Factors that drive organizational change Essay

Organizational change is defined as change that has an impact on the way work is performed and has a significant effect on staff. (The Vector study, 2012). Organizational change can be major like a reorganization or a much smaller change such as new computer software. Changes can include structure within the organization, working practices that include hours and schedules, role changes, and the environment within which work is done. Whether change is viewed as large or small it can affect production, employee satisfaction, and profits. When an organization faces decisions that may cause change, the leadership must have a vision of the objective. In order for change to happen, the entire organization needs to share a vision of a desirable future. Today there are many reasons for change in an organization. One major factor is technology. The technological advancements in business resulted in frequent changes and more are coming. Organizations use technology to look for ways to make things easier and less costly. In an ever-changing global economy the demand for higher services and quality place pressure on an organization, implying that change is a constant way of corporate life. Businesses want results and the addition of the Internet, web meetings, and  cell phones have created an environment of instant results. Technology has advanced business needs to unimaginable heights. With changes, though, comes implementation. These changes are not easy and will affect the team members. Management has to be on top of the newest developments and decide how best to use them. Leadership must implement strategies that will help the entire organization see the vision they have for the company and why this change is necessary for progress. For an organization to be successful in leading change it is essential that members are of the same mind-set and share the sense that change will lead to progress. Teams leading change must be credible and committed to the change process. Possessing the skills necessary and the ability to guide others is crucial to success. Failing to do so leads to market share and profit loss. Shareholders lose confidence in senior management and the loss of key employees can perpetuate an unstable environment. The economic and social forces such as globalization, social/culture, political/legal, competition, technology, liberalization, deregulation, unstable financial market and advancement in information technology have made and continue to make the business environment dynamic in all operating aspects. Competition is another factor of organizational change. A small business may find themselves directly competing with a large chain store or a United States manufacturing firm may have competition from other global organizations. No matter the size or span of a business, competition will lead to change. Most organizations today face a dynamic changing environment. These companies have two choices; change and grow or stay the same and fail. Organizations that learn to change and adapt to these changes ultimately survive. Merger and acquisitions are often a result of change. One company could not or did not adapt to the changes in the environment and became vulnerable; or they made aggressive changes and became more desirable as an asset than a competitor. This is how I find myself in my current job. In 2001 I was employed by a small Bio-tech company that developed and sold an innovative piece of medical equipment. This company was growing faster than anticipated and the market for this product exceeded expectations. It was a very exciting time. In the medical device industry there is always talk of acquisitions and no organization is immune to the rumors. As the  talk of our small company being bought by one of the big Bio-tech companies in our industry grew, so did the uncertainty. The effects of mergers and acquisitions on employee morale can be significant, (Richards, 2013) and my company and fellow employees were no exception. There was an announcement made, and we were acquired by another much larger company. Change is often difficult and how this was going to impact our jobs was the biggest concern for most. Who would still have a job and how was that job going to change based on our new environment were the questions being asked. The key to this successful merger of two separate sales teams was communication. The communication was critical to eliminate fear and explain decisions. The leadership worked diligently to provide us with as much information regarding the upcoming steps and who would be handling each one. They shared as much of the strategy as they could legally and handled every question effectively and honestly. When two organizations come together in a situation as this, there are many changes to deal with. Each member of our team was given the choice to apply for a position within the new company or take a severance package. Some felt safer with the severance and left, but many of us interviewed for our positions with the new company. We met in a central location and were interviewed by three teams; sales, human resources and, marketing. Not knowing if and how many of us would ever work together again was an additional stress. Waiting for the call, to see if I had a job was stressful, but so was meeting and joining a new group. As in any organization change there were concerns, conflicts and, perceived losses. Fear of change can impact productivity negatively and resulted in some to seek other opportunities. Fortunately for me though, things have worked out well. Stress and fear of job changes can cause competition within an organization. Senior leadership was doing their best to stay alert to signs of negative competition and keeping both groups informed of the changes and what impact this would have on each individual’s job. Competition is good but if it creates stress and conflict it can be detrimental to an organization. References The vector study. (2012). Retrieved from http://vectorstudy.com/management-topics/organizational-change Richards, L. (2012). The effects of mergers and acquisitions on employee morale. Small Business, (), . Retrieved from http://smallbusiness.chron.com/effects-merger-acquisition-employee-morale-3196.html

Third Bridge in Istanbul

The first bridge over Ä °stanbul’s Bosporus was the BoÄŸazià §i Bridge, which was opened in 1973 by then-President Fahri Korutà ¼rk, while the FSM began operating in 1988 when Turgut Ãâ€"zal was prime minister. The Turkish government announced plans to construct a third bridge over the Bosphorus.The name of the future bridge has not been decided yet. The third bridge is expected to connect a highway starting in the Western province of Tekirdağ’s KÄ ±nalÄ ± with another highway starting from the PaÅŸakà ¶y neighborhood in Ä °stanbul’s Asian side. The minister said the government expects a sufficient amount of traffic to utilize the route once it is finalized. Experts expressed mixed feelings about the proposal of the Tarabya-Beykoz route, north of the two existing bridges .Some argued it would improve the area. Supporters of the new bridge also say it will make Turkey an important transportation corridor. They point to other highways that have crossed the three largest water reservoirs of Istanbul as evidence that mega infrastructure projects can be built safely(2009). However others argued that a third bridge would threaten the natural resources of Istanbul and was not a real solution to the city's traffic problem because it will encourage more people to use cars, increase Istanbul's chronic traffic problem, the fumes of the traffic will pollute the forests and kill the natural life there and also damage social life and bring new economic problems. The government argued about reducing the Istanbul’s traffic problems however there is a fact that it will create its own traffic.There are 3.3 million motor vehicles on road in the region that the North Marmara project covers.Land transportation shoulders 87 percent of Ä °stanbul’s mass transportation burden.The government officals stated that the bridge would be essential for easing the city’s traffic congestion(2010).However all scientific stuides show that bridges increase the traffic load. It will create its own traffic potential. The solution only may be developing public transportation on rails. This plan does not exist rail traffic. More cars will be sold and added to the existing load. The government claimed that third bridge will not damage the nature however many experts preotested the third bridge because after the construction many parts of forests won’t be existed anymore. Some of Ä °stanbul’s prominent forestry areas are along the third bridge route.Belgrade Forest, Fatih Forest and the Polonezkà ¶y. The project is expected to be finalized with little damage to these sites but destroying large parts of the Belgrade Forest, crossing the Bosporus at one if its picturesque locations, a huge waste of money for building a highway far from the city through uninhabited territory will be a murdery.It is clearly known that the third bridge would start a large-scale damage to forest lands on both sides of Istanbul, on the green lands of Kocaeli and Thrace Peninsulas. All the forests in the North which serve as oxygen generating areas, as breathing lungs of the City will be under great danger due to the bridge and its connection roads construction. An area about as large as the Belgrade Forest would be damaged as a result of the third bridge construction activities, as it is stated by the authorities that the third bridge and its highways will be linked to the Black Sea Coastal Highway which has done great harm to the natural Black Sea Coastline(2008). It is claimed that the bridge will contribute to the city economically however this means more unemployment and more homelessness.The government argue that this infrastructure project would create massive investment and jobs and tackle increasing unemployment rates(2010).The main aim of this 6-billion-dollar project is to channel money into the car, logistics and construction sectors. This money comes out of Istanbulites’ pockets and they will pay the cost in terms of reduced living standards. The bottled water that they drink wil become more expensive, and the air they breathe more polluted. Bu they need both to live.Istanbul's population is already five times of what this area can cope with. With a new bridge, the population will increase. This will mean more unemployment and more homelessness. â€Å"The introduction of the third bridge will be the death of Istanbul,† said Dr. Pr. Murat Cemal Yalà §Ã„ ±ntan of Mimar Sinan University in an interview(2010).

Academic Writing Essay Example | Topics and Well Written Essays - 500 words

Academic Writing - Essay Example The writer must also try and avoid the use of alliteration in order to make the essay sound definitive. Every excellent piece of academic writing must contain a break between sentences; longer sentences are tougher to comprehend and thus parenthetical clauses should be avoided as far as possible. The writing should be as precise as possible because making use of various adjectives and adverbs within a single sentence creates the impression of redundancy. As far as possible, the writer should avoid writing with contractions and exclamation marks should not be used. The style of the writing also needs to be consistent in order to maintain a flow of the article and keep the reader hooked. A proper critique and evaluation of the subject must be followed with a summary, conclusion as well as proper references as well. A rhetorical mode is essentially a strategy that helps to present a piece of writing. Various rhetorical modes of academic writing are used in the form of a compare contrast method, cause and effect relationship, argument, classification, exemplification, description and narration. Every paragraph within such a piece of writing should contain at least one of these modes because they assist in making careful analyses of the subject that is being talked about within the paper. Research terminology on the other hand, helps a person to comprehend how one may read and interpret an academic essay in order to apply what one has learnt in an effective manner. They include aspects like an abstract, construct, correlation, statistics, validity etc. Finally, every academic article is also a piece of intellectual property; it must thus have an honest attribution attached to it. Plagiarism is a way of stealing another person’s written work and using it as one’s own. In other words, plagiarism means using accidentally or deliberately, another person’s written material without providing

Relationships of Power Featured in Virginian Luxuries Assignment

Relationships of Power Featured in Virginian Luxuries - Assignment Example In Tocqueville book, the unequal power relationship is revealed as he states that among those families of men, the first to attract attention, superior in intelligent and in power are white people. Negros and Indians appear below them. The blacks of United States had lost the remembrance of their countries and stopped talking the language of their forefathers and had ceased to be African. There is an unequal power among the groups as the less privileged races are to adopt the cultures and the beliefs of the white community (Johnson). . The Future that Tocqueville Predicted for These Groups The three groups’ future was not great, according to Tocqueville. He states that he believed that Indians nations in North America were doomed to perish, and the race will have ceased to exist. He said that the Indians will die in the same isolated state they had lived. The destiny of the blacks was interwoven with that of the Europeans. He didn’t see great future for the three groups because Indians did not want to conform to the European culture and opted to die with their civilization. While blacks though willing to adapt to the culture were still viewed as slaves. Tocqueville predicted the whites and blacks will never mix with equality or even with civility. The two races, blacks, and Europeans were fastened to each other without intermingling and are unable to separate or to combine. He saw the possibility of black and white racial conflict in the South in the future (Johnson).

Frederick Douglass Research Paper Example | Topics and Well Written Essays - 1000 words

Frederick Douglass - Research Paper Example Some others are of the view that his autobiographies and speeches were like his audacious attempts to publicly declare his renegade status. Regarding his personal life, one can see that he was born in a slave cabin, in February, 1818, near the town of Easton, on the Eastern Shore of Maryland (A Short Biography of Frederick Douglass). He was separated from his mother from the very tender age itself and was under the care of his grandparents. Like many other slaves during his time, he was also taken to a plantation master by his grandmother who left him to work there. Though he was betrayed, unlike the other slave children, he was lucky enough to learn the alphabet with the help of his mistress. This kindled his life that he sharpened his knowledge in every possible ways and used his words as the powerful weapon to retaliate against the forces that suppressed the black community for a long time. Reading through Douglass’ chronology, it is understood that as a slave, during his life-time, he had to undergo various kind of physical and mental torture. Those bitter experiences and certain other factors like the ‘horrifying conditions that plagued slaves during the 270 years of legalized slavery in America’ (A Short Biography of Frederick Douglass), provided him the energy to pursue his studies earnestly and secretly. He conducted classes secretly for slaves which in turn caused for the displeasure of plantation owners and were often severely punished. Some of the notable occurrences of his life include his escape to New York in 1838, publishing of Narrative of the Life of Frederick Douglass in 1841, meeting with Lincoln to discuss the treatment of the black soldiers during civil war in 1863, becoming of U.S. Marshall in 1877 and the posting to the position of American consul-general to Haiti (Chronology). Douglass passed away on 20th February 1895 in

The Kinship System of Yanomamo Culture Assignment

The Kinship System of Yanomamo Culture - Assignment Example This system of kinship is based on bifurcate merging. In this system of kinship, though the institution of marriage remains closely confined to the family, it sternly prohibits marriages between parallel cousins. It is just because the Yanomamo people tend to hold kinship so dear that they tend to form groups and manage intergroup relationships by resorting to alliances and warfare (Simpson & Kenrick, 1997). The Yanomamo people tend to organize themselves locally relying on the patrilinial decent. The depth of the lineage groups seldom extends more than three adult generations. Individuals are not allowed to mention the names of their dead as it is considered to be inauspicious (Simpson & Kenrick, 1997). In a practical context it means that the name of ancestors and the human ties associated with them are soon forgotten. Marriage to more than one woman is considered by the males to be a symbol of social status. The social life is woven around striking relationships between groups either through alliances or warfare. Both these methods of striking relationships involve the exchange of women between groups and it is mostly this exchange that gives way to violence and warfare. The Marriages alliances involve a marriage between two groups belonging to two different tribes. In the Yanomamo system of kinship, the individual loyalty and allegiance of a tribe member automatically passes on to the tribe in which that member marries (Simpson & Kenrick, 1997). Perhaps Yanomamo adhere to this kinship going by the need for the males to help tribes survive in an environment marked by scarce resources. Yanomamo people also tend to forge feasting alliances with tribes that are not united by a marriage, but are also not divided by aggression and war. In a broader context the Yanomamo idea of kinship originates from their philosophy that considers nature to be a unified and sacred force, marked by its power to

Ethics Problem of Class Skipping Term Paper Example | Topics and Well Written Essays - 750 words

Ethics Problem of Class Skipping - Term Paper Example The most obvious violation of an ethical principle that his action violated is the principle of nonmaleficence which posits that one ought not to harm others. My friend is not only harming others (his parents and school administrators who were in good faith to provide him with a good education) but he is also harming himself although he may not realize it yet. He is harming himself in several ways. In the short term, he would be grounded and scolded if his parents will know about his cutting classes. Later, his performance in school will surely be affected and it will not be for long that school administrators will find it out that he had been cutting classes and that could put him in trouble. Ultimately, even if he would be able to get away with the short and not so immediate repercussion of skipping class, he will surely harm himself by denying himself the opportunity to prepare for his future. The second moral problem that my friend created is his lying to his parents and getting allowances using school as a front. I need not cite philosophical basis how being untruthful is incorrect because lying is fundamentally wrong by any moral standards. I told my friend that one way or another, his parents or school administrators will find out about his skipping classes. I also told him that it is not fair to his parents who were under the impression that he was going to school with the money they gave him when in fact, it was otherwise. I also told him that ultimately, he is just harming himself because he was skipping lessons that he was supposed to learn and that will begin a vicious cycle of having difficulty understanding complex lessons in the future. Initially, I was detached to whatever my friend was doing because I already did my part as a friend which is to give him sound advice and it is his life anyway.  

United Nations and International Human Rights Essay

United Nations and International Human Rights - Essay Example The protection of these rights by the UN however has been criticized as inadequate and inefficient, especially with reports of human rights violations by international as well as private actors and parties. This paper shall discuss the effectiveness of the UN in the protection of human rights. Specifically, the UN’s effectiveness in ensuring the people’s freedom from torture and oppression shall be evaluated in this paper, with particular reference to relevant case and incidents in the international scene. Body The United Nations was established in 1945 in order to establish and ensure international cooperation and coordination in the resolution of economic, political, social, as well as humanitarian issues; it was also established to ensure that respect is allocated for human rights and that freedom of all individuals regardless of their race, gender, religion, and language is protected1. In order to specifically establish the principles in the protection of human righ ts, the Universal Declaration of Human Rights (UDHR) was adopted in 1948. Through this declaration, various standards and norms for the protection of human rights norms have been established2. However, even with these declarations, serious human rights violations have been seen in various parts of the globe. ... In 2006, the Human Rights Council replaced the Commission of Human Rights4. This council as well as the treaty passed established obligations for states to implement in their own lands in order to support the international mandates. From such show of support, the first steps towards the effective implementation of these treaties were already considered. The Rwanda Genocide in 1994 led to the deaths of 800,000 Rwandans in the span of 100 days5. Years of conflict between the Hutu tribes and the Tutsi population in Rwanda culminated into 100 days of torture and killing in the country. The country was plunged into a political and economic crisis upon the death of the Hutu President Habyarimana in 1994 and his death served as the spur for the killing of Tutsis by the Hutus6. The Tutsis were targeted in an effort to cleanse the Rwandan population7. In the midst of the civilian killings, the UN withdrew its forces from Rwanda, thereby allowing the genocide and human rights violations to per sist8. The UN was in the perfect position to protect the human rights of the Rwandans, but it did not protect such position. It seemed to appear that the UN was more concerned about suffering another failed attempt at peacekeeping, considering its recent experience of failure in Somalia9. As a result of its prudence, hundreds more would die in Rwanda. Freedom from torture and cruel treatment is considered an absolute right, one which is protected by moral laws and unspoken mandates10. Barnett argues further that the UN bears the responsibility of the Rwandan Genocide11. The UN was in the right position to manage the Rwandan crisis in a way that would have made it possible for the Security Council to consider intervention and entry into the

The stock exchange market in the UK Essay Example | Topics and Well Written Essays - 2500 words

The stock exchange market in the UK - Essay Example This observance is furthered by the fact that the stock market in UK is weak-form efficient, while some capital market studies have called the stock exchange more towards being semi-strong-form efficient. Smith (2004) by studying the grain futures market pointed towards semi-strong form efficiency of the stock exchange because of the release of large trader position information. Further studies have compared the share prices after the takeover announcement with the bid offer. It was found that the share prices immediately adjusted to the correct levels.   Hence the study concluded that the stock market in the United Kingdom was semi-strong-form efficient.It must however be remembered that the market's ability to efficiently respond to an event like a takeover announcement which is widely publicized and short term in nature does not reflect on the market’s efficiency as is related to long term factors. David Dreman has pointed out that an instantaneous response is not always an efficient one and that the long-term performance of the stock market also needs to be considered before labeling a market efficient.The efficient-market hypothesis (EMH) states that the financial markets are "information efficient". As a result of this efficiency based on information, it is impossible to achieve constant returns that are greater than the average market returns, given the information that is available at the time of the investment.The advent of industrial revolution brought about the growth of a growing affluent merchant class.

Summative assessment Essay Example for Free

Summative assessment Essay THE TAQA AWARDCANDIDATE SUPPORT DOCUMENT Candidate Name Assessor Name Vocational Mentors Name Start Date Introduction to document This document has been developed to assist you to develop your skills and knowledge to be able to operate as an effective Assessor. The completion of this document will provide knowledge for learning outcomes in order to complete a multi-choice test for unit 1 Understanding the Principles and Practices of Assessment. In your introduction to the award you will have been provided with a variety of information including. The role of the Assessor Guidance on assessment of different types of evidence Guidance on the  arrangement for assessment The Centres appeals and complaints policy The Centres Quality Assurance Policy These documents and other information provided during your training should assist you in the completion of this document. Introduction to Qualifications and Credit Framework QCF Qualifications and Credit Framework (QCF) is a unitised qualification framework underpinned by a system of credit accumulation and transfer. The QCF is designed to allow learners to achieve credit for individual units or qualifications, providing learners with the opportunity to accumulate  credit at their own pace and use it to claim for a qualification when they are ready. The Assessment Process Assessment is the process of collecting evidence of performance and knowledge and making judgements on Whether the evidence meets the required standard Whether there is sufficient evidence to justify a position decision. The assessment is concerned with whether the candidate has collected and presented sufficient evidence to demonstrate that they can carry out work to the agreed standard and possess the knowledge and understanding which underpins their practice. If the evidence is sufficient then the candidate is judged to be competent in the specific area of practice. If the evidence is insufficient then the judgement is that competence is not yet demonstrated. Candidates should be afforded every opportunity to demonstrate their competence but it should be acknowledged that some candidates may, irrespective of their assistance and work opportunities available, find themselves unable to demonstrate competence. The assessment system should be Transparent in that the assessment procedures are clear and easily understood  by the candidate and that the evidence is explicitly presented and assessed and accessible and open for verification purposes. Valid in that the types of evidence used for assessment are clearly able to demonstrate competence, and where appropriate knowledge. However it should be borne in mind that knowledge does not in itself demonstrate competence, and Reliable in requiring different assessors to make consistent judgements based on the same evidence. Evidence is classified into performance evidence, which refers to competence which the candidate has personally  demonstrated and knowledge evidence which refers to what the candidate knows. The terms primary evidence and supporting evidence for any criteria, will normally be in the form of observation performance or assessment of a work product e. g. reports, records etc. Supporting evidence is used to support primary sources of evidence and is particularly important where there is a doubt as to the sufficiency of the primary evidence. The evidence for the core competences in any element is commonly fully supported by using evidence from observation, work products and a reflective account. Naturally occurring evidence is that which arises out of the candidates normal work activity and is considered to be the most useful type of evidence as it allows assessment of the candidates day to day competence without disruption to normal work activity. It is therefore likely to be a cost effective way of collecting evidence. Please answer the questions below- 1. Understand the Principles and Requirements of Assessment Explain the functions of assessment in learning and development Assessment is used to determine if learning and development is taking place with regard to specific criteria. The criteria are usually set by the awarding body for each qualification the learner is taking. The purpose of assessment in learning is to determine the learners level of competence by using a range of different methods. Based on the findings of the assessment and the evidence gathered during the assessment, decisions can then be made by comparing the evidence against the qualification standards. This will determine if the learners Competence, Knowledge Understanding of the subject, and Skills required to carry out required tasks are of a sufficient level to meet the laid down criteria. Assessment should be used to focus on improving and 1 / 10 reinforcing learning. It can help a learner understand how they are progressing and what they may need to do to improve their knowledge and progress further. ?Initial Assessment Review of Progress? Assessment Planning ?Decision Feedback? Assessment Activity ? Initial assessment ascertaining whether a learner has any previous knowledge or experience of the subject or topic to be assessed. Assessment planning agreeing suitable types and methods of assessment with each learner and setting targets. Assessment activity this relates to the methods  used for example observation or reflective account. Assessment decision and feedback making and judgement of success or otherwise. Giving constructive feedback. Review of progress reviewing progress, assessment activities, targets/plans Define the key concepts and principles of assessment Concepts are the aspects involved throughout the assessment process. They include Accountability being accountable to my learners, my organisation and the awarding body to ensure an I am is carrying out my role correctly, Achievement the funding that an organisation receives is related to a learners achievement. It is useful for me to keep a record of my learners achievement Assessment strategies following strategies in a specific subject will ensure roles are carried out correctly and working toward assessor qualifications Benchmarking involves comparing what is the accepted standard against the current position of our own learners performance Evaluation the assessment cycle should be evaluated on an on-going basis and feedback obtained from learners, managers and assessors Internally or externally devised assessment methods internal assessments would be devised by myself such as projects, questions or written assignments. External are assessments produced by the awarding body Progression progression of a learner should be taken into account when Im assessing learners ie career progression. Progression should always be discussed with the learner Transparency to aid transparency I need to ensure that everyone involved in the process clearly understands what is expected of them Types of assessment includes initial, formative and summative as well as diagnostic tests which ascertain a learners current knowledge Key principles of assessment include Communication should take place regularly with learners, internal quality  assurers and employers. CPD maintaining currency of knowledge and skills Equality Diversity assessment activities embrace equality, inclusion and diversity Ethics assessment process should be honest, moral confidential and integral Fairness planning, decisions and feedback should be justifiable Health Safety this should be taken into account throughout the assessment process Motivation encouraging and supporting learners Quality assurance ensuring assessment decisions meet standards Record keeping accurate records should be maintained Responsibility following  organisational guidelines and making objective decisions SMART assessment activities should be specific, measurable, achievable, realistic and timely. Standardisation that all assessors are making comparable and consistent decisions Explain the responsibilities of the assessor By following the concepts and principles of assessment will ensure an assessor is performing the role according to all relevant regulations and requirements. The role of the assessor is to assess the learners knowledge and performance. This includes, Assess learners work and evidence against  specifications. Ensuring work is authentic Make decisions and give feedback Provide support appropriate to learners. (Adapting teaching, learning and assessment activities Decide whether the learner has demonstrated competence. Apply equal opportunities Ensure that their assessment practice meets QCF guidance. Keep up to date with training on assessment. Prove they can assess effectively Standardise judgements and practice with others Follow organisational and regulatory authorities procedures Identify the regulations and requirements relevant to assessment in own area  of practice Health and Safety at work Act (to ensure the health, safety and welfare of persons at work). I have to be aware of risks involving activities in the assessing of my subject. I need to confirm learners knowledge of fire exits, first aiders and any relevant points concerning the area we are working in. Health and safety issues should be acted upon Equality and Diversity requires me not to discriminate against any learners on the grounds of race, gender or disability. I must provide a learning environment where every learner is treated fairly and equally, promoting inclusion using  various resources. Promoting equality and valuing diversity means allowing every individual 2 / 10 regardless of age, race, gender, disability, and culture or religion access to learning and actively removing barriers that would prevent certain learners from gaining a learning experience. At the start of the lesson I would identify experience within the subject with a skills scan. Data protection Act states that I must safeguard personal information at all times, holding only the relevant information and only allowing authorised persons access to these details. SoVA is ensuring I keep  young people and vulnerable adults are safe. Recognising the signs of possible abuse and dealing with the situation in a sensitive and calm manner. A vulnerable adults is defined as a person aged 18 years or over, who is in receipt of or may be in the community care services by reason of mental or other disability, age or illness and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation (Bonnerjea 2009). Code of Practice, as an assessor I must adhere to the principles, processes, practices, responsibilities and  quality assurance as documented by my organisation assuring all learners receive the best possible learning experience. A criminal background check is typically conducted by law enforcement or employers to verify your criminal history. A full criminal background check will list every arrest, charge, conviction and acquittal you have ever had. Criminal background checks are primarily used by law enforcement and the courts to determine an individuals criminal history for charging or sentencing purposes. Recently, employers, landlords and other organizations have begun using  them to ensure they are not hiring or housing dishonest or violent criminals. My role, responsibilities and boundaries as an assessor within the terms of the teacher/training cycle can be split into 5 areas Identifying the needs of the learner this is the first step within the teacher/training cycle and can also be known as the initial assessment. During this initial assessment it would be my responsibility to identify their needs this could be achieved by obtaining knowledge from the learner by completing a skills scan and by speaking personally to them. The information gathered would  enable me to plan a lesson around the individual or group taking into account abilities, disabilities or special requirements. Apply ground rules, these could include the respecting of others within the group, not to criticise their opinions but to understand the reason behind the idea. I believe this would promote equality and diversity within the group. This will also promote appropriate behaviour and respect for others. Planning and designing Now that I am aware of the learners needs I can progress to the next step of planning and designing. There are many areas to address before  planning starts. This ranges from the time, location, access, resources, risk assessments and health and safety. Different learning styles VAK must also be considered and the variety of resources available to me. I must also be aware of the core standards and work to a criteria and the learners must be conscious of time constraints ensuring the plan is completed on time. Facilitate As an assessor I must ensure the environment is suitable and the learner has every opportunity to learn, understand and be supported and that my aims and objectives are clear and can be met. Feedback  from the learners is important to ensure I am on the right track and that the session is being carried out correctly. I can adapt the session accordingly to ensure all learners receive the correct learning incorporating inclusion. It is my responsibility to maintain a safe and supportive learning environment for the learner to enable the best from the individual. This will ensure the learner is comfortable with me and their surroundings to be able to meet their needs and the criteria. Assess During the session I have to constantly monitor understanding, participation and assess progress. The assessment phase of the teacher/learning cycle lists continuous progress and review. I must give feedback regularly and it must be kept positive and constructive. All records must be kept relating to the individual, these include test results, reviews, attendance, initial assessments and feedback. The boundaries are that I must only assess what is relevant and valid, always allowing the learner to demonstrate their knowledge and understanding without interference from me or outside sources not involved in the assessment. Evaluate It is my responsibility to evaluate how the session went. With feedback it should be kept confidential as it usually contains personal views and information. There may also be a requirement to get other parties involved to promote the learners learning. It is my responsibility to ensure the session meets the needs of the learner and the 3 / 10 criteria. Understand different types of assessment method Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. Performance evidence provides proof of what a candidate can do. Sometimes, performance evidence can also provide evidence of what a candidate knows. Method of assessment How and when this method could be usedEvaluation of methods (include reference to the needs of particular learnersStrengthslimitations Workplace observation ? During the learners day to day job role/taskGives a better overview of how the learner performs and how they can cover the criteria holistically. Observations are natural and reliableLearner can be called away to do something not related to the criteria. Can be simulated. Learner may feel nervous of on edge during observation Examining products of work Once an assignment has been set for learner to gather information  needed. This will emphasise what the learner understands about the criteria and it is product evidence that can be used and referenced within the learners portfolio. Reliable as these are naturally occurring Some learners may not be able to gather product evidence as they do not use it for their job role. Files may not be accessible due to confidentially Simulations and skills tests To ensure the learner has the relevant skills needed to meet the criteria. Simulate a situation to cover criteria. Skills tests will high light what strengths the learner has and what can be worked on to meet  the criteria. The learner can also have more input on how to achieve the units. Aids in covering awkward criteria and can make the learner think about their role in more depth Time can be a factor if the learner is too busy. If the learner has not completed a skills test before they may be nervous. Its not a real event and therefore could be completely false Projects and assignments To meet criteria of a unit that cannot be assessed by observation. This will show the knowledge the learner has and their ability to complete and understand the project/assignment. Personal life can restrict a  learner from completing assignments and projects. If they have not understood the criteria they may not cover it completely and need to revisit to complete. Questioning and discussion During an observation or guided discussionTests the learners knowledge and understanding. Prep the learner so they can do some research. Validates reflective accounts and learners knowledge If no prep has taken place the questions and the discussion will not be structured. Some learners do not perform well and they feel pressured. Witness testimony To cover criteria of certain units where a skills  testimony is needed. This is a statement from a peer regarding the learner and their competency. This will give an insight about the learner from another colleague or peer on how they complete certain tasks to cover the criteria. Good coverage of evidence when assessor is not there If the context of the WT is not explained an incomplete WT may be written or it can be unreliable. Learner statement/ Reflection To check the learners knowledge of certain criteria points and also a scenario they may have encountered that relates to the unit. This will give an honest account from  the learner regarding a situation they have been involved in and how they dealt with it. Some learners cannot reflect well and do not know how to converse situations onto paper. They can be completely false events Case study This can be used when the learner has a colleague/student they have worked with on a certain project. It can be a real situation they describe or a scenario set by the tutorThis method can be strong to be able to cover the criteria if the learner writes the case study well. Poorly written will not cover criteria and if the learner cannot convert a situation onto paper well it can cause stress to the learner. RPL Recognition of Prior Learning is a method of assessment by which learners can gain recognition for Knowledge, understanding, skills and competences that they already possess. If a learner has evidence from another qualification or experience they have already completed it can be used to support the criteria on the new qualification. Theres no repetition in assessments and is time effectiveIf evidence cannot be found or it is out of date it cannot be used. This can mean that the learner will take longer to complete the qualification and will need to do more work if RPL was planned to be used. Needs backing up with questioning as attendance doesnt necessarily mean understanding Understand how to plan assessment Summarise key factors to consider when planning assessment Evaluate the benefits of using a holistic approach to assessment Explain how to plan a holistic approach to assessment The 4 / 10 key factors to consider when planning assessment are Assessment type and method Dates, times and duration of assessment activities Individual learner and qualifications/employment level Location and environment Requirements for making decisions and giving feedback Resources and materials. Special requirements/learner needs Staff availability Type of evidence required I must consider how the criteria will be met i. e. observation guided discussion or personal statement. I would plan the time needed for the assessment chosen to make sure enough is captured and the assessment process recorded. A holistic approach to assessment allows me to see the process as a whole and in some cases can cover so much of the units that cross referencing can be achieved. I will need to take into account the learners previous experience and if they can provide evidence relating to the experience. This can all be considered if a holistic approach is carried out. This can be gathered and provided at the next planned meeting. Sometimes an observation can take place straight away as long as the key factors have been considered. If not I would plan for the next visit so the learner is aware and they can also make arrangements so I can observe holistically relating to the units and criteria. There are times when meetings and an assessment process have been scheduled but cannot be carried out because of an unplanned event. I would discuss a different approach with the learner to ensure the criteria can be covered. Within my job role I have to take into account the needs of the learner and what is the best process to cover the unit. Some of my leaners do not feel comfortable writing so in this instance I would use a guided discussion. There are some learners that do not feel comfortable talking so I would explain the use of a personal statement/reflective writing and how it can be written. A personal statement/reflective account is a form of self- assessment for the learner. If they understand the unit and how it relates to their job role they will be able to write a detailed personal statement/reflective account about themselves and their  understanding. Summarise the types of risk that may be involved in assessment in own area of responsibility Explain how to minimise risks through the planning process 4. 1 Explain the importance of involving the learner and others in the assessment process With all assessment processes there are some risks involved and these need to be taken into consideration. I will always ensure I am not stopping the learner from completing their duties and that the assessment can take place. Health and Safety is very important as I may need PPE in some areas of the assessment. This should be asked and verified when the planning is discussed. Lone working is another factor to consider. There are also risks relating to the learner work itself. Every learner has to sign their own work to validate it, but there is always a risk that the work that has been completed is false. This relates to breach of quality assurance principles (VARCS) Practical assessment and 1st hand observation helps reduce the issues of plagiarism of false misrepresentation. Open questioning and rationales of duties roles and responsibilities, help promote confirmation of validity, as would a greater understanding of the candidates style of work Other risks may include Learners  not turning up for their appointment Learners not being competent in their job role Learners not being ready for assessment. Others involved may need notice of assessment ie managers and service users Costs involved in travelling if appointment are not properly planned To minimise these risks it may be possible to Send the learner a reminder message Complete a skills scan prior to sign up Email managers to keep them up to date with assessment appointment Ensure all parties agree and sign a plan. 4 Understand how to involve learner and others in assessment 4. 1 Explain the  importance of involving the learner and others in the assessment process 4. 3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning HYPERLINK http//search. babylon. com/imageres. phpiuhttp//maslowa cademy. com/wp/wp-content/uploads/2012/02/pyramidwithoutkidswords. pngirhttp//maslowacademy. com/ighttp//t3. gstatic. com/imagesqtbnANd9GcQ6HZvvyF2O6VKf87r3uHageOCfEYIN4_9gJ4Vcqhtr 5jttnPc1x47ykaxth1886w2457qmaslowbabsrcHP_ss_din2g Abraham Maslow developed the Hierarchy of Needs model in 1940-50s USA, and the Hierarchy of Needs theory remains valid today for understanding human motivation, management training, and personal development. Indeed, Maslows ideas surrounding the Hierarchy of Needs concerning the responsibility of employers to 5 / 10 provide a workplace environment that encourages and enables employees to fulfil their own unique potential (self-actualization) are today more relevant than ever. Abraham Maslows book Motivation and Personality, published in 1954 (second edition 1970) introduced the Hierarchy of Needs, and Maslow extended his ideas in other work, notably his later book Toward A Psychology Of Being, a  significant and relevant commentary, which has been revised in recent times by Richard Lowry, who is in his own right a leading academic in the field of motivational psychology. Involving the learner and others is very important when discussing and planning an assessment. This will give the learner chance to give their input into how they can cover the criteria and also what evidence they can bring to supplement their knowledge and training they have already had. Encouraging the learner to reflect on, and correlate previous experiences or qualifications will aid the assessment process. Reflective writing not only aids improvement, but promotes learner inclusion in their own learning. Reflective accounts throughout the course are a good example of this. By involving others i. e. learners manager or peer they can be used to provide a WT (witness testimony) relating to the learners everyday tasks and duties. This is ideal as the manager has a good insight into the learner and can give a very detailed account that is role related. This is also known as peer assessment and the learner will need to explain and work with their manager to ensure the manager  understands the nature of the WT and how it relates to the qualification. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners The learner induction guide is given to every learner. This contains a short explanation of the following Introductions Learning and training plan Visits to the workplace Assessments and the process Training Responsibilities of the learner, assessor, training provider and awarding body  Health and safety Equal opportunities Data protection Roles of IQAs and EQAs Internet safety guidance Examples of reflective writing and witness testimonies Complaints and appeals procedure. The complaints and appeals procedure is discussed with the learner at induction and revisited a number of times throughout the learner journey Visual is the providing of reading material for the learner to take away and research. I provide each learner with a list of resources at induction. Auditory is the explanation of how the unit can be covered and by what means to cover the criteria. This will also give the learner a chance to have input into the method and assessment. Question and answer will enable me to get a better feel of the learners knowledge and understanding of the course. Most of my learners are different and not all will use the same learning technique or gain the same understanding if only one technique is used. I will always have resources with me and I will discuss this with the learner to gauge what is the best method for them to meet their learning needs. Some learners will learn better on a computer and feel more confident writing an essay on a computer. Others need more visual stimulation so I will use easy read handouts and links to websites. I will always make the learner feel involved in the learning process rather than tell them what to do, this will make them feel more in control of the situation and can sometimes make the task more enjoyable if they can put their own spin on it. Understand how to make assessment decisions Explain how to judge whether evidence is Explain how to ensure assessment decisions are Sufficient enough evidence as specified in evidence requirements and/or assessment strategy Authentic Being the candidates own work. Current evidence that the learner possesses the skills and knowledge being claimed Made against specific criteria Valid selecting and using an appropriate method of assessment in relation to the skills and or knowledge being assessed Reliable assessors achieving a constant approach to the way they make judgements and learner evidence Fair ensuring candidates are assessed consistently and objectively to the standards Factors which could influence a judgement or decision. Appeals ensure organisational procedures are followed and records are kept Complaints remain objective and do not let complaints influence  future decisions Consistency remaining unbiased towards learners Methods of assessment using appropriate and alternative methods Plagiarism copied work the others or producing work that does not belong to them Pressure feeling of pressure to pass learners due to time, funding etc Type of 6 / 10 assessment assessment needs to be fair and ethical VARCS valid, authentic, reliable, current, sufficient When gathering evidence from the learner I must make sure it is correct and relates to the specific criteria of the units. I would judge the type of evidence submitted is sufficient by comparing it against the standards. For instance if a personal statement is submitted I would sit down with the evidence and read thoroughly marking off the criteria as I read, this will ensure the information is valid. I would make sure the learner authenticates the evidence by signing and asking a manager to read, clarify and sign also. By asking for a managers signature it also ensures the evidence is current, reliable and relates to the learners job role. The assessment decision needs to be fair for all learners and feedback given regularly to the learner. This will ensure inclusion for the learner and equality and diversity is followed. Another method of checking authenticity can be to ask the learner questions relevant to the work completed. It can sometimes happen that a learner will get another member of staff to do the work for them. This will ensure the work is their own and they understand it. You can also use another colleague or the manager of the company to authenticate the work. I can speak to the person named as the peer to ask if they can authenticate the work and get them to sign a separate sheet of paper. 6. Understand Quality Assurance of the assessment process 6. 1 Evaluate the importance of quality assurance in the assessment process. 6. 2 Summarise quality assurance and standardisation procedures in own area of practice. Quality assessment is part of the quality management process. Quality management processes are intrinsic to a quality management system. A quality management system may consist of policies and protocols to ensure that a service or intervention is optimally delivered and will incorporate indicators to demonstrate whether such success is being achieved, in the early, mid and end stages of an intervention or programme. Such indicators need to be reported and fed back in to the loop of assessors and IQAs so that quality improvements can be made continually. These are fed back to assessors through personal one to one meetings with their line manager and standardisation meetings. Standardisation meetings are carried out regularly to ensure the assessment and IQA requirements are interpreted accurately and that all assessors and IQAs are making comparable and consistent decisions. Aspects which can be standardised are Assessment activities looking at safety, fairness, validity and reliability. Creating a bank of assessment materials assignments, multiple choice questions How are wen resources are used How learner evidence meets requirements How assessors interpret the assessment procedure  and standards and how they make decisions The way that assessment plans and feedback records are completed The way learner reviews are carried out Updating assessment and IQA documentation. Internal quality assurance (IQA) relates to the monitoring of the learner journey throughout their award, this is to comply with internal and external organisations requirements to ensure the quality of assessment for all learners. All assessment decisions will be carried out by a qualified assessor in their own subject area and sampled by IQAs.

Theories of Motivation for Second Language Acquisition (SLA)

Theories of Motivation for Second Language Acquisition (SLA) This paper is an attempt to understand the complex relationship between Second Language Learning (SLA) and motivation. The paper first develops some common theories in SLA and attempts to show the difficulties L2 learners have when learning a new language. The paper highlights these difficulties in relation to language acquisition and motivation. Motivation is discussed with reference to SLA learning and shows how our understanding of motivation can lead us to better equip the learner for success. The paper develops some language Learning strategies, used in relation to motivation, and how we can measure them for a better outcome in the classroom. MOTIVATION AND THE L2 LEARNER HOW CAN IDEAS OF MOTIVATION IN L2 ACQUISITION LEARNING BEST EQUIP THE TEACHER-STUDENT RELATIONSHIP FOR SUCCESS? There are many reasons why somebody would learn a new language. This paper attempts to show that the relationship between Second language learner and motivation plays a key role in this desired success for learner. The paper discusses some common themes in Second Language Learning (SLA) and shows how learners face their own difficulties according their decision as to when to start to learn a language. With these difficulties recognised the paper goes on to show how early theories of motivation and its relationship to SLA provided a foundation for language learning strategies to develop. These developments, it will be argued, have lead to a greater understanding of the effects motivation have on the L2 learner. The paper moves on to discuss some common learning strategies theories that equip the teacher to provide better motivational strategies within the classroom. The strategies for the teacher are discussed in relation to different kinds of motivation. The importance of motivation and SLA: Many researchers have used, to some extent, a social-psychology model of learning in conjunction with the Second Language Acquisition model. The cognitive Social Learning Theory (SLT), which stems from the Social Cognitive Theory was extensively cited and empirically tested by Bandura (1989). Banduras work focused heavily on behavior and methods that stimulated behavioral change. His theory has three guiding principles: understand and predict individual and group behavior, identification of methods where behaviors can be modified or changed, and the development of personality, behavior, and health promotion (Bandura, 1997). The aspect of self-efficacy and self-perceptions led to the understanding of self-regulation when it came to adult modification of behavior (Zimmerman 1990). In a study of second language learning, Prinzi (2007) explained the importance of motivation. He posited that there is a very close relationship between motivation and second language learning. With low motivation, students may idly sit by and miss valuable learning experiences. This may limit their success and that can lead to increased frustration and in a loss of even more motivation (3). Motivation in second language learning was defined by Gardner (1985) as referring to the extent to which the individual works or strives to learn the language because of a desire to do so and satisfaction experienced in this activity (10). Motivation is not a simple concept to explain. Motivated second language learners exhibit many other qualities in addition to effort, desire, and positive effects. Motivated individuals have specific goals to achieve. They show consistent effort, strong desire, and effects. They also may experience satisfaction when they are successful and dissatisfaction when they are not (Gardner, 2001: 9). Second Language Acquisition: The second language acquisition classroom is unique in that it emphasizes oral and written communication, strives for authentic information and cultural interaction, builds vocabulary, and focuses on comprehension (Brecht, 2000). It is unique in comparisons to other classrooms in that the student learns and acquires information in a language other than the primary language. However, in order to grasp a better understanding of second language acquisition, a definition and an understanding of how acquisition occurs is required. There are various definitions of Second Language Acquisition. The definitions stem from many cross-disciplinary fields: applied linguistics, social psychology, educational philosophy, behavior psychology, and so on. The terminology for second language acquisition stems from the field of applied linguistics, the rationalist way of describing language learning (Brecht, 2000). Acquisition of a second language requires an individual to process subconsciously the sounds and utterances of the target language (Krashen, 1985). In language acquisition, the learner concentrates on the communicative act and not on the form or correctness of the language (Krashen, 1985). According to Krashen, acquisition of a language is very similar to the way children learn their first language and constitutes a simple but natural way of language acquisition. According to Chomsky (1986) and Krashen (1985), people are born with the ability to learn their first language. The first language learned as a child or your primary or mother tongue, is considered Language one (LI). In Universal Grammar, children are born with an inborn code to learn LI from birth, which is called the innate Language Acquisition Device (LAD). This device is believed to play a significant role in adult acquisition of L2 (Chomsky, 1986; Krashen, 1985). On the other hand, second language learning requires the formal instruction of language, and is comprised of a conscious process of factual knowledge about the language. Learning differs from acquisition in that the individual makes a deliberate and conscious effort, focusing on the correctness and accuracy, to speak the language; thus, at times, hindering fluency. Therefore, when one is introduced to a language at an older age, it is first learned, coupled with comprehension, and then acquired. Acquisition of a second language by adults occurs similarly to children if the adult student is not fixated on correctness of the language and accepts errors (Krashen, 2004). The acquisition of a language requires one to feel through a language and allow for trial and error. When trial and error occurs, the student may not be in conscious awareness of it but feels his/her way through the language, sensing correctness, thus birthing comprehension in the language (Krashen, 1985; Krashen, 2004). Krashens second language acquisition theory (1985) is comprised of five hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. The Acquisition-Learning Hypothesis, as described in the previous paragraph, makes a distinction between the conscious learning process and the subconscious learning process. According to Krashen, what is consciously learned through the teaching of grammar and rules does not become acquisition of the target language. Krashen views second language acquisition as an informal venue, focusing on the input of messages, which can be understood in L2 and then acquired. By contrast, Ellis views language learning as an integral, important aspect of second language acquisition (Ellis, 1985). The Monitor Hypothesis claims that learnt material acts as a monitor device to edit output materials. According to Krashen, we acquire language through trial and error. When we attempt to transmit a message and fail, we continue through trial and error until we arrive at the correct utterance or form. The conscious learning of a language, through formal instruction, provides rule isolation, which can only be used as a monitor or an editing device, which normally occurs prior to output (Krashen, 1985, Krashen, 2004). The Natural Order Hypothesis states that we acquired the grammar rules and regulations of a language in a natural order (Krashen, 1985). To truly acquire a language, individuals must comprehend the message being sent or received, which is known as comprehensible input. Comprehensible Input (CI) is seen as the central aspect of Krashens Input Hypothesis (IH). Krashen believes that IH is the key to acquiring a second language because it is completely embedded in CI. Input plus the next level along the natural order equates CI (i+1) (Krashen, 1985, Krashen, 2004). Krashen views CI as the road to acquisition. Many other second language acquisition theorists agree with comprehensible input but do not completely agree with Krashens model of Input Hypothesis, which places Learnt Knowledge towards the end or after CI. Ellis (1985) found Krashens model posed some theoretical issues pertaining to the validity of the acquisition-learning distinction (p. 266). When input or instruction is just above the level of the student, coupled with instruction rooted in a meaningful context, it invites modification, interaction and collaboration. Input is not to be construed as intake. Input is what the teachers are contributing; intake is what the students take in from the teacher. Comprehensible input can be blocked by Affective factors-factors that deal with an individuals emotion (e.g. fear, anxiety, self-perception) (Erhman Oxford, 1990). Lastly, Affective Filter Hypothesis is viewed as blockages for CI to occur. The learner may not be able to use CI if there is a block that prevents the full use of profiting from the comprehensible input. Yet, once the comprehensible input hits the LAD and is then processed, the knowledge of the language is acquired. The conscious aspect of the language starts to act as a monitoring device before the output occurs. Krashen sees focusing on the conscious aspect of language learning (specifically grammar accuracy) as a hindrance to the acquisition of a second language (Krashen, 2004). Krashen believes we have an innate ability to acquire language with involvement from our surroundings, thus enhancing the utterances and nuances, which develop childrens language into adulthood. Yet, many researchers feel that acquisition doesnt occur or occurs less, in young adolescents and adult second language learners (Felder Henriques, 1995). McLaughlin (1992) explained the difficulties adults face when trying to acquire a second language, and why children seem to learn a second language more easily than older learners (McLaughlin, 1992). First, adolescent and adult second language learners are not placed in situations where they are forced to speak the target second languages, unless they are in the target language country. Second, the requirements to communicate for children are different than those of adults. Adult and adolescent language-learners have difficult words to communicate and a richer, more developed language vocabulary than do children. According to McLaughlin (1992), once these issues are addressed it is possible for an adult to acquire a second language, and to achieve competence and fluency in a second language. Motivation and Language Acquisition A number of factors have been shown to influence performance in the second or foreign language classroom. Gardner (1985) found motivational components such as attitudes towards learning the language, motivational intensity and desire to learn the language had a positive influence on performance in the language-learning classroom. Researchers have confirmed motivation as an influence on performance in the second or foreign language-learning classroom, with attitude as a situational support (Gardner, 1985; Gardner, Masgoret Tremblay, 1997). The motivational construct, which is derived from the two types of motivation, are motivational intensity, the desire to learn a language and the attitude one has towards learning the language (Gardner, 1985). Gardeners motivational propositions, which is comprised of intergrativeness, attitude towards learning the language, and desire to learn the language, instrumental orientation, refers to an interest in language learning for pragmatic reasons, and language anxiety, referring to the anxiety reaction of the individual when called upon to use the target language (Gardner, 1985). These propositions have been shown to have an effect on second language learning. These constructs were shown to have an affect on second or foreign language achievement (Gardner, Masgoret Tremblay, 1997). The socio-educational second language acquisition model was a catalyst for the development of the Attitude Motivation Test Battery (AMTB), which was created to assess various individual variable differences within the second or foreign language-learning classroom (Gardner, 1985; Gardner, Masgoret Tremblay, 1997; Hashimoto, 2002). The model described by Gardner was seen as a good start to understanding motivation within the second language acquisition classroom (Dornyei, 2005; Hashimoto, 2002). Although Gardners proposition have been used, cited and extensively supported, it has practically gone unchallenged until the 1990s (Dornyei, 2005). In addition, the many facets of motivation within a second language acquisition classroom was suggested to be very robust to be limited to just intergrativeness and instrumentation (Dornyei, 2005). Researchers find that Gardners model excludes some variables, and that limited concepts of cognition, and self-efficacy are mentioned (Dornyei, 2005; Maclntyre, MacMaster Baker, 2001). One study to test Gardners propositions was conducted by Gardner et al. (1997), who conducted an exploratory/explanatory study about the predictive validities of different measures to determine the underlying dimensions of the relationships among constructs used such as language attitude, motivation, anxiety, self-confidence, language aptitude, learning strategies, field independence, and measures of achievement in the target language. Although many of the relationships between some of these constructs had been investigated, there had not been a study that considered all of these constructs together (Gardner et al., 1997). The literature review consisted primarily of empirical studies testing the relationship between each of the above-mentioned constructs and their effect on language-learning achievement (Gardner et al., 1997). Gardner et al. (1997) identified a shortage of empirical studies concerning the relationships between the constructs and L2 achievement in terms of a causal model and the predictive validity of those constructs on second language academic achievement (Gardner et al., 1997). A random sample of 102 (82 females and 20 males) university students enrolled in introductory French was studied. Participants were tested in two stages; the first stage was a questionnaire containing the constructs of attitudes, motivation, achievement and self-rating scales of French Proficiency, and the second stage was a short language history questionnaire (Gardner et al., 1997). Data collection procedures were clearly described. There was no indication of whether or not the study was IRB approved. Reported Cronbachs alphas for the three subscales that make up the Motivation construct were .86 for Attitudes towards Learning French, .78 for Desire to Learn French, and .76 for Motivational Intensity (Gardner et al., 1997). To investigate the factor structure of the instrumentation, Gardner et al. (1997) conducted exploratory factor analysis, and specified an eight-factor varimax factor analytic solution. Eight values were required to be more than 1.0. Regardless of the different theoretical models, they grouped together into five independent clusters. These five factors were identified as: Self-confidence with French, Language Learning Strategies, Motivation to Learn French, Language Aptitude, and Orientation to Learn French (Gardner et al., 1997). Results indicated that some of the variables were more highly related than others to indices of achievement based on measures of specific skills taken more or less at the time when these other variables were assessed. Furthermore, most measures demonstrated comparable correlations when criterion was a more global measure, such as French grades, that reflects competence in a number of characteristics over a long period of time. Nevertheless, most of the variables in this study (except for the measures of Learning Strategies and Field Independence, and to some extent Language Attitudes) were found to be significantly related to measures of L 2 proficiency (Gardner et al., 1997). These results led Gardner at al. (1997) to conclude the following: 1) there are some functional relationships among the measures, and that even these categories are not mutually exclusive; 2) when achievement is assessed by relatively objective measures taken at the same time as the other measures, indices of language anxiety, self confidence, and can-do evidence much higher correlations with achievement than do indices of Language Aptitude, Motivation, or Language Attitude (Gardner et al., 1997). Results provided strong support for the causal model, suggesting that the model permitted a way to understand how variables interrelated and complemented one another (Gardner et al., 1997). The authors suggested that further research might benefit from investigating the possible confounds of all the variables, with self examination of French proficiency, as well as feelings of anxiety, which might further assist language educators in developing new ways to improve L2 achievement (Gardner et al., 1997). Language-Learning Strategies and Second Language Acquisition According to OMalley and Chamot (1990), much of the prior research in second language acquisition focused on the teacher creating information that would enhance comprehensible input. Very little research actually focused on the process of the learner intake or what goes on with the learner. The focal point was placed on how information is stored and retrieved for future use but not on the enhancement of learning. To arrive at a definition for learning strategies, Chamot and OMalley (1990), thought to identify the process by which strategies were stored and retrieved. Thus, the definition used for learning strategies stemmed from Andersons (1983) cognitive theory, which focuses on how information is stored and retrieved (Chamot OMalley, 1990). The cognitive model of learning indicates that learning is active and presents learners as active participants in the learning process. In the cognitive model learners select information from their environment, organize it, relate it to prior k nowledge, retain what is important, and retrieve it when necessary (Anderson, 1983; Chamot OMalley 1994). According to many experts in the field of language acquisition, active learners are better learners than those who do not actively participate in their own learning processes (Chamot OMalley 1994; Krashen 1985). Metacognitive strategies have been seen as the most important and extensively studied of all the strategies due to the need for students to gain some control of their second language acquisition process. Metacognition has been used by many in the field of second language acquisition to refer to knowledge about cognition or the regulation of cognition (Chamot OMalley, 1990). Metacognition is very much needed in order for students to understand what their cognitive processes are and to guide their learning processes (Chamot OMalley, 1990; Zimmerman Risenberg, 1997). A branch of metacognitive strategy, which social psychologists and educational researchers call self-regulated or self-directed learning, involves goal setting, regulation of efforts to reach a goal, self-monitoring, time management, and physical and social environment regulation (Zimmerman Risenberg, 1997). Since students need to learn to manage the knowledge they receive, it has been noted that students should become more aware of their cognitive learning processes and strategies in order to use and apply metacognitive strategies. Metacognitive strategies aid in providing the learner with self-guidance towards the learning processes, which requires manipulation of the cognitive aspect of learning. Cognitive strategies operate directly on incoming information, manipulating it to further enhance learning (Zimmerman Risenberg, 1997; Chamot OMalley, 1994). Thus, teaching strategies within the academic foreign language classroom, or any content, supports the learner in gaining an important perspective on learning, seeing the relationship between the strategies used and his/her own learning effectiveness, and planning and reflecting on learning, to gain greater directedness or autonomy as a learner. Language-learning strategies are techniques or steps taken by the student to improve their own learning. The term language-learning strategies is used extensively in Oxfords research study to involve naturalistic practice that facilitate the acquisition of language skills, noting guessing and memory strategies are equally useful to both learning and acquisition (Chamot OMalley, 1990; Oxford, 1990). Many researchers sought to classify the language-learning strategies in general, but Oxford (1990) created the most comprehensive classification assessment of strategies called the Strategy Inventory for Language Learners (SILL), which contains six types of strategies, classified into two sub-groups of direct and indirect. The three sub-scales classified as direct language learning strategies are Memory, Cognitive, and Compensation, and the three sub-scales classified, as indirect language-learning strategies are Metacognitive, Affective, and Social strategies. Oxfords development of the Strategy Inventory for Language Learning (SILL) was originally developed to assist with the improvement of foreign language learning for the department of defence and other governmental institution. The original development of the SILL consisted of 121 strategies. The strategies were revised and the current of 80 and 50 items, version 7.0, is the most comprehensive and widely used language-learning strategy inventory to date (Oxford, 1990). Oxfords language learning strategy theory is embedded in the SILL. The two main parts of the SILL consist of direct and indirect strategies. The direct strategies are strategies that deal directly with learning mental processes such as Memory, Cognitive and Compensatory strategies. The first mental process of Memory is a strategy used to assist the learner in retrieving and storing information for later use (Oxford, 1990). This strategy works along with the Cognitive strategies, which are skills that involve manipulation or transformation of the language in some direct way, such as the following: note taking, functional practice in natural setting, reasoning, analysis, formal practice with structures and sounds Oxford, 1990). Cognitive strategies tend to be linked to individual tasks. Learners, who use Cognitive strategies, use many methods to manipulate information mentally through elaborating, image making, or taking notes and physically grouping (Chamot OMalley, 1990; Oxford, 1990). The next three strategies are described as indirect strategies, which are Metacognitive, Affective, and Social strategies. These indirect strategies are behaviors and techniques used to assist the learner with acquiring the second language. Metacognitive Strategies are seen as higher order executive skills that involve planning, monitoring and evaluating the accomplishment of the learning objective. Metacognitive strategies are also seen as actions used for centering, arranging, planning, and evaluating ones learning (Chamot OMalley, 1994; Oxford, 1990). According to Chamot and OMalley (1994) and others, such as Oxford (1990), models can be created for assessing strategies that request metacognition. This strategy is important if learners desire to gain executive control over the learning process and understand their own learning approaches (Oxford, 19990). Affective strategies and Social Strategies are significant in second language acquisition, as presented in Krashens model The Affective Filter, due to its focus on cooperative interaction and control over affects (Krashen, 1982). These strategies are further described, categorized and classified together in the CALLA handbook by Chamot and OMalley (1994). The Affective and Social strategies are not as developed as the other categories in the context of foreign language acquisition due to the nature of individual emotions and attitude towards the topic. This normally falls under the research of social psychologists that look at the affective factors as a possible predictor or hindrance of foreign language achievement (Chamot OMalley, 1990; Krashen, 1985; Oxford, 1990). As a driving energy or reason for someones action or behavior, motivation is an important factor in L2 achievement (Norris-Holt, 2001). Masgoret and Gardner (2003) stated that in the case of second language learning, people understand that motivation inspires language learners goal-directed behavior. One can use a number of individual features to measure motivation. In his study, Song (2002) showed that motivation for foreign language learning involved two further components: the need for achievement with goal-directed behavior and attributions regarding past failures. If heritage students have goals or reasons for learning the language, such as communication with non- English-speaking family members, recognition of their identity, and better career building, they can expect to learn at a higher rate of proficiency. Learner-centered Education One of the most effective educational theories for heritage language education is learner-centered education. According to Tran (n.d.), learner-centered education is a philosophy based on a fundamental change in orientation from the traditional teacher or content centered education. This teaching method focuses on the following characteristics: Goal of learning focused on production rather than knowledge conservation; Focus on learners needs, skills, and personal interests; Focus on individual processes and on personal and interpersonal relationships, beliefs, and perceptions that are affected or supported by the educational system as a whole; and Focus on balance of personal domain, content domain, organizational domain, and technical domain. Focus on self-evaluation and reflection of teaching and learning process In other words, students personal needs are the focus of the learning procedures. Teachers need to maximize learners productivity, knowledge acquisition, skills, augmentation, and development of personal and professional abilities. To accomplish these educational goals, teachers utilize various instructional strategies and educational tools. The educational efforts of learner-centered education facilitate the exploration of meaning and content knowledge through personal and interpersonal discovery. Chickering Gamson (1991) stated the following seven principles of good practice in learner-centered education: Frequent student-faculty interaction should occur Cooperative learning activities should be interspersed among other engaging instructional formats. Students should be actively involved with learning. Instructors should provide prompt, constructive feedback on student performance. Instructors must keep students focused on learning, not on the fear of embarrassment or other distractions. Teachers should communicate high expectations. Teachers must respect diverse talents and ways of learning. (4) Constructivism Constructivism, one of the basic educational theories, is a good and effective paradigm for teaching and learning in this language-learning model. Developing a proper definition of constructivism is the first step to understanding the constructivist learning theory. Hein (1991), defined constructivism as the term [which] refers to the idea that learners construct knowledge for themselves-each learner individually (and socially) constructs meaning-as he or she learns (1). In the constructivist model, learning or education is constructed. This concept is the main characteristic of constructivism. In the actual field of education, constructivism posits that students come to the educational setting with their previous knowledge or experiences and existing ideas. Students can build up a new structure of knowledge with existing information and previous experiences because these are the raw material. In other words, students can construct their own understanding from formulated knowledge and previous experiences. According to Thanasoulas (2004), constructivism in the field of education usually emphasizes students active attitudes in learning. In the constructivist classroom, learning activities require the students full support and active participation. The most important part of the learning process is students reflection and discussion of problem solving methodologies. Notably, reflection is one of the major characteristics of constructivist learning. Students have the ability to control their own learning process to solve the problem, and they lead the way by reflecting on their previous knowledge and prior experiences. While constructivism heavily stresses students own opinions, it also considers integration or collaboration an effective strategy for developing students. In a practical setting, constructivist learning depends upon collaboration among students. The major reason constructivism uses collaboration so extensively is that students learn from their classmates, who have different ideas and experiences. When they share, review, and reflect on their subject together to solve the problem, they can adopt ideas and specific strategies from one another. According to Jaworski (1996), in a constructivist setting teachers try to help create situations where students feel safe questioning and reflecting on their own learning process, in a private or group setting. Teachers also support students with activities for reflecting on their existing knowledge from education and experiences from the past. Constructivist teachers usually have their own roles, which are to coach, facilitate, suggest, and provide the student space to think, criticize, experiment, ask questions, and attempt new things that may or may not work. Teachers encourage students with challenging ideas when they ask for help to set their own goals and means of evaluation or assessment. Constructivist teaching requires inquiry-based activity for problem solving. To encourage students, teachers need to use inquiry methods to start solving the problem. They also need to investigate a main theme or topic and use a variety of materials to find answers. Students may sometimes have incorrect answers, inaccurate solutions to the problems, or unsuitable ideas to explain. These educational procedures are valuable temporary steps to integrating knowledge and experience through exploring the problem. Vygotsky (1986) stated that constructivist teachers also encourage students to constantly assess how an activity is helping them gain understanding of the contents, because teachers believe that students can build up their own comprehension and construct knowledge of the world through experiencing things and reflecting on those experiences. In other words, constructivist learning requires students to take duty and responsibility for their own learning by using questions and analyzing answers (Carvin, n.d.). There are many different understandings and definitions of motivation. Donoghue and Kunkle (1979) described it from three different perspectives behavioristic, cognitive, and constructivist: The behavioristic point of view of motivation is understood in matter of fact terms. This perspective places emphasis on reward. Driven to acquire positive reinforcement, and by previous experiences of reward for behavior, we act accordingly to

The Life and Work of Katherine Mansfield Essays -- Biography Katherine

The Life and Work of Katherine Mansfield Born as Kathleen Mansfield Beauchamp in Wellington, New Zealand in the year 1888, Katherine Mansfield has long been celebrated as New Zealand’s most influential and important writer. Daughter of Annie Dyer and Herold Beauchamp, Mansfield was born to a wealthy businessman and a mother who was often thought to have been â€Å"aloof†. Attending school at a young age, Mansfield went to Wellington GC as well as Miss Swainson’s private school before being sent to Queen’s college in London for a more formal education. At Queen’s, Mansfield learned to speak French and German, and also took up the cello. It was here that Mansfield first began to write her prose and poetic work (Robinson). During her three years spent at college, perhaps Kathleen’s most important lessons were learned through her rebellious activities and desire to break free from the socialized standards she was continuously exposed to. She would write to class mates about loathing mar riage, saying â€Å"The idea of sitting and waiting for a husband is absolutely revolting and it really is the attitude of a great many girls...† (Wilkins). By the time Kathleen returned to New Zealand in 1906, she was filled with ideas for an adventurous, unconventional life that lead her on a long string of relationship infatuations with both men and women, as well as out of the ordinary exploits into the wilderness of New Zealand. She felt uncomfortable and detached from her homeland, and found Wellington to be â€Å"provincial† (Robinson). It took Kathleen twenty months to convince her Father to allow her to go, but in 1908, Mansfield found herself traveling back to â€Å"Mother England†, which meant she would be leaving her home forever at the age of twenty.... ...od of Katherine Mansfield. In heavy detail, it describes the year-by-year events of Mansfield’s life, from parental conflict to her relationships with men and women. A very detailed and thorough look into Mansfield’s career. Wilkins, Damien. â€Å"The New Zealand Edge: Heros†¦ Katherine Mansfield.† NZEdge.com. Monday 10 Oct.2005. Another wonderful biography of Mansfield that also offers the commonly held opinions of her fellow New Zealanders on the writer, Wilkins creates a well-rounded piece on Katherine’s life and work. This website presents Katherine as an idol for modern writers and a revolutionary figure in the complete overhaul of the short story. It details a great deal upon the opinions and personal views of Mansfield herself, which offers a very thorough and unique perspective into the life of the author.

A Strategic Analysis of Toyota Motor Corporation Essays -- Competitive

Understanding Strategic Management A Strategic Analysis of Toyota Motor Corporation Industry: Automotive Industry CONTENTS ABOUT TOYOTA MOTOR CORPORATION PAGE 3 EXTERNAL STRATEGIC ANALYSIS:- PESTEL PORTER’S FIVE FORCE ANALYSIS COMPETITIVE ANALYSIS PAGE 3, 4, 5 AND 6 INTERNAL STRATEGIC ANALYSIS:- SWOT ANALYSIS PORTER’S VALUE CHAIN ANALYSIS PAGE 6, 7 AND 8 STRATEGY FORMULATION:- PORTER’S GENERIC OPTION ANALYSIS ANSOFF MATRIX ANALYSIS PAGE 8,9 AND 10 RECOMMENDATIONS PAGE 10 CONCLUSION PAGE 10 REFERENCES PAGE 11 LIST OF TABLES AND FIGURES TABLE OF FINANCIAL REPORT OF TOYOTA PAGE 3 TABLE OF COMPARISON OF TOYOTA AND HONDA PAGE 6 DIAGRAM OF PORTER’S GENERIC OPTION ANALYSIS PAGE 8 DIAGRAM OF ANSOFF MATRIX PAGE 9 About Toyota Motor Corporation Toyota Motor Corporation is a Japan based company, whose headquarters are located in Aichi Prefecture. The company was founded by Kiichiri Toyoda in 1937. Currently the company’s CEO is Akio Toyoda. Toyota is basically into cars and it is one of the top players in the world in this industry. Toyota also owns two other brands namely Lexus and Scion, which gives the company a lot of advantage over it’s other competitors. Toyota manufactures sedans, saloons, suvs, muvs, pick-up trucks and buses. During the year 2013 Toyota had approximately 333,498 employees, who were working globally. In March 2013, Toyota was ranked as the thirteenth biggest organization globally in terms of its revenue. In the following table we can see the financial report of Toyota Motor Corporation in the year 2013- REVENUE 22.064 TRILLION YENS OPERATING INCOME 1.320 TRILLION YENS NET ... ...bile.asp. [Accessed 15 December 2013]. Toyota . 2013. Toyota . [ONLINE] Available at: http://www.slideshare.net/FenellaAndrade/toyota-9167108. [Accessed 15 December 2013]. Pestle for Toyota. 2013. Pestle for Toyota. [ONLINE] Available at: http://www.scribd.com/doc/133979217/Pestle-for-Toyota. [Accessed 15 December 2013]. Strategic management Toyota case study. 2013. Strategic management Toyota case study. [ONLINE] Available at: http://www.slideshare.net/ArioArdianto/strategic-management-toyota-case-study-27410014. [Accessed 15 December 2013]. Competitive Analysis. 2013. Competitive Analysis. [ONLINE] Available at: http://dana.ucc.nau.edu/~toyota-p/competitive_analysis.htm. [Accessed 15 December 2013]. 2013. [ONLINE] Available at: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiyAkLgbrb6VX_qzgTmSZMX705ZexXe-bh56uG2zaIQMCVbzCJaPfya2kaFd-Yl2ulxHXmJYhPFTb3tOPz6-hL87eLeoRaFB206eY5vbfx8KAvZn7ebZdPuxvut0fo3A0gvY41M567wzw/s1600/Ansoff+Matrix.jpg. [Accessed 15 December 2013].

Blood Bananas Directions

Over the past 25 years, no place has been more perilous for companies than Colombia, a country that is inally beginning to emerge from the effects of civil war and narco-terrorism. In 2004, Chiquita voluntarily revealed to the U. S. Justice Department that one of its Colombian banana subsidiaries had made protection payments to terrorist groups from 1997 through 2004. The Justice Department began an investigation, focusing on the role and conduct of Chiquita and some of its officers in this criminal activity. Subsequently, Chiquita entered into a plea agreement that gave them the dubious distinction of being the first major U.S. company ever convicted of dealing with terrorists, and resulted in a fine of IJS$25 million and other penalties. To make matters worse, the industry was facing pressure from increasing retailer purchasing power, major changes in consumer tastes and preferences, and Europe's imposition of an â€Å"onerous tariff' on companies that sourced bananas from Latin A merica. With this in mind, Fernando Aguirre, Chiquita's CEO since 2004, reflected on how the company had arrived at this point, and what had been done to correct the course so far.He faced major challenges to the company's competitive position in this dynamic industry. Assignment: Students must address the following questions: 1 . What do you think were the root causes for Chiquita's actions in Colombia that led to the penalties? Did Chiquita's managers have a choice? Why or why not? 2. What can current management do to restore Chiquita's reputation and ensure future competitiveness in this industry? What role does corporate governance play in this process? Please discuss the ethical and strategic actions that the Company should take.Directions: Students should address the questions above in a typed document (double spaced; 12-point font; 5 pages maximum; essay format). The case report should provide a title page, with student name, section number, and date of ubmission. Your respon ses should be uploaded to D2L before the scheduled class on Wednesday, December 4. Strong responses will reference the material covered in Chapter 10 of our textbook, as well as the additional readings suggested on the following page.Guidelines: Please note the following: All case reports are to be written (double spaced) using 12 point type with a serif font for the body (Times New Roman) and sans serif font for headings (Calibri). The report should follow correct form, spelling, grammar, etc. The body of the paper should be no more than five pages including specific recommendations supported by our analyses. Number the pages. The report may include an assortment of charts, tables, and exhibits in an appendix to support your analyses and recommendations. Do not add exhi bits that are already included in the case.Each exhi bit must be referenced and discussed in the body of the paper. The appendix does not count towards the main body limit of five pages. The main body of your report should contain sufficient detail to explain and support the major issues identified in the case and the primary recommendations for solving these problems. Do not Just rehash case facts. Instead, present an insightful and unique analysis. The reports will be judged according to standards of effective business communication. They should be clear and cogent.The criteria for grading case reports include: Evidence of ability to size-up the organization's situation and to identify key problems/issues. Use of appropriate analytical techniques, sound logic, and well-supported arguments in evaluating the organization's present condition and future prospects. Evidence of ability to formulate realistic and workable recommendations for action. Quality contributions will reference the material in Chapter 10 of your textbook, as well as he additional readings suggested below. Thoroughness both (a) scope and coverage and (b) depth of analysis.

Globalization and Regional Strategies Essay

Executive Summary It is clear enough that in today’s era it is extremely critical for firms to adopt global and regional business strategies in order to attain sustainable competitive advantage. But the question arises regarding classification of a MNE (Multinational Enterprise) as a global firm. This essay critically analyses the work on regional strategy as a response to Osegowitsch and Sammartino and attempts to cover the following aspects in detail. Notion of Globalization and Global Strategy This section highlights the notion of globalization and way organizations today establish a global presence by adoption of unique business strategies. This part also details the three different kind of global strategies. Regional Strategy Analysis This part analyzes the theory and practice of regional strategy concept of Globalization in particular as a response to Osegowitsch and Sammartino (2008). It aims to justify that in today’s era very few global firms exists and secondly that sufficient amount of international business literature and theory is required to draw reflection on regional vs. global MNE’s (Multinational Enterprises) strategy. The Theory of the Regional Strategy This section explains the concept of regional strategy analysis and illustrates the various regional theories as explained by Osegowitsch and Sammartino. Introduction With the concept of globalization and internationalization gaining more and more momentum everyday, this essay attempts to critically analyse the work of Osegowitsch and Sammartino on regional strategy. It starts with explaining the concept of globalisation and global strategy and tries to justify that in today’s era very few global firms exist. Secondly, it tries to establish that significant amount of international business literature and theory is demanded in order to draw conclusion on regional vs. global MNEs strategy by exploring the theory of regional strategy. Notion of Globalization and Global Strategy Globalization can be defined as a complex concept which enables firms to operate in various continents and countries across the globe in order to improve and maximise their profit margins, sustainability, worldwide existence and economies of scale (Blyton et al., 2001). Globalization provides platform not only to consumers but also to organizations to help them satisfy their needs globally. According to Marquardt & Berger (2003), Trade, Travel, Technology and Television are the four major developments that have resulted in Globalization. The four T’s of global development are the outcome of human brain and its creative innovations. These advancements have further encouraged and made possible continuous exchange of ideas, information and knowledge between human resources by breaking the barriers of distance. Moving ahead, Bratton & Gold (2007) state that Globalization is a global process of political convergence, social economies and national sentiments, in which space, time and Government are not given much importance. The paragraph below will now highlight the three different views on â€Å"global strategy†. The First view states that the global strategy is one of the particular and specific forms of Multinational Enterprise (MNE) Strategy. Further, it highlights the fact that Globalization considers all the countries of the world alike (Levitt, 1983). The Second view considers global strategy as â€Å"International Strategic Management† (Bruton et al., 2004) which is no doubt wider concept than â€Å"global strategy† mentioned in the first view. Lastly, the third view describes global strategy in even broader term; The strategy of the firms that exist all over the globe and this can be concluded as the firm’s theory of how to become a successful competitor (Peng, 2006). Having discussed the various forms of global strategies which are adopted by firms today, this essay now moves ahead to analyse the theory and practice of regional strategy concept of Globalization in particular as a response to Osegowitsch and Sammartino (2008). It aims to justify that in today’s era very few global firms exists and secondly that sufficient amount of international business literature and theory is required to draw reflection on regional vs global MNE’s (Multinational Enterprises) strategy. The Regional Strategy Theories According to Rugman and Verbeke (2007), recent literature on globalization suggests that a firm is categorised as global if maximum 50% of its total sales are in its home territory (EU) and minimum 20% of sales in each of the NAFTA zone and Asia. He adds to it by bringing to surface the outcome of survey based upon this theory that indicated only nine global firms in Fortune Global 500 and also the orientation of numerous firms towards the home-region. In response to the above mechanism for classifying the firm as global, Osegowitsch and Sammartino (OS) (2008) have provided three basic criteria and comments that can be helpful in future classification of firms according to their geographic sales dispersion. Firstly, OS suggest that it is not appropriate to classify statistical data straightaway. It should be realised that since this is a growing area of research, usage of any kind of classification tool is open to criticisms as it is not simply the categorization of Multinational Enterprises (MNEs) following particular regional strategy theories. As an example, OS focus on building and having strong position in the region by illustrating that if the EU, NAFTA region and Asia represents 90% of the total world sales output, an absolute division would require all the three regional triads to have 30% sales each and not 33.3% in order to encourage the strategy of lower thresholds. In other words, a firm can be defined as global if it has at least 20% of the total sales in the two host-triad regions and without any kind of imposition on the maximum sales threshold in the home territory (Rugman and Verbeke, 2007). Additionally, it should also be noted that it is not at all relevant to categorize a firm as having strong position in the market if its threshold is lower than 20% of t he total sales. OS even conducted a simulation using threshold value as 10% of the net sales in order to identify a string position in the host region as it would result to USD $1 billion even for the smallest of the Fortune Global 500 firms. But unfortunately, it didn’t present a strong position and can by no means be considered as an essence for strategic decision making in the worlds largest organizations. OS clearly argues that using various thresholds is helpful in assessing the sensitivity of firm’s positions in the classification system but the main function should always be to provide an assessment of the Future Global 500 and to easily track firms whose thresholds are continuously changing from one category of threshold to another. A clear example of this is Nokia which encountered a 4% decline in sales in the year 2002. However, this change in sales pattern reflected a short term failure in inter-regional growth but OS criticizes that it cannot be simply neglected. Movement of Nokia from a global organization in 2001 towards a home based firm in 2001 was a remarkable concern. In one line, it can be stated that having threshold below 20% simply leads to generation of more bi-regional firms and which can’t be regarded as truly global organizations. Moving ahead, the second regional strategy criterion which OS highlights is that the sales variations are highly industry specific. According to OS, industry plays a significant role and all future researched should aim at exploring the regional vs global strategies at the industry specific levels and try to establish the difference. It is truism that a majority of firms are not properly internationalized and their sizes varies across regions but then its some of the world’s biggest MNEs that have constantly been regarded as capable of compens ating for the weaknesses of the other sectors in different regions of the world. The main point to be considered is that our analysis are independent of differential size of numerous industries that exist across the region, as MNEs are able to establish regional markets and to further develop insufficient markets. Lastly, in third comment it is argued that it would be irrelevant to prefer regional strategy over global strategy. Regional strategies come into existence when it becomes very difficult or impossible to adopt conventional global strategies efficiently, or when they fail to function, keeping in mind that global strategies cannot be evaluated in isolation. Further, it can be said that heterogeneous geographic space beyond the home country border is essential for most of the companies now if not all of them. Moving ahead, this section of the essay will now make an attempt to tackle the criticism formed by OS concerning the contribution of regional strategy to the international business theory. According to (Rugman and Verbeke, 2007), the regional strategy is structured around three simple but fundamental empirical observations which demand international business theory to be extended and enhanced. First of all, only a small number of MNEs have a balanced geographical sales distribution pattern across the global market, although it counts towards the risk diversification at the downstream end of the value chain. OS illustrate that a balanced and structured distribution of sales geographically would contribute towards enhanced global acceptance by the customers of the company’s products and services. With only the exception of resource-based industries, the triad comprising the EU, NAFTA region and Asia demonstrates a first cut though not certainly a fixed one mechanism to identify the extent to which an MNEs net sales are distributed worldwide. Further, this triad has gained so much importance as it is the home of world’s most large MNEs as well as the locus for a number of outstanding innovations in most industrial sectors. The triad also demonstrates the world demand pattern for most knowledge intensive services and goods. But it’s unfortunate to mention that only a small number of MNEs in the Fortune Global 500 are capable of performing equally well in each of the three regions of the triad. It is often observed that a strong position in the home-triad region is not supported with an equally strong position in both the other two remaining triad environments. Classification tools are now irrelevant as among the firms with international operations only a small percentage are truly global i.e. may be even less than 5% (Ghemawat and Ghadar, 2006). They further add to it and state that different firms rule in different parts of the world. Second wing of the regional strategy focuses on the fact that several MNEs have regional features in the organizational structure such as geographic divisions and having individual divisions for different regions is supported mainly by the concept of regional heterogeneity demanding idiosyncratic management. In this case, the intra-regional institutional and economic distance is not just smaller but also very different from that of the interregional. It has been observed that for most MNEs, managing operations and work system in EU is very different from functioning system of the NAFTA region or as compared with the work cultural of Asian environment. These differences may further be enhanced if the work unit is further subdivided into smaller units. Fratiannin (2006) states that these differences in work system signal the importance of regional level in the business strategy and structure of MNEs. Today, almost all big firms such as Toyota, General Electric (GE) have embedded regional elements in their business and operational strategies and these companies are often wrongly referred to as global organizations not just because of lack of balanced geographic distribution but also because of their world wide global operations and manufacturing (Ghemawat, 2005). Thirdly, it should be noted that more than fifty percent of the geographic area in terms of sales is normally the main source of the firm’s cash flows and the centre point of most of the firms both tangible and intangible assets. In the coming years, the concept of having more than 50% sales in the home territory would not be significant enough in EU and North America specifically but it would gain momentum in Asian region as intra-regional distance is minimizing and thereby driven by a reduction of investment barriers and trade. Competition among industries would be more prevalent at the regional level instead of the national level. OC highlight that attention should now be laid on the development of classification tool that will help bundle the home country sales with the sales in the remainder of the home territory rather than paying attention separately to the sales in the home region and remaining of the home region especially for MNEs based in Asia and EU. Moving ahead, the above discussed observations and theories clearly demonstrate the need for an extended international business theory. These observations are independent of specific categorization approaches to measure specific home-region vs. rest-of-the-world market position of MNEs. A trend has always been seen that all the MNEs are much stronger in their home regions as compared to that in other triad regions. These top MNE firms have formulated their organizational structures around the regional component and a varying market position in each region raises call for a regional approach rather than a global strategy approach. The paragraph below now will bring to surface the three main components for the extension on mainstream international business theory (Rugman and Verbeke, 2007). Firstly, it is noticed that impact of country border does not provide strong basis for distinguishing between non- location bound (or internationally deployable/exploitable) and location bound. In today’s period of excess regionalization, it is very easy for some companies to exploit and deploy their strengths throughout the home country border. Further, proxies for internationally transferable FSA’s such as firms level predictors of internationalization like firm’s level of R&D do not hold much importance in explaining intra-regional expansion occurring in home region, given the distance gap between the home country and rest of the home region is very less. As a result of well-functioning trans-European transport and logistics networks enabling fast response and just in time strategies covering the whol e continent, the significance of geographic distance has decreased in EU. The EU integration process itself has let to decrease in Institutional distance. Further, Economic distance has lost its relevance because of many reasons such as development of new services and products at par with European level, possibility of cross border shopping made possible by web based searches, continuous attempts made by many companies to gain scale and scope efficiencies at the European level and lastly, increased importance of EU as a geographic space to ascertain company’s conduct, structure and importance. Finally, decreased significance of conventional measures of cultural distance mainly in the business to business area as it is easy to get labour in Europe, considerable increase in use of English as the lingua franca inside the region. On sharp contrast between past and present position of conventional location bound FSAs it can be clearly stated that previously they allowed firm expansion only up to country borders but now it can be easily upgraded, and made deployable and exploitable even beyond the home country borders and also in othe r home region countries. Secondly, there is a need to reconsider the fact that non-location-bound FSAs like technological knowledge or brand can be easily exploited and deployed nationwide. Today also it is necessary to complement existing FSA bundles with an additional FSA bundle in high distance environments which implies distance still plays an important role. According to Ghemawat (2005), there are several ways to differentiate between low and high distance environments, one major distinction being that between home regions and host regions in a triad context. Moreover, it is clear that extension and scope of mainstream international theory is free from any scholars disagreeing with the concept of the triad region as the best proxy to discriminate between low-distance environments (in this case the home-triad region) and high-distance environment (in this case the two host-triad regions). High distance implies to making more substantial investments in order to complement its present FSA bundles, also ena bling maximum and profitable exploitation in the host region environment. Here, the apparent trade off becomes obvious: further the efforts to expand the high-distance environment may not be proved to be as successful and profitable as the expansion of low distance environment, even if it is suggested by macro-level parameters which measure the attractiveness of the high-distance environment that they have strong location advantages. As stated by Nachum and Wymbs (2007) in regard to global cities that FSAs and location advantages are dependent on each other. High distance bundles also has many risk factors along with it like melding the extant FSA bundles with newly developed or accessed resources in the high distance environment may lead to burdened with several operational problems, decreased or disappointing sales, as exemplified by the retreat of some of the world’s largest MNEs from high-distance contexts, for example, Wal-Mart’s exit from Germany and Korea. . Thirdly, the theoretical difference between the two FSAs namely location bound and non-location bound FSAs assume conventionally easy developments and profitable exploitation of FSAs (like brand names or technological knowledge of proprietary) across borders. Moreover, it is very essential to acclimatize the brief contents of these two concepts to the authenticity of regionalization. More particularly, the factors that determine the extent of FSAs are, its distance accompanied by its geographic, institutional, economic and cultural components. The level at which a FSA should be called location-bound vs non-location bound is estimated by decay in value across a space. On the basis of terms like region bound nature of FSAs and the liability of inter regional foreignness it has been highlighted that for international business other geographic borders hold more importance than conventional country borders in our previous study. After studying the concepts and theories of regional strategy, we now try to establish the extent to which Procter & Gamble could be categorized as a global firm in terms of its business and operational strategies. The Case of Procter & Gamble Procter & Gamble Co. – One of the worlds leading consumer goods manufacturer such as Tide, Pantene, Ariel etc was established in 1837 from an original candle and soap company. The firm now operates in 180 nations with more than 138,000 employees. According to Lafley, A. G., Chairman of the Board and chief Executive Officer, P&G, the firm has over 171 years of history and has always been driven by creativity and innovation. Additionally, improved sales and long term success have always been the strategic goals of this corporation. And it understands the fact that these goals can be attained by constantly appreciating changing consumer’s needs, innovation, branding and market needs. Depending entirely on skunk work such as acquisitions, internal R&D and selective innovations has proved to be inefficient and insufficient for attaining the business target of $4 billion business in a time period of one year. It can be clearly seen that invent- it-ourselves model along with global research facilities and recruiting and holding of the best talent nationwide attained success till the year 2000 but nowadays satisfying high levels of top line growth has become a big challenge for an organization The approach through which the radical strategy of open innovation helped an organization attain its business mission and goal can be typified in the following lines. To face the challenge, P&G adopted a brand new technique of innovation: Develop and Connect model in the year 2000 which lays great importance on searching good and new ideas and information outside and bringing them in, in order to give internal capabilities a boost and make most out of them. With the perspective of manufacturing improved and relatively cheaper products faster the business strategy involved in this model was to leverage assets of people, products and property available externally and applying it to their respective R&D labs, purchasing, market capabilities and production. The foremost work of this strategy is to recognize top ten preferences and needs of the consumer. Moreover, it is very essential that the customers are fully satisfied by the products manufactured and which will finally result in increased sales and profit. Moving ahead, alike products or related technologies which already exist in the market and occupy good position are recognized. Lastly, analysing the influence of technological acquisition of one area over the other areas. Networking is the backbone of this approach. Along with having business collaborations with open networking companies such as InnoCentive and Ninesigma, the P&G group has long chain of suppliers and technological entrepreneurs worldwide. They play a crucial role by finding solutions to P&G internal problems in the outside world. Thus, by constructing such type of infrastructure P&G has been able to reduce its investment in technology along with achieving stable top line growth and required sustainability. According to Huston and Sakkab (2000), by shifting to Connect and Develop model there has been a remarkable increment in our R&D production by 60% and the progress rate of innovation has undoubtedly doubled. The Procter & Gamble figures out how an organization can maximize its profitability levels by switching to new and innovative The Procter & Gamble examples mirrors the way how switching to new and innovative approaches of using information and technology can help maximise profit margins. It is one of the organisations which has developed enabling infrastructure fabricated around innovation with a huge worldwide network combining human capital, ideas and technology. Conclusion This essay has brought to surface a number of strategies which can help firms to establish strong positions globally like having a threshold of 20% etc. The main aim which was to justify that a firm cannot be simply categorized as global based upon statistical data has been justified. A number of measures have also been illustrated which can help differentiate the firms regional strategy from the global strategy. References Blyton, P., Lucio, M., McGurk, J. and Turnbull, P. (2001) â€Å"Globalization and trade union strategy: industrial restructuring and human resource management in the international civil aviation industry†, International Journal of Human Resource Management, pp. 445-463. Bratton, J. and Gold, J. 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