Thursday, October 31, 2019

The US Presidential Election Campaign Article Example | Topics and Well Written Essays - 1750 words

The US Presidential Election Campaign - Article Example Clinton claims her experience in such a leadership platform stemmed from her position as the head of the health-care reform initiative under her husband’s presidential term. She consulted with top experts on health issues, designing a highly detailed health care plan. In assembling such a plan, constituents came up with a variety of opposing views. This resulted in much dissatisfaction among those involved in planning, as they expect their ideas to have been considered, ending most issues in gridlock and a worsened health care crisis. O’Toole compares the two leaders calling Clinton’s leadership style â€Å"managerial† and Obama’s leadership style â€Å"transformational†. He leans towards Obama’s approach to leadership because when he believed that successful transformations have occurred due to leaders who â€Å"offer inspiring visions and values, identify clear goals, and then provide the context and opportunity for those below them to participate in the design and implementation of the actual business of change†. O’Toole tried to analyze Clinton’s and Obama’s leadership styles according to corporate leadership. He claims that leaders of large corporations have adopted a values-based, decentralized approach to organizational transformation. This makes the leader’s subordinates empowered to be entrusted much in terms of responsibility of change implementation and the leader to focus more on the vision and fulfillment of goals.

Tuesday, October 29, 2019

Organization and Behavior Essay Example for Free

Organization and Behavior Essay 1. Understand the Relationship between Organizational Culture and Structure 1.1. Compare and contrast three different organizational structures and cultures. The long term success and failure of every company depends on its structure – no matter how vague it may sound, structure of a company decides where the company will be in the near future. The three types of structures are: Functional structure – under this kind of structure, the company is divided into different groups, who are then assigned different tasks – like the accounts, the sales and admin, and the marketing departments. Divisional structure – this kind of structure is followed by companies with huge geographical area coverage. Each part of the area has a smaller division within the same umbrella group. Matrix structure – this is a combination of both the divisional and functional structures, and operates upon theories imported from these two structures. But, this structure is associated with ego clashes among the top positions, and power clashes. The different kinds of organizational cultures are as follows: Power culture: organizations following this kind of culture may be able to respond to crisis very quickly, but the problem is that the system is very centralized. This kind of culture relies heavily upon people rather than committees (Harris, 1994). Role culture – position is main criteria in the role culture. The organization is controlled by senior management at the top of the pyramid, and the system is also highly formalized. Task culture – this type of culture is practiced more often by organizations with a matrix structure. Main emphasis in this structure is given to completion of tasks. It strongly believes in the unified power of a team (Harris, 1994). 1.2. The relationship between an organization’s structure and culture There is a very strong relation between organizational structure and its culture, as only the perfect match of the two factors will lead to a good working environment in office. At TESCOS, as a store manger, it is  definitely a priority to look at the kind of attitude and behavior the employees are having, and how clean and suitable the culture is. If the structure of a company id hierarchical, with all the decisions being made at the top, the employees will have no or less freedom, and there will lack of autonomy at the lower level of the pyramid. On the other hand, if the power is divided between all the sections, the company culture will be lot more friendly, with the employees at all levels enjoying equal freedom (Parker, 2000). 1.3. Overview of four factors that can influence individual behavior at the Irish TESCOS Environment – more emphasis put on building a friendly and mutual environment in the workspace will ensure that team work and productivity of the company increases. Technology – the better the prevailing technology at the core of the company, the lesser the employees will have to work, and hence, better streamlined workflow and productivity can be ensured. Locus of control – employees who have an external locus of control will constantly criticize people, find faults, and also depend on others for their success. On the other hand, people with internal locus of control think that their own destiny is in their own hands. Customer Demand – though and external factor, but it is to be noted, that the more the demand, the more the sales, and greater the growth of the company (Parker, 2000). Task-2 2. Understand the Relationship between Organizational Culture and Structure 2.1. Compare three different leadership styles for three different business  organizations Leaders are different, and so are their leadership styles. Leaders are meant to motivate their team, and hence, leadership styles sculpt the outlook of the staffs. Here are the various leadership styles: Laissez Faire – in this kid of leadership style, the leaders allow a certain level of freedom is given to the staff, and trained directors are appointed to coordinate efficiently between the high level managers and the working staff (Antonakis et al, 2004). Autocratic style – under this style of leadership, the leaders keep an eye on the employees at all time, and face time is increased. There are a lot of arguments over this style of leadership, as there exists no or little freedom for the employees, and they sometimes find it extremely uncomfortable to work under these situations. But when practiced in a controlled manner, this style can be effective, especially under tight deadlines (Antonakis et al, 2004). Participative – This is a good balanced style, and a mix of both the autocratic and Laissez Faire styles. This gives a little bit of freedom to the employees, while the managers are still around supervising at all times. 2.2. How organizational theory underpins the practice of management for the Irish TESCOS In the Irish TESCOS scenario, organizational theory has a vital role to play. The authenticity and practicality of organizational theory has been questioned by many modern scholars, but the fact remains that these theories underpin and supports the stability of an organization. These theories, apart from helping the managers to find out the prevailing problems in the company, also help them to find the right method to deal with the problem, and ultimately solve it. There are a lot of these theories – they have been created in different  periods, with different economic and socio economic conditions – and the real art for managers’ lies in finding the best method out of these, and applying them in the present context. Some of these theories may seem to be obsolete these days in the age of ever changing technology, but it is to be understood that they form the base and foundation of companies across the world. 2.3. Evaluate four different approaches to management used by different organizations. The four different managerial approaches are as follows: Participative- Under this approach, the managers discusses and collaborates with his team managers about the decision making process. [pic] Bureaucratic- Bureaucratic is opposite to participative process, where the manager forces the team members to follow strict rules, and to obey a chain of commands (Tittemore, 2003). Autocratic – An autocratic manager is almost a ‘dictator’ who supervises his people at all steps and ensures job is done at the right time. Hands off approach- This is the friendliest approach of all, where the manager gives complete freedom to his men in all respects (Sapru, 2008). Task-3 3. Understand ways of using motivational theories in organizations 3.1. How different leadership styles impact employee motivation in periods of change Periods of change are often the periods when crisis happens. Hence, good leadership techniques are to be adopted by the leaders to protect the company from sudden jerks. Here are the most commonly practiced leadership  styles: Autocratic – managers following this style will never allow the team members to contribute towards the decision making process, and will try to establish huge confidence towards their own decisions. Democratic – totally opposite to autocratic style of leadership, when special attention is paid to what the team members think. The point of views of the employees is hence at least heard before making the final decision. Quiet – in this process of decision making highly trained employees are recruited by the manger, and then leaves day to day decision making to them, as he remains ‘quiet’. Transformational – as the name suggests, the manager practicing this method tries to encourage and motivate his team about the bright future of the company, and hence tries to extract more productive work from them (Robbins and Judge, 2008). 3.2. Identify the application of three different motivational theories within the workplace. Listed below are three different motivational theories: Maslow’s Hierarchy of needs – Maslow states that human needs can be graphically represented as a pyramid, and they move from the bottom to the top; as the needs at the bottom are satisfied, man focuses on the next need at the top. These needs range from love needs, social needs, to self actualization (Maccoby, 1998). Carrot Stick – this theory was coined by Bentham, and explains that human is motivated by either of the two forces – fear or incentives. Either he will work to fulfill his money, security and other material needs, or he will work due to pressure and fear. The motivation – hygiene theory – this theory was introduced by Herzberg in 1959, and stresses on the fact that employee satisfaction and dissatisfaction is caused by some ‘hygiene factors’ (Maccoby, 1998). 3.3. The usefulness of a motivation theory for managers at the TESCOS in Ireland. Companies like the TESCOS do rely on their employees for not only production, but also for proper distribution and even product quality control. But to get exceptional performances from them it is required for the managers to provide proper motivational incentives. Motivational theories can help the TESCOS managers to properly motivate their employees and provide them proper job roles for increased productivity. Organizational Management – organizations use motivational theories to promote favorable working conditions at the organizational and departmental levels. Rewards – The reward system takes a lot from the expectancy theory, and helps motivating the employees to work even harder, as they see their work being appreciated. Perception of the employees in the equity theory, it ca be learnt that employees perceive the rewards given to them in exchange of the work that they need to do. When the perception and actual incentive matches, the employee gets motivated to perform better in the future (Robbins and Judge, 2008). Productivity – a lot of company incorporate goal setting as a fine tool to increase the productivity level of the employees. Task-4 4. Understand mechanisms for developing effective teamwork in organizations 4.1. Explain the nature of groups and group behavior within organizations. A group may be defined as a collection of individuals who have similar aims and are set to achieve the same goal. Groups are mainly of two types: Formal Groups – these groups are designed by companies, and each group is assigned different and specific tasks. Informal groups – these are groups formed by individuals themselves. Hence, they are not properly arranged, and not at all structured (Butler 1986). Groups are formed over a series of steps. They are: Forming – the initial stage of group formation. In this stage, the resources and other details required to form the group are procured. Storming – much like ‘brain storming’, in this stage, the individuals in each group challenge and try to find answers. Conflicts are common in this stage. Norming – in this stage, all conflicts are resolved, as the answers to the questions asked by the members are found. Performing – in this stage, coordination, and team work starts taking place between the different team members, and they start becoming a single unit. 4.2. Factors that may promote the development of effective teamwork in organizations The factors that can improve teamwork are: Good leadership – A good leader ca motivate his men in performing better and reaching greater heights. Hence, leadership is a factor that should never be underestimated. Leaders are adept in different theories and motivational methods, and the best leaders are those who can take spontaneous decisions (Parker, 2000).. Diversity – good teamwork develops as and when the members embrace diversity in terms of age, sex, religion and culture. Communication – if communication is strong among all the team members, everyone will be on the same page, and will also be equally informed. Great communication is the key to effective team building. Team Building Exercises – proper training is to provided for effective team building; and the training is to provided with the help of professionals who can indulge the team in proper drills and exercises. 4.3. Impact of technology on team functioning within TESCOS in Ireland. In the modern era, no organization can work without upgrading to the latest technological trends. Technology not only makes sure that the employees have to work less, but also ensures that the results are always accurate, and there is no repetition of jobs. While emails can help the employees to communicate with themselves and the third parties, devises like the Blackberry and Smart phones enable them to properly communicate. Teleconferencing allows the team to communicate over distances effectively without being physically present there. And of course, computers are, the more advanced, the better. Not only TISCOS, but every company these days understand of the important role that technology plays, and hence have started to upgrade to the latest technological updates. References Antonakis, J., Cianciolo, A. T. and Sternberg, R. J., 2004. The Nature of Leadership. New York: Sage Publications, Inc. Butler Jr., J.K., 1986. A global view of informal organization. Academy of Management Journal, 51, 3, 39-43. Harris, S. G., 1994. Organizational Culture and Individual Sensemaking: A Schema-Based Perspective. Organization Science, Vol. 5,(3): pp. 309–321. Maccoby, M., 1998. Why Work: Motivating and Leading the New Generation. New York: Simon Schuster. Parker, M., 2000. Organizational Culture and Identity. London: Sage. Robbins, S. and Judge, T., 2008. Essentials of Organizational Behavior. 9thEd, New Jersey: Pearson/Prentice Hall. Sapru, R.K., 2008. Administrative Theories and Management Thought. New Delhi: Prentice-Hall of India Private Limited, p 276 Tittemore, J. A., 2003. Leadership at all Levels. Canada: Boskwa Publishing.

Saturday, October 26, 2019

The Oral Corrective Feedback English Language Essay

The Oral Corrective Feedback English Language Essay The focus on errors made by second language (L2) learners and Corrective Feedback (CF) _ called as negative evidence, repair, negative feedback and focus-on-form by linguists, discourse analysts, psychologists and those who work recently on classroom Second Language Acquisition (SLA) respectively _ had been exist on almost every movement that had took place in the area of language teaching and learning (Lyster Ranta, 1997). In 1950s and 1960s behaviorists believed that errors can damage learning and should be corrected immediately. Recently, those working within the interactionist framework (e.g. Long, 1996) maintain that since CF enables learners to make connections between form and meaning in the context of communication, it is important for acquisition (Golshan Ramachandra, 2012, p. 120). The role of feedback is also evident in structural and communicative approaches in which à ¢Ã¢â€š ¬Ã‚ ¦ feedback is viewed as a means of fostering learner motivation and ensuring linguistic ac curacy (Ellis, 2009, p. 3). Owing to such attention given to error treatment, scholars were interested to know how they could respond learners errors which results in effective teaching of L2 and how they should behave in different contexts to have a long lasting effect on learners language. Review of related literature Making the nature of CF clear many studies had done and researchers investigated different questions aroused around this issue, for example Lyater and Ranta, in 1997, observed four French immersion classroom to find the different types of corrective feedback, their distribution in communicatively oriented classroom and the distribution of uptake following different types of corrective feedback. Four years later in 2001, Lyster reviewed the recordings again. This time he tried to find the answer to two other questions that were not discussed in Lyster and Ranta (1997): 1.what types of learners errors lead to what types of corrective feedback? 2. What types of corrective feedback lead to the immediate repair of what types of learner errors?(Lyster, 2001, p. 275) Samar and Shayestefar (2009), in Iran, analyzed their database made from observing two EFL classrooms to find how EFL teacher error treatment in terms of CFs vary across these classrooms and what type of CFs leads to learners u ptake and successful repair. Related to this issue Balighizadeh and Abdi (2010) mentioned that language learning and corrective feedback bound up together and make an appropriate language learning environment. They believed that the function of feedback is more apparent in EFL contexts which teacher is the only source for answering students questions and feedback giving. Corrective feedback Ellis (2009) wrote that corrective feedback takes the form of a response to a learner utterance containing a linguistic error (p. 3). This erroneous utterance could be delivered in the form of an oral production of L2 or a piece of writing that means teachers can give feedback to both writing and speaking of L2 learners. Bitchener (2008) points out to this issue that there may be prominent differences between SLA work in oral and written feedback in second language acquisition writing studies( as cited in Soori, Kafipour soury, 2011, p. 497). Therefore this paper only focuses on corrective feedback which is given to oral erroneous utterances. According to previous study done by Lyster and Ranta (1997) these utterances consist of nonnative-like uses of L2 which they classified them to phonological, lexical or grammatical errors and in some cases when more than one type of error occurred in a student turn (e.g. phonological+ lexical) this is called multiple (p. 45). The response can c onsist of (1) an indication that an error has been committed, (2) provision of the correct target language form, (3) Metalinguistic information about the nature of the error or (4) any combination of these (Soori, Kafipour Soury, 2011, p. 495). Six types of CFs first reported by Lyster and Ranta (1997), therefore, divided into two categories by Soori, Kafipour and Soury based on the way they treat learners errors. This kind of classification established on the basis of information-processing model à ¢Ã¢â€š ¬Ã‚ ¦ which describes skill acquisition as a gradual change in knowledge from declarative to procedural mental representations (Ding, n.d., p.88). Therefore giving the correct form helps learners to boost their declarative knowledge_ knowledge of a language system_ but giving metalinguistic information helps learners to increase control over their already internalized declarative knowledge which means to increase their procedural knowledge (Ding, n.d.). Types of corrective feedback Lyster and Ranta (1997) distinguished six different types of feedback in their study and Ding (n.d.) added English examples to these CF types Explicit correction refers to the explicit provision of the correct form. As the teacher provides the correct form, he or she clearly indicates that what the student had said was in correct. (e. g. Oh, you mean, you should say). (1) L (learner): and three pear (sounds like bear). T (teacher): not beer. Pear. Recasts involve the teachers reformulation of all or part of the students utterance minus the error. (2) T: when you were in school? L: yes. I stand in the first row. T: you stood in the first row? L: yes, in the first row, and sit, ah, sat the first row Clarification requests indicate to students that the utterance is ill-formed in some way and that a repetition or reformulation is required. This is a feedback type that can refer to problems in either comprehensibility or accuracy, or both. (3) L: why does he fly to Korea last year? T: Pardon? L: why did he fly to Korea last year? Metalinguistic feedback contain either comments, information, or questions related to how well-formed the students utterance is, without explicitly providing the correct form. (4) L: I went to the train station and pick up my aunt. T: Use past tense consistently. L: I went to the train station and picked up my aunt. Elicitation refers to techniques that teachers use to directly elicit the correct form from the student. Teachers can elicit completion of their own utterance by strategically pausing to allow students to fill in the blank, or use questions such as How we do X in English? to elicit correct forms, or directly ask students to formulate their utterance. (5) L: once upon a time, there lives a poor girl named Cinderella T: once upon a time, thereà ¢Ã¢â€š ¬Ã‚ ¦ L: there lived a girl. Repetition refers to a teachers repetition, in isolation, of a students erroneous utterance. In most cases, teachers adjust their intonation so as to highlight the error. (6) L: Mrs Jones travel a lot last year. T: Mrs Jones travel a lot last year? L: Mrs Jones traveled a lot last year. Two other strategies that are used in L2 classrooms are clarification request and paralinguistic signals (Ellis, 2009). Paralinguistic studies most of the time accompanied with recasts in order to make them more explicit for students. Uptake A construct closely related to provision of CF is uptake (Samar Shayestefar, 2009, p. 110). Lyster and Ranta(1997) introduced uptake as: Uptake in our model refers to a students utterance that immediately follows the teachers feedback and that constitutes a reaction in some way to the teachers intention to draw attention to some aspect of the students initial utterance (this overall intention is clear to the student although the teachers specific linguistic focus may not be). (p. 49) The data revealed that uptake of students could have two types, sometimes their errors repair completely and sometimes uptakes need repair and the students may produce the utterance with another type of error which it is the teacher that should give CF again. Classification of corrective feedback types Explicit feedback vs. implicit As it is written in Ding (n.d), a popular classification of CFs is to divide them according to their explicitness and implicitness. Yang asserted that In the case of implicit feedback, there is no overt indicator that an error has been committed, whereas in explicit feedback types there is (as cited in Ding, n.d., p. 86). Long (as cited in Ding, n.d.) asserted that recast is a form of implicit feedback and can be easily neglected, especially in a meaning-focused context. Balighizadeh and Abdi (2010) had mentioned that à ¢Ã¢â€š ¬Ã‚ ¦ because they are not explicit, do not isolate the features of language form that are the focus of feedback, and do not interrupt_ even briefly_ the flow of meaningful interaction (p.59). Lyster (2001) had found a different result. He found that recast most of the time accompanied with another strategy such as repetition or paralinguistic signal or raising stress on the part that error occurred which make the recast less implicit. Other researchers which compared the effects of recasts and metalinguistic information on delayed performance of L2 learners proposed that interactional feedback in the form of metalinguistic informationà ¢Ã¢â€š ¬Ã‚ ¦might have been more effective than recasts because learners might be more likely to perceive it as overtly corrective (as cited in Balighizadeh Abdi, 2010, p.64). Ding (n.d.) stated that this dichotomous classification of feedback can be problematic (p. 86). Another classification which tried to prevent such vagueness and was the focus of Ding paper is dividing the CF strategies into recasts and prompts. Recasts vs. prompts Lyster (2001) introduced the term negotiation of form which he placed four Cf strategies (i.e. elicitation, metalinguistic clues, clarification requests, and repetition of error) under its rubric. All of these strategies lead to peer- or self-repair and therefore lead to a high rate of uptake. While recasts and explicit correction provide the correct answer and therefore they do not lead to peer- or self-repair. This distinction is clearly expressed by Lyster (2001): recasts and explicit correction are thus distinguishable from the negotiation of form in that the former supplies correct forms that learners may or may not repeat, whereas the latter provides signals to facilitate peer- and self-repair (p.274). Negotiation of form is called prompt according to Dings (n.d.) studies. Because recasts provide language learners with target-like reformulations and exemplars, they account for a significant part of language input in L2 classrooms, while prompts encourage learners to produce the ir own target-like output (p.87). Researchers findings Lyster and Ranta (1997) analysed their database in order to find the relationship between feedback type and learner uptake. According to them the most popular feedback technique used by teachers in their project was recast which turn out to be a technique that results the least uptake of any kind (i.e. repair and need-repair). Clarification request, metalinguistic feedback, and repetition are similar in eliciting uptake from students, and it should be mentioned that metalinguistic feedback was more successful than clarification request and repetition. The most successful technique for eliciting uptake is elicitation: All learner utterances following elicitation involve uptake with an almost even distribution between repair and need-repair (Lyster Ranta, 1997, p.54). From these results it can be concluded that the techniques that lead to peer- or self-correction should be used more in form-focused activities. The more students notice the feedback and the more they involve in processi ng the language items the more uptake results. In order to answer two questions proposed by Lyster (2001) that was mentioned in this paper, Lyster examined the relationship among error types, feedback type, and repair. He found that grammatical and phonological errors tended to invite recasts, whereas lexical errors tended to invite negotiation of form more often than recast (Lyster, 2001, p. 287), And the majority of phonological repairs were learner repetitions following recasts and the majority of grammatical and lexical repairs were peer- and self-repairs following negotiation of form (Lyster, 2001, p. 288). Lyster stated that although the majority of the feedback following grammatical errors involved recasts, the majority of grammatical repairs followed the negotiation of form. Conversely, lexical and phonological repairs resulted, for the most part, from the different feedback types that these error types tended to invite. (Lyster, 2001, p. 285) Samar and Shayestefars (2009) finding was in accordance with Lyster. According to them the recast the most employed feedback (i.e. recast), is the most likely to lead no uptake. Metalinguistic and explicit corrections are the most successful types of feedback leading to successful uptakeà ¢Ã¢â€š ¬Ã‚ ¦ with metalinguistic more successful at eliciting repair (Samar Shayestefar, 2009, p.125 conclusion Although the findings of different researchers are the same, but it cannot be said that these results are conclusive (Tedick, 1998). Tedick (1998) offered four suggestions for teachers based on the experiences of her colleague_ Ms. De Gortari. According to her an English language teacher shoul (1) consider the context, (2) become aware of his current practices, (3) practice a variety of feedback techniques, and (4) focus on the learner _ it is important to let the learner self-correct. Therefore it is important for teachers to become aware of different techniques of Cf and use the findings of researchers in order to gain the best result from their action. If they are working on form, negotiation of form is preferred and suggested, if they are working on fluency and meaning it is better to correct them unobtrusively.

Friday, October 25, 2019

The Tragedy of Leila in Bone Essays -- Bone Essays

The Tragedy of Leila in Bone      Ã‚  Ã‚   How much responsibility should any child have over their family? In "Bone," by Fae Myenne Ng, a character named Leila is born the daughter of a loving mother, Mah, and a run-out-on-the-family father whom cursed Leila with a last name Fu. As Leila said herself, "Fu in our dialect sounds like the word for bitter" (18). She became the oldest with two other sisters, Ona and Nina, whom both came from Mah's second husband, Leon. Leon loves his biological daughters like a true father should; meanwhile, Leon also loves Leila, his daughter only by marriage to Mah. Leon expresses how much he loves his daughters by saying "Five sons don't make one good daughter" (3), causing a scene in front of people who think that he is unlucky for not being blessed with a single son.    At a very young age Leila was forced to be the sister-in-charge and make decisions that a young girl twice her age would not normally be expected to produce. Mah began working as a seamstress before the girls would wake up, and continue working until after they would fall asle...

Wednesday, October 23, 2019

Benihana Case Study

Marketing Management Class Notes 1/16/13 Markets: * Consumer market—B2C * Business market—B2B * Global market (? ) * Not-for-profit market—must have higher revenues than cost to survive * ex: health-care: hospitals need 7% more revenues than expenses to survive * Government market Core Concepts: * needs, wants, and demands * segmentation, target markets, positioning * offerings and brands value and satisfaction * relationship marketing * marketing channels * supply chain * competition * marketing environment Marketing mix—4 Ps * Product—good, service, idea, experience, place, person, etc. * Price—above, at, or below market * Place—retail location, channel of distribution * Promotion—advertising, personal selling, sales promotion, PR/publicity Shifts in marketing management: in past: marketing does marketing; now: everyone does marketing * organized by product units; now: organizing by customer segments * using many suppliers; no w: using fewer suppliers who are partners * ex: Wal-Mart and Procter & Gamble pampers—no longer places orders for pampers; now P&G brand manager manages Wal-Mart shelf of pampers * emphasizing tangible assets; now emphasizing intangible assets * building brands through advertising; now building brand through performance and integrated communication * good experience=tell 5 other people; ad experience=tell 9 other people * now even more permanent with online ratings * shotgun (dispersed) v. rifle (accurate) * avoid shotgun (avoid developing product/service that would appeal to everybody) * relying on old markets; now uncovering new markets * focusing on profitable transactions; now customer lifetime value * major goals of increasing revenue and market share v. now: must be responsible for return on marketing investment (ROMI) * local; now glocal (local and global) * focus on shareholders; now focus on stakeholders What do marketers do? develop marketing strategies and plans * generate/collect marketing info (research) * connect w/ customers * develop market offerings * build brands * delivery and communicate value * create long-term growth * ex: ivory 1879 and still going New Marketing capabilities: * use of internet for info and sales * easily gather info about: * customers, prospects, markets, competitors * social media * facilitate and speed communication w/ customers * personal marketing (thru email) * mobile marketing for customers on the go * mass customization * bit of an oxi-moron * ex: Levi’s jeans made to size measurements use internet internally and for other than marketing Evolution of the Marketing Concept * Production Concept—production efficiency, low costs, mass dist. ; consumers want the most quality, performance, or innovative features (more, better, faster) * Stool made in cottage industry—individuals made them at home w/ tools on handindustrial revolution—factories, standards, conformity, production concept emerged * Selling Concept—consumers will buy only if the company aggressively promotes/sells these products * Too many stools produced and no one is buying themhow to sell them? must aggressively sell and advertise * Marketing Concept—focuses on needs/wants of target markets and delivering value better than competitors * Quit making stools that people don’t need or want; * must determine how many stools the customer wants first before making them * The Marketing Concept’s—Three Pillars: * Customer orientation * Integrated marketing effort** * Table 1. 1 on p. 23 * integrated w/ other departments b/c marketing interacts w/ customers * Emphasis on profitable sales (not all sales are worth pursuing) * Pillsbury Ex: 1. We make flour†¦how do we make the flour faster and better * 2. We sell flour†¦hired sales people and started advertising * 3. What do customers want that has flour in it—expanded product lines †¦Burger King— hamburger buns, pie shops, refrigerated dough products Ch. 2: Developing Marketing Strategies and Plans * Value—the totality of features and characteristics of a product or service compared to its costs * Determinant of Cust0mer Values: * Customer perceived value * total customer value * Image value * Personal value * services value * product value vs. total customer cost * Monetary cost * time cost * energy cost * psychic cost * in mind—instantly assessing value and weighing it against cost Creating value: * satisfy needs * more than one org * functions of marketing creates value Generic value chain—link in chain consists of: * Primary activities: inbound logistics, operations, out-bound logistics, marketing and sales, service * support activities: firm infrastructure, HR management, technology development, procurement (purchasing) * margin-includes profitability Ex: Levi Jeans Value-Delivery Network: Dupont fibersMilliken fabricsLevi’s apparelSears reta ilcustomer * each is a link in the value chain When value is not provided: * lost sale * lost customer—CLV (accounting for the number of years person would have been a customer) Competitive Advantage—something a co. has that no other co. has * achieved through: * 1. core competencies—source of comp. advantage, application in wide variety of markets, and difficult for competitors to imitate * 2. distinctive capabilities—excellence in broad business practices * involve multiple levels of people ex: ability to innovate, ability to understand your customer, understanding the market Marketing goal=competitive advantage * must be something significant to customers * important in a variety of markets * difficult to imitate Strategic planning: * Corp. Mission * â€Å"Marketing Myopia†Ã¢â‚¬â€see close but don’t see far away; * Railroads thought they were in the railroad business, had they realized they were in the transportation business they could have expanded line to auto or plane * What business are we in? * growth opportunities * growth matrix * SBU—Strategic Business Unit * Resources—S/W Assessment—O/T * goalsstrategies to achieve goalstactical plans to achieve strategies Good Mission Statement * ex’s in the book: Table 2. 5 * identify: * target customers and markets * principle services delivered * org. philosophy * desired self/public image * Mission statement—what the co. does; Vision statement—hope for future Goals and Objectives: * goals—umbrella; hierarchical (at different levels) * provide broad direction * objectives—SMART * Specific * Measurable * Actionable * Realistic * Time bound—for marketing plan, usually a year * for new product, maybe 6 months Porter’s Generic Strategies: * 1.Overall cost leadership—low cost provider; can make stuff at the lowest cost (will have higher margins and more choices) * 2. Differentiation—develop competitive advantages that are diff. from competition * Focus—segment; * niche market focus that has either overall cost leadership or differentiations Ansoff’s Product/Market Expansion Grid: | Existing products| New products| Existing markets| Market Penetration * advertising, lowering price, increasing sales personnel, * take existing pie of market share and try to get bigger piece of the pie | Product development| New markets| Market development * ex: co. hat made lawnmowers B2B (golf courses) decided they could sell those lawnmowers to consumers | Diversification | Boston Consulting Group’s Growth Share Matrix | Relatively high market share| Relatively low market share| High market growth rate| Stars| Question marks (aka problem children—don’t know how they are going to turn out)| Low market growth rate| Cash cows—products you’ve had for a relatively long time but they have slow growth Ex: Coke for Coca-Cola| Dogs| Implementatio n—plansEvaluation and Control: * Set objectives (to be measured) * measure performance against objectives * understand deviations—why didn’t you achieve what you set out to achieve * set new objectives Marketing Plan Parts: * Exec. Summary * Table of Contents * Situational Analysis: External Analysis * Situational Analysis: internal analysis * SWOT critical success factors * Goals/objectives * Strategy—4 Ps * Action programs * Financial implications * Controls Case Analysis—slides being sent via email

Tuesday, October 22, 2019

Music 1900 - 1945 essays

Music 1900 - 1945 essays American jazz is another non-European influence on twentieth-century composers. Musicians were fascinated by its syncopated rhythms and improvisational quality, as well as by the unique tone colors of jazz bands. Unlike a string-dominated symphony orchestra, a jazz band emphasizes woodwinds, brasses, and percussion. Jazz elements were used in works as early as Debussys Golliwoggs Cake-Walk (from the suite Childrens Corner, 1908) and Stravinskys Ragtime (from The Soldiers Tale, 1918). But the peak of jazz influence came during the jazz age of the 1920s, with works such as the ballet La Creation du monde (The Creation of the World, 1923) by the French composer Darius Milhaud and the Piano Concerto (1926) by the American composer Aaron Copland. For Americans, jazz idioms represented a kind of musical nationalism, a search for an American sound. lor European composers, the incorporation of jazz rhythms and tone colors represented a kind of musical exoticism. During the 1920s and 1930s, popular composers such as George Gershwin (1898-1937) used Jazz and popular elements within classical forms. Gershwins Rho psady in Blue (1924) and his opera lorgy and Bess (1934-1935) are well known. Modern composers can also draw inspiration from a wider historical range of music. During the twentieth century, music from remote times has been unearthed by scholars and then published, performed, and recorded. There has been a rediscovery of earlier masters such as Perotin and Machaut from the medieval period, Josquin Desprez and Gesualdo from the Renaissance, and Purcell and Vivaldi from the ba- nx1ue. Some important modern composers have been music historians, like Anton Webern, or experts in the performance of old music, like Paul I lindemith. Music from the past is a fruitful source of forms, rhythms, tone colors, textures, and compositional techni...