain just a few eggs, or several hundred, depending on the species. Spider eggs generally take a few weeks to hatch. Some spiders in temperate regions will overwinter in the egg sac and emerge in spring. In many spider species, the mother guards the egg sac from predators until the young hatch. Other species will place the sac in a secure location and leave the eggs to their own fate. Wolf spider mothers carry the egg sac with them. When theyre ready to hatch, they will bite the sac open and free the spiderlings. Also unique to this species, the young spend as many as ten days hanging onto their mothers back. Spiderling, the Immature Stage Immature spiders, called spiderlings, resemble their parents but are considerably smaller when they first hatch from the egg sac. They immediately disperse, some by walking and others by a behavior called ballooning. Spiderlings that disperse by ballooning will climb onto a twig or other projecting object and raise their abdomens. They release threads of silk from their spinnerets, letting the silk catch the wind and carry them away. While most spiderlings travel short distances this way, some can be carried to remarkable heights and across long distances.   The spiderlings will molt repeatedly as they grow larger and theyre very vulnerable until the new exoskeleton forms completely. Most species reach adulthood after five to 10 molts. In some species, the male spiders will be fully mature as they exit the sac. Female spiders are always larger than males, so often take more time to mature. Adult, the Sexually Mature Stage When the spider reaches adulthood, it is ready to mate and begin the life cycle all over again. In general, female spiders live longer than males; males often die after mating. Spiders usually live just one to two years, though this does vary by species. Tarantulas have unusually long life spans. Some female tarantulas live 20 years or more. Tarantulas also continue molting after reaching adulthood. If the female tarantula molts after mating, she will need to mate again, because she sheds the sperm storage structure along with her exoskeleton. Resources and Further Reading Cranshaw, Whitney, and Richard Redak. Bugs Rule!: An Introduction to the World of Insects. Princeton University, 2013.Evans, Arthur V. National Wildlife Federation: Field Guide to Insects and Spiders of North America. Sterling, 2007.Savransky, Nina, and Jennifer Suhd-Brondstatter. â€Å"Spiders: An Electronic Field Guide.† Field Biology, Brandeis University, 2006.

Operations Management Essay Example | Topics and Well Written Essays - 2500 words - 8

Operations Management - Essay Example Operations management is a paradigm of industry lined by means of the manufacture of products and deliverance of services, as well as engages the accountability of making sure that business processes are well-organized in areas of employing as small resource as needed, plus effectual in conditions of convincing consumer needs. It is linked by means of organizing the procedure that adapts contributions in the shapes of labor, materials also energy into production like services and goods (Spain Exchange, 2009). â€Å"Operations are collection of core actions of an organization, and engage the manufacturing, selling, and maintenance of the products and services that the organization produces† (Shelly, Cashman, & Vermaat, 2005). And â€Å"Operations management is acknowledged as production/operations management; design, operations, and improvement of the productions/operations systems that develops the organization’s main products or services† (Shim & Siegel, 1999). â€Å"The operations management of a company consists of the design, operation, and enhancement of the activities that produce and distributes the basic products and services of the company. From an organizational approach, operations management can also be described as the organization of the direct resources that are necessary to develop and distribute company’s products and services. Operations management is a part of an organization which deals with the development of products and services, as wel l as comprises the job of making certain that organization’s actions are well-organized and successful† (Jayalath, 2009). Operations management can exactly be well thought-out as a subject of business related with the manufacturing of commodities and services, and covers the sole accountability of making certain therefore as to business procedures are well-organized in terms of utilizing as low resource as required, and efficient in terms of fulfilling customer needs (Fisher College of Business, 2008).

Journal Essay Example | Topics and Well Written Essays - 750 words - 17

Journal - Essay Example I am extremely irritated by the questions Amelie asks. Why would someone care about the color of dresses I wear, the colors I don’t wear, the type of hairstyle I carry, the time I wake up and the genre of movies I like. It is my life - my very personal life - and I don’t want to tell it off to anyone. I want my space which Amelie continuously is trying to diminish. At times I feel Amelie is a psychiatrist that my family hired to know any psychological issue I have. I don’t believe that someone would want to waste hours and hours to know about my life, likes, dislikes and spend time talking to me only. So, I think she is trying to ask me tricky questions and once I answer them she notes them regularly. What would be next? She will make a report; prove me a psychopath and I would be sent to a rehabilitation centre. I don’t want it so I ignore her questions mostly, and she probably is too sincere with her profession so she keeps asking it until it’s he r time to go back home. There is yet another possibility that maybe, Amelie belongs to that class where the children get everything but lack attention from their families and she is trying to quench her thirst of love, care and feeling of belongingness by intruding into my life. So, may be Amelie is an attention seeker trying to gain my sympathies; but I don’t have the time to do that. Today, I ignored her questions and I feel more irritated by the thought that she did not mind it at all. She stayed around for 2 more hours just to ensure I was not angry with her and that I was okay. Who would want to have another mom-like-person anyways, I need to make Amelie understand this! I have my family to take care of my food, mood and health conditions. ::Sigh:: what more can I waste my time on, thinking about Amelie and observing her behavior? Oh God! Am I trapped? Yet another day full of irritation has passed. I

Musical influence of Wolfgang Amadeus Mozart Essay

Musical influence of Wolfgang Amadeus Mozart - Essay Example In May 1750 another girl was born, and again died young, this time at eleven weeks." 1 That time Leopold was organizing the publication of his musical instruction dissertation Violinschule together with Johann Jakob Lotter, a friend and printer in his home town of Augsburg. He wrote about the good event to Lotter in a letter of February 9: ". . . I must inform [you] that on 27 January, at 8 p.m., my dear wife was happily delivered of a boy; but the placenta had to be removed. She was therefore astonishingly weak. Now, however (God be praised) both child and mother are well. She sends her regards to you both. The boy is called Joannes Chrisostomos, Wolfgang, Gotlieb." There is not very much information about Wolfgang's very early life available. Almost certainly, his father focused on his court career and on giving lessons. Surely he taught Maria Anna, who was called Nannerl in the family. When she was seven, Leopold started teaching her to play the clavier -- and quickly discovered to his real pleasure that she had a talent for music. He continued to teach her, attracting her with a number of exercises that he created for her in a notebook that he called Pour le clavecin, ce Livre appartient Mademoiselle Marie-Anne Mozartin 1759. The boy's inquisitiveness was fired up as well. ... He continued to teach her, attracting her with a number of exercises that he created for her in a notebook that he called Pour le clavecin, ce Livre appartient Mademoiselle Marie-Anne Mozartin 1759. The boy's inquisitiveness was fired up as well. Nannerl later recollected that the three-year-old Wolfgang "often spent much time at the clavier, picking out thirds, which he was always striking, and his pleasure showed that it sounded good." Identifying his children's' unique talents, Leopold started devoting additional effort to their education -- with the stress on musical teaching. He became a devoted, but demanding, taskmaster. A bit later, he rather remorsefully told the correspondent how from a very early age his children "had learned to wear the "iron shirt" of discipline". His daughter and son themselves possibly never realized that they can have different life. Wolfgang, without a doubt, liked the extra attention and studied with pleasure with his father. It was the beginning of relations that he "would never quite break free of", and the start of occupation that would devour him altogether. So, Mozart showed musical talent when he was still very young, composing at five years old and at six playing before the Bavarian elector and the Austrian empress. His father felt that it was appropriate, and might also be gainful, to show his children's God-given talent: so in mid-1763 he took his children on a tour to visit Paris and London, visiting many courts on the way. Mozart surprised people with his bright skills when he played to the French and English audience, published his first music and created his earliest symphonies. The family came

Thomas a Kempiions, The Imitation of Christ(Book2) Essay

Thomas a Kempiions, The Imitation of Christ(Book2) - Essay Example The book had been written at much more troubled time than our own and makes a soulful reading. Book 2 touches meditation, humility in life, the need of goodness and peace in man to live life on this earth, necessity of purity of mind and heard and unity of purpose etc. It mainly focuses on self of the reader and the resultant happiness by having a good conscience. It reminds the necessity of loving Jesus, friendship with Jesus, and not desiring to have a share in comfort. It teaches how to appreciate God's grace and his blessings. It preaches the need to love the cross as the symbol of sacrifice and suffering and choose the path on the 'Royal Road' of the Holy Cross. The main point of the book is "God is within you" and the necessity of despising external things. "He who follows me, walks not in darkness" The Treatise says that by devoting self and making the inner kingdom ready for Christ, an individual can invite God to himself2. The first chapter calls for the renouncement of all external worldly belongings to devote time and energy for the spiritual devotion and heavenly thoughts3. The second chapter is about its humility and its uses4 and how much God loves a humble individual. It says that the humble man keeps his conscience clear, suffers in silence, and finds the protection of the God5. The third chapter mainly talks about the goodness and peace in man. ... It says how important it is to be good even to bad people, because it is easy to be nice to the good and difficult to tolerate the bad. Unless one has inner peace, it is impossible to achieve peace for others. It needs great mental strength to treat both kinds of people with the same understanding7. The fourth chapter is about the purity of mind and unity of purpose and it brings forth the importance of simplicity and purity and the need to be free from ill-ordered affection. If the heart is pure any deed could be achieved and anything could be perceived with great clarity8. With pure heart, it is possible to achieve all the joy in the world. Fear of toil, welcoming external comfort, and growing lax will make the individual more sluggish. Instead, he should welcome suffering to attain inner light9. Chapter 5 is about self and the about the need to put our inner house in order, hold tongues about others10, and avoid relying too much on self. It is it is necessary to free self from all temporal cares and treat everything on equal footing11 and regard only God as the superlative of all. The sixth chapter is about the joy of a good conscience12, which is the glory of a good man. Sinners can never rejoice and there is no peace for the wicked and this shows how important it is to maintain a clear, non-reproaching conscience13. It is necessary for the man to think inwardly with good motives, without caring for praise or blame, to do good and think little about it14. The seventh chapter is mainly about loving the God, who is the ultimate true friend, and it is necessary to cling to him till the final breath because Jesus needs your pure heart15. All other outward appearances in which we trust will show one day that they are deceitful and untrustworthy. Chapter 8 once

The Effects of Education on Youth Smoking Essay

The Effects of Education on Youth Smoking - Essay Example Moreover, legislation has been passed around the globe which seeks to reduce the impact that certain marketing strategies can have on adolescent for instances. Legislation has recently it has United States which is that cartoon characters or other visually suggestive marketing strategies, such as Joe Camel, it should not be used due to the fact that the underage individuals to engage with cigarette merely because the marketing is specifically targeted to their demographic. Even though these changes have taken place, the sad reality is that young people continue to start smoking cigarettes each and every day. This is all particular importance not only due to the fact that children are just as susceptible to the health impacts that cigarettes entail as adults, it is also of high importance due to the fact that once a young person begin smoking, they are oftentimes likely to continue this habit well into adulthood; oftentimes until they develop a severe medical condition which can take their life. As a means of understanding this reality, the following analysis will focus upon the reasons for why young people begin smoking as a means of seeking to diminish these causal forces that exist within society and promoting a more healthful nation. A great deal of research has indicated that one of the causal reasons for adolescents to begin smoking has to do with whether or not their parents smoke. As such, a statistically higher level of likelihood exists for those adolescents whose parents, or parent as the case may be, smoke as compared to those you do not have such an influence within the home. Naturally, a further reason for why this is a factor has to do with the fact that individual adolescents whose parents/parent smoke are presented with the widespread availability of cigarettes all through their youth (Sohn, 2014).

International Human Resource Management Coursework

International Human Resource Management - Coursework Example The new authority is emerging and organizations are member led, officer driven, customer focused; a team environment where the whole is greater than the sum of its parts; a flat management structure where employees and managers are learning rather than blame; a clear since of direction and purpose. A firm commitment to delivering high quality public services through a combination of direct-provision and effective partnerships. International companies operate in an environment shaped by a vast range of economic, political, legal, cultural, market, trade, monetary, governmental, and institutional forces. These forces make up the environment of international business. These forces represent the system outside the international firm's boundaries that influence the actions of its expatriate managers. Expatriate managers help their companies compete more effectively in international businesses. Managing people in international setting s requires human resource to address a broader range of functional areas. If requires more involvement in the employee's personal life. The firm should establish different human resource management systems for different geographic locations. It must closely watch the moves made by external constituencies including foreign governments, political and religious groups. A host of other issues relating to employee compensation, health safety, welfare etc, need to be monitored carefully. Employees on international assignments represent valuable assets and hence need to the managed systematically and strategically so that they can easily adapt survive and flourish in diverse culture and environments. The Expatriate manager must be open-minded and ready to accept changes. He must be well oriented and trained on the new technologies, good communicator and good negotiator, too. All of that makes him more efficient, competitive and globally opened without distinguishing between religions, colors, genders and roots. Human resource Management in Global context Human resource Management is, perhaps, the oldest and most widely researched subject in management. Yet, as technologies change, cultural diversities occur and people's expectations undergo fundamental shifts towards newer and newer dimensions. For instance, professionals are gaining more say in the running of organizations. Even where governance is by people who own the majority stakes, their own positions and the respect they command are contingent upon their competence rather than ownership. "Management is the art of getting things done through other people. Management is the dynamic, life-giving element in every business. Without it the resources of production remain resources and never become production." (Prasad, 2006, p.260) This definition emphasizes that the expatriate managers achieve organizational objectives getting things done through the employees. Human resource Management is very essential for successful running of an enterprise. It ensures proper use of physical and human resources by deriving the

The Effects of Education on Youth Smoking Essay

The Effects of Education on Youth Smoking - Essay Example Moreover, legislation has been passed around the globe which seeks to reduce the impact that certain marketing strategies can have on adolescent for instances. Legislation has recently it has United States which is that cartoon characters or other visually suggestive marketing strategies, such as Joe Camel, it should not be used due to the fact that the underage individuals to engage with cigarette merely because the marketing is specifically targeted to their demographic. Even though these changes have taken place, the sad reality is that young people continue to start smoking cigarettes each and every day. This is all particular importance not only due to the fact that children are just as susceptible to the health impacts that cigarettes entail as adults, it is also of high importance due to the fact that once a young person begin smoking, they are oftentimes likely to continue this habit well into adulthood; oftentimes until they develop a severe medical condition which can take their life. As a means of understanding this reality, the following analysis will focus upon the reasons for why young people begin smoking as a means of seeking to diminish these causal forces that exist within society and promoting a more healthful nation. A great deal of research has indicated that one of the causal reasons for adolescents to begin smoking has to do with whether or not their parents smoke. As such, a statistically higher level of likelihood exists for those adolescents whose parents, or parent as the case may be, smoke as compared to those you do not have such an influence within the home. Naturally, a further reason for why this is a factor has to do with the fact that individual adolescents whose parents/parent smoke are presented with the widespread availability of cigarettes all through their youth (Sohn, 2014).

Nike †SWOT Analysis Essay Example for Free

Nike – SWOT Analysis Essay STRENGTHS Nike is a very competitive. It has a huge and healthy dislike of its competitors. At Atlanta Olympics, its competitor Reebok went on expense of sponsoring the games but Nike didn’t take this step. It sponsored top athletes and gained much coverage. Nike does not have factories. It does not let its cash to tie up in buildings and manufacturing employees. This model makes it a very lean organization. They manufacture high quality product at a location which offers low prices. If price gets increased, it shifts to other production location. Nike has a very strong research and development area which can be seen in its innovative product range. Nike is a global brand. It is at top position in sport brand in the World. Its famous â€Å"Swoosh† logo is instantly recognizable by people. Nike is a very professional company. It has offices in 45 different countries. It offers products all over the world. It is a fortune 500 company. It has very strong marketing campaign that increases the familiarity of its brand. It employs over 30,000 employees across the world. It has got its retail chain Niketown. It has taken initiatives in many different branding opportunities and resulted in impressive outcomes. It provides lightweight shoes by using lunarlite materials. (Nike SWOT Analysis) WEAKNESS Though Nike has varied range of sports products but still its business’s income is depends heavily on the share of footwear market it has got. So, in case its market share decreases, it can leave the company becomes vulnerable to come down. Though Nike has got its own retailer: Niketown, its huge part of income comes from selling into retailers. And retail sector is very sensitive as well. Retailers also provide same set of experiences to customers. So, the profit margin will get affected if retailers try to sell off the products at lower prices. It has got charges against labor violations; experienced bad publicity with issues of sweatshops and practicing unethical patterns has degraded its image to some extent. Its  history involves the violations of minimum wage rates in Vietnam. For cheaper prices, it has been charged for exploiting workforces which will be employed at lower price in overseas countries. It’s been accused of providing poor working conditions to the workers. It gets constant negative criticism from anti-globalization groups. Its production is carried out at a cheaper location, so majorly it happens outside U.S. But this practice is not considered good in U.S. (Swot Analysis Nike) (Nike SWOT Analysis) OPPORTUNITY 1. The development of product range offers Nike many opportunities. Though Nike owners don’t consider its brand as a fashionable one but its customers consider it so. They don’t buy it for sports activities only. It has become a fashion trademark among customers especially the youth. This creates huge opportunities for Nike as the product could come under unfashionable tag before it wears out i.e. shoes gets replaced by the customers. 2. Opportunity also lies in developing sports wears, sunglasses and jewellery. These high end valued items will surely get associated with their mainline products. 3. It can develop its business internationally which can give strength to its global brand recognition. There are many emerging countries like China and India which offers disposable income to be spent on high value sports products. These countries have growing number of customers especially the working population. 4. There are many global sports events such as the World cup (So ccer) and the Olympics, which can be used as global marketing events. They can support the brand of the company. 5. Company can extend its reach in trendy and fashionable industry where not only Athletes but general population is also targeted. 6. There is a scope of new sponsorships. These new sponsors usually have successful ways to brandize an organization. 7. It can create new products by using waste from usual manufacture. 8. It can expand into jewellery and sunglasses items. 9. It can change its product development strategy with change in trends. 10. It can reduce controversy occurring around its business practices. (SWOT Analysis Nike, Inc.) THREATS 1. Nike has its business in several countries i.e. it is been exposed to international behavior of trade. It manufactures and sells in different  currencies. Hence costs and profit margin will fluctuate over a longer period of time. This nature of trade can put Nike on loss side. 2. The market of sports shoes is very competitive. Hence the business model developed by the owners of Nike is no longer in use. It needs to come up with a sustainable model so as to remain in the race. 3. Market is flooded with competitors who are developing alternative brands to take Nike’s market share. 4. As we have observed that retail sector is very competitive. This means customers have got lot of options available at one’s end. So if one store charges a price for a product, consumer can go to other store if that store is selling the same quality price at lower rates. Hence price sensitivity is a huge threat to Nike. 5. A global business usually experiences hiccups because abroad busin ess operations are exposed to risks of fluctuations in currencies, quotas, safeguard measures, restrictions in trades and terrorism. 6. Its exposed to risks associated with importing costs because of international barriers 7. It needs to maintain reputation as one of the eco-friendly organizations. 8. It is difficult for them to manage financial conditions in today’s economy. 9. Its association with Kobe Bryant. 10. It’s been accused for unfair labor practices. (Nike SWOT Analysis) Works Cited Nike SWOT Analysis. (n.d.). Retrieved from www.teamonedesign.com: www.teamonedesign.com/aio/mk/Nike_SWOT_Analysis.doc Swot Analysis Nike. (n.d.). Retrieved from http://www.quality-assurance-solutions.com: http://www.quality-assurance-solutions.com/swot-analysis-nike.html SWOT Analysis Nike, Inc. (n.d.). Retrieved from http://www.marketingteacher.com: http://www.marketingteacher.com/swot/nike-swot.html#

Evaluation Of Formal Strategic Planning Business Essay

Evaluation Of Formal Strategic Planning Business Essay What is strategic planning. As in daily life when people have choices or plans to make, down to the simplest things as in, what will we do this weekend?, businesses need to form plans or strategies to know their way forward with a goal for the business to reach in order to maintain the success of the business and to achieve objectives. All members within a group must know of the plans made in order to follow them with the desire to be successful within their environment for continued growth, success and also to move with the ever changing world in which we live. It is important for management to set out a game plan to continually strengthen the performance of their company. A strategic plan will state how a business should conduct themselves for a period of time in order to achieve these desired goals, this can be seen as a means to an end, looking forward to where changes need to be made and setting out a plan in order to reach that point using strategic methods. Jasparro R.J. (2006) states that strategic planning can help companies to think and act strategically, develop effective strategies, clarify future directions, establish priorities, improve organisational performance, build teamwork and expertise, and deal effectively with a rapidly changing environment. This has proven difficult in recent years and the following report will go into more depth as to the reasons why certain conditions may impact Strategic Planning. Nature of Formal Strategic Planning To form a plan, a business will have to look at both the external and internal environments surrounding their specialist area. It is at this point a company will decide on their competences and look at what the company is best at doing. They may then look at how they can expand on their strengths and look at what their competitors are doing within the same area. They need to know what makes them special and stand out from the crowd, what makes customers turn first and foremost to them, then look at the options they have at that moment in time to maintain the momentum and the returning business. It is at this point in the planning stage that they may look at perhaps not doing something which may be good for the company at a later date and maybe it is not the right time to make such changes yet. There should be a clear distinction between formulation and implementation. Formulation is in the planning process, implementation is carrying out the plans made using SWOT and PESTEL. Five Forces Analysis is a technique for identifying the forces which affect the level of competition in an industry and scenario planning is a technique that builds various plausible views of possible futures for a business. The five forces framework takes into account the potential entrants to the market (threat of entry), buyers (buying power), suppliers (bargaining power), substitutes (threat of substitutes) all leading toward Competitive Rivalry as outlined below: Porters Five Forces Template from thevirtualconsultancy.com PESTEL, an analytical tool which considers external factors and helps a business think about their impacts, allows us to look at Political, Environmental, Social, Technological, Economic and Legal factors which might affect companies. This is a broader plan than a SWOT analysis which concentrates more on the internal factors of a company, on the Strengths, Weaknesses, Opportunities and Threats. Both SWOT and PESTEL need to be taken into account when considering major changes for any company. Key Characteristics of Strategic Planning Upon consideration of PESTEL and SWOT, a company will be required to look closely at their present work ethics and see where changes are required to help the company improve. Companies also have to limit their weaknesses and see opportunities for the business to thrive for the future. External matters will need to be considered such as recession, the time of year, inclement in weather, looking at the global market, is there a need to outsource certain aspects of the business, will this be cheaper for the company, will it cause more threats? The characteristics of strategic planning are weighing up PESTEL and SWOT matters and forming a plan to overcome or take advantage of the market in which they are in at that specific moment in time. The strategy needs to be frequently reviewed against prevailing external and internal environments. An Intended Strategy is when a company will write down their plan for employees and management to follow, this plan may become a Realised Strategy when this will need to be reformed and another plan made to reach the next level. Sometimes however, these plans are not met and a company will need to sit down with their board of directors and look at an Emergent Strategy, this could be down to major changes within their market, inclement in weather for some companies or many other factors but companies are still required to find a way out of their Unrealised Strategy and to move on from that with another Intended Strategy. Planning is a huge factor in Formal Strategic Planning. Evaluations of Formal Strategic Planning In evaluating strategic planning, business intelligence interprets a need to constantly monitor how the strategy and the objectives are being implemented and to note whether or not the company have overcome problems using their plan or not. If they have not, then the way the strategic plan was set out will need to be restructured to combat the problems and redesigned to provide competitive advantage for the organisation. Drago, W., Clements, C. (1999) indicates that leadership qualities of management and staff should be taken into consideration when applying any strategic plan. This article outlines the necessity to draw on the strengths of your staff and their traits to incorporate this into your overall strategic plan helping you to attain the overall outcome required. Advantages/Strengths of Formal Strategic Planning Strategic planning models the future of the company and allows everyone to see that they are working toward the same mission statement or the same goal. It outlines a paradigm showing strengths and a focus on where the company sees its future. It can add stability to the workforce who can see the company making future plans. Failure to make plans could mean a company becoming stuck in the middle if they have not differentiated enough to gain market share. Through planning, it can be said that companies will learn their market better, know their competitors views and decide whether they need to change their product or become more diverse sticking to a related market or taking their products into another dimension. For example, Virgin began in the early eighties with Virgin music, moving onto Virgin Atlantic and now they have broadened to Virgin media and phones. They recognised that they needed to change their market at specific times in order to continue expansion through planning or foreseeing the future of the company thus increasing their market power. In the early days, Virgin music was used to balance cash flows in order to move into the Virgin Atlantic area and spread risks throughout different branches of the same company. Disadvantages/Weaknesses of Formal Strategic Planning It can be said that in todays economic environment that planning is not always effective, as the market is changing constantly, almost on a daily basis making it difficult to plan anything at all. It is difficult to control anything which is out of our own hands as per the external factors mentioned earlier within this report. A business model could be flawed and may not have had enough thought put into in the initial process which could lead to failure for a business. Personnel could change and a company may need to restructure a plan according to a new setup of staff. A number of external or internal factors or changes can make targets unobtainable. When plans change, and an emergent approach is required to combat weakness in the formal planning, it can reflect that management arent focused totally on the initial goal with a willingness to compromise which could prove time consuming and inefficient due to its flexibility. Mintzberg (1994) states that strategic planning often spoils strategic thinking, causing managers to confuse real vision with the manipulation of numbers, this reflects upon the fact that managers can lose sight of reality and instead remain focused on the strategic plan instead of their vision and may not have a desire to change. Uncertain Dynamic Environment It is indicated in a journal written by Pateli, A.G., Giaglis, G.M. (2005) that researchers are linking performances between business models and strategic planning to take into account strategy, industry and resource based effects outlining that companies are required to look at the broader spectrum and link outside influences with their internal influences. The strategy influence indicates considering such matters as where a company is within their market area, should they expand, should they outsource, are their staff equipped to deal with change, is training required, the need to focus on goals and realise if their potential could be realised or perhaps moving towards a different area entirely for the moment in order to survive as a business. The industry influence will concentrate more on the internal market, looking directly at competition and forward planning, find out if they are equipped to cope with such changes and if not, what steps are required to be taken in order to stay ahead of the game. Johnson G et al (2008) indicates that knowledge complexity of an industry or organisational complexity with larger companies (perhaps local governments with various sectors) makes it difficult to plan anything strategically within the global recession. Managers need to be aware of constant environmental scanning and know what is going on around them in order to know the future direction they face. Using emergent strategies may work best for companies. In this environment, companies will be aware of the constant forces of change outwith their control and realise ways in which to overcome these. Political issues are constantly changing too and at present we face the possible emergence of an Independent Scotland. Although it is said that Scottish people will have more say over ones government and more political freedom, they also face greater economic risks, less security and more differences with England and possible further insecurities with the Euro. Obviously for individual companie s, this could be a time of considerable change and a need to be equipped to face both outcomes. Businesses will need to look closely at both scenarios and have emergent strategies to deal with problems they may face. Challenges of Uncertain Dynamic Environment Within our Uncertain Dynamic Environment, despite the potential advantages of formal strategic planning approaches, it can be of limited benefit to organisations. In a highly volatile global economy, there is a need to act quickly and effectively to change and uncertainty. Contribution/Roles of Formal Strategic Planning in Uncertain Dynamic Environment The role of formal strategic planning comes under scrutiny in an uncertain dynamic environment as it can be shown to have some sort of effect if a company has proven effective in its ability to foresee external †¦Ã¢â‚¬ ¦. Scenarios are visions of the future, a look at what may happen. Conclusion Is planning worth it? Planning is not necessarily strategic thinking. Thinking is intuitive and entrepreneurial based on ideas and a foresight for something a person or a company might want in the future. This is based on questions of what if? and complex thinking. Planning is bureaucratic and can mean that management are overly complicated which can result in faulty decisions. A plan created by a bureaucracy could be overburdened by needless steps and obstructions that would hinder actually getting the task completed in a timely and efficient manner. Bureaucracy is often taken to mean inefficiency and absence of practical considerations. Orders made by people that do not have to follow those orders and really do not understand (or possibly even care) what their orders actually require. However, a certain amount of planning within any business or life decision has to be made to a certain degree with a view to being totally versatile in order to make major changes as and when required to move to the next level. Strategic planning is not easy and has challenges, but the hurdles could be worth overcoming.