Category: Questions

Prevention of Type 2 Diabetes in Adolescent Navajo Indians

Prevention of Type 2 Diabetes in Adolescent Navajo Indians
Prevention of Type 2 Diabetes in Adolescent Navajo Indians

Prevention of Type 2 Diabetes in Adolescent Navajo Indians

Order Instructions:

Please take note that I will send two document for this assignment , which will include the letter to the stakeholder, and a promotional pamphlet which the writer is to use for this paper. also he has to search online for additional information on this particular case study as require by the assignment . He should pay attention to all details and respond to all questions in the case study clearly as the prof will asses to see that all questions where responded to. They are 5 key questions in the case study, so the writer must provide 5 key sections clearly responding to this 5 questions

Case Study: Prevention of Type 2 Diabetes in Adolescent Navajo Indians

Directions
For this assignment please follow these instructions in sequence.
– Complete all assigned reading noted in the resource section at the end of the questions before attempting this assignment.
– Review the two promotional documents provided for the launch of the community health promotion ( letter to stakeholders and Promotional Pamphlet).
– Locate data and documents necessary to answer the case study questions from the internet.
Case Study Questions:
a. As a key stakeholder, were you swayed to support this community health Initiative? Please support your yes or no answer with rationale
b. Was the data presented sufficient to support this community health proposal?
c. Identify at least four strengths of this proposal?
d. Identify at least four weaknesses of this proposal?
e. For the weaknesses identified propose valid solutions with supporting rationales
These answers should be contained in a paper no longer than 3 pages, excluding title page and references. The document should be in appropriate 6th edition APA format.

Resources to aid in the paper.

Health Promotion in Nursing Practice
• Chapters 4, 5, 6, 7 and 9

Benjamins, M. R., & Whitman, S. (2010). A Culturally Appropriate School Wellness Initiative: Results of a 2-Year Pilot Intervention in 2 Jewish Schools. Journal Of School Health, 80(8), 378-386.

Work group for community health and development at the University of Kansas. (2012). Chapter 8 developing a strategic plan sections 1-7. Retrieved from http://ctb.ku.edu/en/tablecontents/chapter_1007.aspx

Work group for community health and development at the University of Kansas. (2012). Developing an action plan main section. Retrieved from http://ctb.ku.edu/en/tablecontents/sub_section_main_1089.aspx

It is important that writer read and reference to the above readings for this paper.

SAMPLE ANSWER

Prevention of Type 2 Diabetes in Adolescent Navajo Indians

Was the stakeholder swayed?

There are high chances that the key stakeholder will be swayed based on the fact that this is meant to create awareness. On the contrary, the matter is very critical and requires immediate and solid support and attention. It was important to point out that diabetes was infrequent among the Navajo youths who were less than ten years. On the contrary, the incidence and prevalence of the disease was extremely high among the older youths. This would have been very vital in ensuring that the main stakeholder supported the program at Gallup, New Mexico and beyond. Moreover, if aware of the seriousness of the disease though the incidence, prevalence, and impacts among the adolescent Navajo youths, he would also support the proposed prevention and management strategies.

Sufficiency of the data

The data provided was not adequate to support the proposal. It was important to present the facts regarding the prevalence, incidence, factors contributing to the disease, and the effects the disease has on the adolescent Navajo Indians. This would have emphasized the gravity of the issue and, thereby, ensuring more support of the proposal. Emphasizing how critical a matter is among a certain target group as well as how the disease impacts on the affected can go a long way in ensuring that the program is supported as needed.

Strengths

The proposal is prepared by professional nurses from Gallup Indian Medical Center. In this case, the school community has higher chances of accepting the proposal based on credible professionalism. Moreover, the proposal was written by the lead designer of the proposal. Second, the proposal is relevant to the challenges facing the Navajo Indians (Work group for community health and development at the University of Kansas, 2012). The community health proposal addresses prevention of diabetes types 2 among the adolescent Navajo Indians. This is based on the fact that the prevalence of the disease is high among the adolescents and, therefore, many other stakeholders are likely to support the community health proposal since it addresses an actual community challenge (Tran et al., 2014).

Third, the target group chosen for the community health proposal is fit. It was strategic for the proposal proponents to choose a middle school system (5TH, 6TH, 7TH, or 8TH grade students) in Gallup New Mexico since these basically constitute of the affected adolescents. It was easier to locate the target group from a school. Fourth, the proposal will first be presented to the school board meeting. This is very crucial in ensuring that the school management supported the proposal and encouraged the students to enroll for the program.

Weaknesses

The proposal is lacking in that the seriousness of the cause has not been emphasized. There was a great need to indicate the actual figures (prevalence and incidence) of the disease (Dabelea  et al., 2014). This would have ensured that the proposal was supported by the key as well as other stakeholders. In the proposal, it is stated that a community health proposal was developed and aimed at students who were then in middle school system in relation to type 2 diabetes prevention. However, there is no mention of why this was important for this target group. What effects does the disease affect this age group?

The diabetes type 2 community health proposal also lacks in that there is no mention of why prevention is being advocated for. There are other approaches that could have been taken including management, treatment, awareness creation, or control of the disease. However, since the proponents have settled on prevention, it is important to mention why this is the approach they consider more proper (Imperatore et al., 2012). Not only does the proposal fail to point out the significance of the matter to the key stakeholders, the promotional pamphlet is also not convincing. Seeing such a promotional pamphlet, many adolescents who are not aware of the diabetes type 2 concern among the adolescent Navajo Indians will ignore it (Work group for community health and development at the University of Kansas, 2012).

Valid solutions for the weaknesses

The prevalence and incidence of diabetes type 2 among the adolescent Navajo Indians should be highlighted and compared to statistics of other adolescents elsewhere. This would emphasize on the gravity of the matter. It is also important to mention why this target group is important as far as the disease and adolescent Navajo Indians are concerned. The proposal should have elaborated in detail why this age group was particularly of concern

The proponent of the proposal should mention and explain the benefits or advantage of preventing diabetes type 2. This is based on the fact that they could have adopted other approaches. But since they settled on prevention, there is a need to mention how prevention of the disease is useful (Benjamins & Whitman, 2010). The promotional pamphlet should have at least indicated how serious the matter is among these adolescents through a mention of the incidence and prevalence. Moreover, there should be a mention of why prevention is important. This measure would go a long way in ensuring that many adolescents enrolled for the program.

References

Benjamins, M. R., & Whitman, S. (2010). A Culturally Appropriate School Wellness Initiative: Results of a 2-Year Pilot Intervention in 2 Jewish Schools. Journal Of School Health, 80(8), 378-386.

Work group for community health and development at the University of Kansas. (2012). Chapter 8 developing a strategic plan sections 1-7. Retrieved from http://ctb.ku.edu/en/tablecontents/chapter_1007.aspx

Work group for community health and development at the University of Kansas. (2012). Developing an action plan main section. Retrieved from http://ctb.ku.edu/en/tablecontents/sub_section_main_1089.aspx

Tran, F., Stone, M., Huang, C. Y., Lloyd, M., Woodhead, H. J., Elliott, K. D. & Craig, M. E. (2014). Population‐based incidence of diabetes in Australian youth aged 10–18 yr: increase in type 1 diabetes but not type 2 diabetes. Pediatric diabetes.

Dabelea, D., Mayer-Davis, E. J., Saydah, S., Imperatore, G., Linder, B., Divers, J. & Hamman, R. F. (2014). Prevalence of type 1 and type 2 diabetes among children and adolescents from 2001 to 2009. JAMA, 311(17), 1778-86.

Imperatore, G., Boyle, J. P., Thompson, T. J., Case, D., Dabelea, D., Hamman, R. F. & Standiford, D. (2012). Projections of Type 1 and Type 2 Diabetes Burden in the US Population Aged< 20 Years Through 2050 Dynamic modeling of incidence, mortality, and population growth. Diabetes Care, 35(12), 2515-2520.

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Quantitative research design Assignment

Quantitative research design
Quantitative research design

Quantitative research design

Order Instructions:

Just as my other papers , this paper has 3 sections and each section should have its own reference list at the end of the section , and for SECTION C the writer must also post a link to the full clinical guideline that is being proposed. It is also important that the writer use pear review articles not older than 5 years for this paper. The writer must also use the 2 articles included in the resources at the bottom and also all other resources mentioned there.

SECTION A (1.5 pages)
Quantitative Research Design
Utilizing knowledge and insights gained from the assigned chapter in the text and other reliable sources:
1. Define quantitative research and provide two examples of quantitative designs with a brief explanation of each design.
2. Identify a potential quantitative research study that is important to nursing and describe which design you would use for this study, why you would use that design, and how the information generated from the study could be applied in nursing practice.
3. End your discussion with a reflection as to the value of quantitative research adding to the science, knowledge, and practice of nursing.
4. Provide at least three citations with full references to credible nursing scholarly articles supporting your definitions and discussion.

SECTION B (1.5 pages)
Qualitative Research Design
Utilizing knowledge and insights gained from the assigned chapter in the text and other reliable sources:
1. Define qualitative research and provide two examples of qualitative designs with a brief explanation of each design
2. Identify a potential qualitative research study that is important to nursing and describe which design you would use for this study, why you would use that design, and how the information generated from the study could be applied in nursing practice.
3. End your discussion with a reflection as to the value of qualitative research adding to the science, knowledge, and practice of nursing.
4. Provide at least three citations with full references to credible nursing scholarly articles supporting your definitions and discussion.

SECTION C (1 page )
Choice of Clinical Focus
Examine nursing best practices and clinical guidelines and identify a clinical focus and established clinical guideline which will be use later to develop a PowerPoint® presentation addressing the clinical focus of concern chosen in this section, the evidence based solution to the problem, and how the clinical might be implemented in a specific clinical setting. At the end of this section you should also include post a link to the full clinical guideline that is being proposed.

Resouces and required readings
Required Activities
Textbooks
Introduction to Nursing Research Incorporating Evidence-Based Practice
• Chapter 8: “Quantitative Design”
• Chapter 9: “Qualitative Design”
Please retrieve and read the following journal articles.

• Gallagher-Ford, L., Fineout-Overholt, E., Melnyk, Stillwell, S. (2011). Evidence-based practice, step by step: Implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54–60.

• Melnyk, B.M., Fineout-Overholt, E., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice: step by step: the seven steps of evidence-based practice. American Journal of Nursing. 110(1), 51–53.
Please review the following websites.

Items you Should Research to Help You Understand Research Design
• Research Design
• A review of qualitative approaches
Items you Should Research to Help You In Identifying a Clinical Concern
• Clinical Practice Guidelines.
• National Guideline Clearing House.
• Best Practices in Gerontological Nursing.
• National Institute for Health and Clinical Excellence.
• RNAO : Nursing Best Practice Guidelines.
• Joanna Briggs Institute™.
• VAP Bundle.
Items you Should Research to Help You Understand Nursing Sensitive Patient Outcomes
• ICN Nursing Sensitive Outcomes.
• Patient Safety and Quality:An Evidence-Based Handbook for Nurses.
• National Database of Nursing Quality Indicators.
• Nursing Sensitive Patient Outcomes (ONS).

It is critical the writer read and understand all the requirements and follow accordingly to write this paper.

SAMPLE ANSWER

Research Design

Quantitative research design

The quantitative research approach refers to a systematic process that is used to collect and analyze information statistically. The information is measured using a particular instrument. The instruments also convert the information into numbers. Quantitative research only deals with quantifiable concepts that are measurable and can be converted in to numbers. It also examines phenomenon through numerical representations of statistical analysis and observations (Roncelli-Vaupot  & Železnik, 2013).

2 designs

Descriptive research aims at describing an identified variable’s current status. Such research projects are created to offer systematic information regarding a phenomenon. Hypothesis is created after data is gathered. The hypothesis is tested from the synthesis and analysis of data. The study subjects have to be selected carefully and each variable should be measured carefully (Roncelli-Vaupot  & Železnik, 2013).

Correlational research makes attempts to identify the extent of the relationship between variables through the use of statistical data. Relationships among and between several factors are identified and interpreted. This research method recognizes trends as well as patterns in data. However, there is no detailed analysis that would prove the causes for observed patterns. There is only a study of variables distributions, relationships, and data. There is no manipulation on variables, rather, they are identified and studies as they are in natural settings (Grove, Burns & Gray, 2013).

Potential quantitative nursing research study

Clinical nursing expertise is very critical to quality patient care. Until today, research has focused on individual nurses characteristic factors and how they contribute to expertise while contextual factors have been ignored. A quantitative research can be designed to examine the impacts of individual nurse experience and education and hospital contextual factors on the clinical nursing expertise.

The design to be used and reasons

The cross-sectional design can be used. This can be useful in revealing the relationship between hospital contextual factors and individual nurse characteristic and the link they have to nursing expertise.

Applying the information generated in nursing practice

Healthcare managements can derive that both hospital contextual and individual level factors have significant impacts on expertise. Therefore, they have to be considered when making decisions in the human resource department (Fain, 2013).

Value of quantitative research to science, knowledge, and practice of nursing

The information from quantitative research can be generalized. Therefore, this makes it easy to solve challenges in the practice. It is also useful in studying large samples. This brings in new information that can be applied.

References

Fain, J. A. (2013). Reading, understanding, and applying nursing research. Philadelphia: F.A. Davis Co.

Grove, S. K., Burns, N., & Gray, J. (2013). The practice of nursing research: Appraisal, synthesis, and generation of evidence. St. Louis, Mo: Elsevier/Saunders.

Roncelli-Vaupot, S., & Železnik, D. (2013). Identifying assertiveness in nursing teams of hospitals. Društvo I Tehnologija – Dr. Juraj Plenković.

Qualitative research design

The qualitative research approach aims at gaining insight into the value systems, behaviors, attitudes, lifestyles, culture, aspirations, concerns, and motivations of people. There is the intention of acquiring an in-depth comprehension of a particular human behavior as well as the reasons that warrant such behavior. There is an investigation of the how and why of decision making, as opposed to just when, where, and what (Holloway, Wheeler & Holloway, 2010).

2 designs

Ethnography refers to the interpretation and description of a social or cultural system or group. It involves examining the learned and observable behavior patterns of a group, ways of life, or customs. As a result, the picture of the people’s way of life is obtained. The methods used in ethnography are unstructured interview, participant observation, and direct observation. The researcher mainly spends time with the people so as to observe their way of life keenly. Phenomenology elaborates an event’s subjective reality as the study population perceives is. It involves studying a phenomenon. Phenomenological research techniques provide nurses a valuable strategy for understanding the nursing lifeworld (Holloway, Wheeler & Holloway, 2010).

Potential qualitative nursing research study

Nursing shortage is acknowledged to be extremely problematic in the present day nursing environment. Yet, there is limited research with nurses that are longer in the clinical practice. A qualitative research can be designed to understand the factors that influence RNs decision to quit clinical nursing (Holloway  & Wheeler, 2013).

The design to be used and reasons

The research can use the phenomenological research design. This can be very effective in revealing the complicated phenomena influencing the registered nurses’ decision of quitting the clinical nursing practice. Interviews can be conducted with the no longer practicing RNs.

Applying the information generated in nursing practice

The information gathered from this research can be very useful in the nursing practice. It can be used to develop proper retention strategies so as to ensure that nurses are retained, which will address the shortage. Understanding the reasons why new RNs are usually socially isolated, frustrated, and distressed can be effective in solving the challenge (Beck, 2013).

Value of quantitative research to science, knowledge, and practice of nursing

Qualitative research methods are presently very vital in developing nursing knowledge, which is very significant for evidence-based nursing practice. These methods answer a wide array of questions in relation to the nursing concern with human reactions to potential or actual health problems. Qualitative research has a huge role in offering evidence for nursing practice, as well as gaining larger acceptance within the medicine field

References

Beck, C. T. (2013). Routledge international handbook of qualitative nursing research. Abingdon: Routledge.

Holloway, I., & Wheeler, S. (2013). Qualitative Research in Nursing and Healthcare. Chicester: Wiley.

Holloway, I., Wheeler, S., & Holloway, I. (2010). Qualitative research in nursing and healthcare. Chichester, West Sussex, U.K: Wiley-Blackwell.

 

Clinical focus

            The falls clinical guideline in reference is meant for health care professionals. There is a summary regarding the assessment and screening of falls among the elderly (focused history, physical examinations, functional assessment, and environmental assessment). There are also recommendations for old people in different care settings. The guideline can be obtained from  http://www.americangeriatrics.org/health_care_professionals/clinical_practice/clinical_guidelines_recommendations/prevention_of_falls_summary_of_recommendations

Fall-related and falls injuries are a critical and common challenge for the elderly. People who are sixty five years and over are at a high risk of falling. Thirty percent of the people aged more than 65 years and fifty percent of those aged more than 80 years fall at least once yearly (Melnyk et al., 2010). This is an indication that the matter is critical and this warrants for proper preventive strategies. Not only do the elderly fall while within their residences; they also fall while within health care institutions. Therefore, healthcare institutions should be keen on eliminating factors that can lead to falls.

Falls affect carers as well as family members of the victims. Falls are associated with human costs such as injury, distress, pain, loss of confidence, mortality, and loss of independence. Falls cost the NHS approximately 2.3 billion dollars every year. Hence, falls have an impact on healthcare and health costs as well as quality of life (Gallagher-Ford, Fineout-Overholt &  Melnyk, 2011).

People aged more than 60 years are given a keen concern since they have higher chances of falling. People within this age group who are admitted in hospitals need to be considered for the multifactorial assessment in relation to their falling risk during the hospital stay. People suffering from a condition that makes them vulnerable to falls are also covered in the guideline.

References

Gallagher-Ford, L., Fineout-Overholt, E., &  Melnyk, S.  S. (2011). Evidence-based practice, step by step: Implementing an evidence-based practice change. American Journal of Nursing, 111(3), 54–60.

Melnyk, B.M., Fineout-Overholt, E., Stillwell, S.B., & Williamson, K.M. (2010). Evidence-based practice: step by step: the seven steps of evidence-based practice. American Journal of Nursing. 110(1), 51–53.

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General Motors that uses technological workforce

General Motors that uses technological workforce
General Motors that uses technological workforce

Case study of General Motors that uses technological workforce

Order Instructions:

You are going to write up a case study for a company that uses technology in the workforce. An internet/library search will give you a good idea about companies that have case studies on technology. In terms of the selection of the company, you could use one that is listed throughout the textbook or one from any of the articles you have read. No one is to do Apple, Iphone, Dell, Nike as everyone likes to do them, you will all be competeing with each other. Try to choose a company that no one else will think to do.

When writing a case study analysis, you must first have a good understanding of the case study. Before you begin the steps below, read the case carefully, taking notes all the while. It may be necessary to read the case several times to fully grasp the issues facing the company or industry.

Once you are comfortable with the information, begin the step-by-step instructions offered below to write a case study analysis.

Here’s How:

Investigate and Analyze the Company’s History and Growth. A company’s past can greatly affect the present and future state of the organization. To begin your case study analysis, investigate the company’s founding, critical incidents, structure, and growth.
Identify Strengths and Weaknesses Within the Company. Using the information you gathered in step one, continue your case study analysis by examining and making a list of the value creation functions of the company. For example, the company may be weak in product development, but strong in marketing.

Gather Information on the External Environment. The third step in a case study analysis involves identifying opportunities and threats within the company’s external environment. Special items to note include competition within the industry, bargaining powers, and the threat of substitute products.

Analyze Your Findings. Using the information in steps two and three, you will need to create an evaluation for this portion of your case study analysis. Compare the strengths and weaknesses within the company to the external threats and opportunities. Determine if the company is in a strong competitive position and decide if it can continue at its current pace successfully.
Identify Corporate Level Strategy. To identify a company’s corporate level strategy for your case study analysis, you will need to identify and evaluate the company’s mission, goals, and corporate strategy. Analyze the company’s line of business and its subsidiaries and acquisitions. You will also want to debate the pros and cons of the company strategy.
Identify Business Level Strategy. Thus far, your case study analysis has identified the company’s corporate level strategy. To perform a complete analysis, you will need to identify the company’s business level strategy. (Note: if it is a single business, the corporate strategy and the business level strategy will be the same.) For this part of the case study analysis, you should identify and analyze each company’s competitive strategy, marketing strategy, costs, and general focus.

Analyze Implementations. This portion of the case study analysis requires that you identify and analyze the structure and control systems that the company is using to implement its business strategies. Evaluate organizational change, levels of hierarchy, employee rewards, conflicts, and other issues that are important to the company you are analyzing.
Make Recommendations. The final part of your case study analysis should include your recommendations for the company. Every recommendation you make should be based on and supported by the context of your case study analysis.

SAMPLE ANSWER

General Motors that uses technological workforce

Company history and background

General Motors was founded on September 16, 1908 in Flint, Michigan. It was founded as a holding company for Buick which by that was controlled by William C. Durant. It was co-founded by Charles Stewart Mott who by the time of GM’s inception owned a carriage company. Late 1908, GM acquired Oldsmobile. (General Motors Company (GM) – Clean Technology – Deals and Alliances profile, 2014). In 1909, Durant bought Cadillac, Elmore, Oakland and several other companies. In the same year, GM acquired the Reliance Motor Truck Company of Owosso, Michigan and the Rapid Motor Vehicle Company of Pontiac, Michigan. In 1910, Durant lost control in GM. This was due to a bankers’ trust that was caused by the large amount of debt taken on its acquisitions coupled with a collapse in new vehicle sales. Durant started Chevrolet Motor Car Company through which he controlled major interest in GM. General Motors was re-organized into General Motors Corporation in 1916. In the early 1980s, GM experienced an unprecedented growth during which it employed 349000 workers and operated 150 assembly plants, under the leadership of Alfred P. Sloan (Houghton, 2013).

Over the years, GM has grown to be a big automobile manufacturing company which, together with its partners, has been able to design, build and market cars, trucks and spare parts around the world. The brands include Chevrolet, Cadillac, Buick, GMC, Holden, Hummer, Pontiac, Opel, Fleet and Commercial, Vauxhall and Saturn. Moreover, GM provides automobile financing services through its subsidiary, General Motors Financing Company (Essays, UK, 2013). The company sells cars and trucks to daily rental car companies, commercial fleet customers, leasing companies and the government. This is either done directly or through a network of dealers that have been established over the years. GM has operations in North America, South America, Central America, Europe, Africa, Asia and Australia (Oceania). It has its headquarters in Detroit, USA  (Houghton, 2013).

Though GM has grown over the years to enjoy dominance of the auto industry, it has internal factors that have influenced its performance, growth and expansion. It has enjoyed strengths from within and in equal measures has had its share of weaknesses. The strengths include:

  1. Customer Satisfaction that has been brought about by perfect branding

            General Motors has in the past produced quality products. This is indicated by its scores in 2010 American Customer Satisfaction Index. GM’s Buick and Cadillac brands took the second and third spots in overall customer satisfaction. The GMC brand also appeared in the top 10, sitting in slot number 8 above Toyota and Nissan hence demonstrating a 2.4% increase over the previous year (Klikauker, 2012).

  1. Huge market share depicted by its worldwide presence:

GM has an international presence with factories in Poland, Russia, South Africa, Ecuador, Egypt, Argentina, Australia, Germany, Belgium, China, Colombia, South Korea, Spain, Sweden and Thailand. Moreover, it has assembly, manufacturing, distribution, office and warehousing operations in 55 other countries. Though GM lost the top slot for global auto sales after 77 years in 2009(Reuters, 2010), it still has the top market share for any American car Company, as reported by  “The Wall Street Journal,” leading in both overall sales as well as light truck sales (Klikauker, 2012).

  • Lower labor costs that have been put in place since 2009

                    GM has kept labor cost low in most of the world, including foreign markets. In 2009, it cut its white collar labor force by 14%, according to Huffington Post. This effectively reduced overhead for the company and ensured increase in profitability without an actual increase sales or productivity (Klikauker, 2012).

  1. Leaner Operations

        When GM came out of bankruptcy in 2009, it had adopted a much leaner operation system. It had cut brands, plants and employees so as to streamline production costs, according to “The Washington Post” with the executive committee being reduced to eight members. This enhanced the company’s efficiency and increased the speed of decision making (Business: Rising from the ashes in Detroit; General Motors’ IPO, 2010).

The following weaknesses have however hindered its operations.

  1. Diminishing Dealer Network: GM has identified more than 1000 dealership markets that are due for closure. It also announced that it would not be renewing its franchise agreements with almost one quarter of its dealership in the U.S. As at December 31 2008, GM had 715 dealerships in Canada and as at May 2009 plans had been put in place for closure of 200 dealerships (Goussak, Webber & Ser, 2012).
  2. Insufficient Liquidity that has negatively affected both Research and Development and relationship with suppliers (Goussak, Webber & Ser, 2012).
  • Inadequate performance among some Business Segments: In 2008, the GME segment accounted for 21.8% of the total revenues and its revenues decreased by 8.8% to $32,440 million. Other business segments experiencing declines include GMNA which fell by 23.9% to $82,938 million, and GMAP which stood at $12,477 million for the 2008 fiscal year indicating a major decline (Klikauker, 2012).

Threats

Intense Competition:  GM is vulnerable to fierce competition from firms like AB Volvo, Bayerische Motoren Werke, Daimler, Fiat Group Automobiles, Ford Motor, Honda, Hyundai Motor, Mazda, Nissan, Peugeot Citroen, Renault, Toyota and Volkswagen. Many of these have responded to the financial crisis by adding vehicle enhancements, providing subsidized financing or leasing programs in order to sell more vehicles. They also offer option package discounts, marketing incentives and reducing vehicle prices in certain markets. These actions may have negative effects on GM’s pricing, market share and operating results, particularly on the low end of the market (Research and markets adds report: ‘General Motors Corp. – SWOT framework analysis’, 2010).

Global Recession: Dire predictions for the global economy were realized in 2009(Klikauker, 2012). These resulted in stalled economic growth that stretched into 2010. The decline in the economy came with reduced consumer demand for less fuel efficient vehicles, including full size pick-up trucks and Sport Utility Vehicles (SUVs) which had been GM’s most profitable products. The decline also resulted in tighter credit markets making it quite hard for customers to finance automobile purchases. The meltdown also resulted in the government of US buying out GM (Klikauker, 2012)

Opportunities

Growth Potential in India and China: There are positive projections for General Motors ventures in China and India. In China, the market for new cars has grown by 14% and was projected to reach $97billion by the end of 2008. (Webb, 2005). Moreover, in India, the market grew by 15.5% in 2008 to a dollar value of $28billion. This is a strong indicator that India will play a bigger role in the projected increase. (Webb, 2005)

Increased Global Truck Market: It is projected that in the coming years there will be steady growth rates. The market volume is also expected to increase. (Asia News Monitor, 2014)

Rising Demand for Hybrid Vehicles: With its hybrid models of Saturn Vue and Aura Hybrids, Chevrolet Malibu and Tahoe Hybrid as well as Cadillac Escalade, the company will move fast to meet this demand. Vehicles market would boost the demand for GM’s products.

Though GM has gone through recession, notwithstanding the economic scars that tainted its reputation, it needs to understand that there is increase in global competitive pressure and realize the significance of it understanding the organizational behavior and dynamic changes to its cultural and ethical environment. GM may not remain competitive if some aspects of its operations are not improved (Groussak, Webber and Ser, 2012)

Corporate Level Strategy

GM has a powerful vision backed by a powerful strategy. It is focused on a single global vision: To design, build and sell the world’s best vehicles. This would in effect power the development of world-class products that are winning in the market place, and is helping to transform business and fortify the balance sheet. This model also creates a self-sustaining cycle of reinvestment that drives continuous improvement in vehicle design, manufacturing discipline, brand, competitive pricing and margins (Groussak, Webber and Ser, 2012)

GM has annuals sales of over 9million vehicles and operations in more than 120 countries. Its business is diversified across products and geographic markets. The company meets local sales and service needs for its retail and fleet customers with a global network of independent dealers. Across the world, GM is a top manufacturer led by diverse portfolio of brands that share core platform efficiencies and are connected by its global reach (Groussak, Webber and Ser, 2012)

GM has equity ownership stakes directly or directly in entities through various regional subsidiaries like GM Korea, Shanghai General Motors Co Ltd, SAIC-GM-Wuling Automobile Company, FAW-GM Light Duty Commercial and SAIC GM Investment Limited (HKJV) (Asia News Monitor, 2014).

Business Level Strategy

Brand Restructuring: GM focuses to restructure Chevrolet, Cadillac and Buick. It also plans to either close or sell out brands like Saab, Saturn and Hummer. These actions are based on sales statistics that are lagging in the domestic market (Asia News Monitor, 2014)

Fuel-Efficiency: This has been the demand brought about by effects of global warming and green technology for industries to become more sustainable and environmentally friendly.

Cost cutting: This will be achieved through the reduction of GM brands and models and closure of some dealerships across the world. Cost will also be reduced through salary cuts for employees and executives. (Asia News Monitor, 2014)

Emerging markets: Markets in India and China present GM with the opportunity to expand its brands and become a force to reckon with in these markets. (Asia News Monitor, 2014)

Marketing Strategy: GM needs to re-establish itself as America’s leading brand. Advertisements and commercials must not only promote this position but also emphasize the developments in sustainability and fuel efficiency. (Asia News Monitor, 2014)

Recommendations

General Motors needs to expand its marketing strategy to cover markets in China, India, Europe and the larger American continent. The message of its fuel efficiency cars and better quality should be heard across all its ancient markets.

General Motors also needs to invest more of its resources in Research and Development Centers in African and India. This will help in establishing the need for cars in those regions and also aid in coming up with better designs for such regions and low end customers.

References

Business: Rising from the ashes in Detroit; General Motors’ IPO. (2010, Aug 21). The  Economist, 396, 49-50.

Essays, UK. (November 2013). A SWOT Analysis of the General Motors Company Marketing Essay

General Motors Company (GM) – Clean Technology – Deals and Alliances profile. (2014). London: Global Data Ltd.

Goussak, G. W., Webber, J. K., & Ser, E. M. (2012). A CRITICAL NEEDS PLAN FOR GENERAL MOTORS: A CULTURAL PLURALISM APPROACH. Review of Business & Finance Studies, 3(2), 45-53.

Houghton, J. D. (2013). What is good for General Motors: The contributions and influence of Alfred P. Sloan, Jr. Journal of Management History, 19(3), 328-344.

Klikauer, T. (2012). A General Motors works council’s response to the capitalist global financial crisis: A case study from Germany. Capital & Class, 36(2), 303-322.

Research and markets adds report: ‘General Motors Corp. – SWOT framework analysis’. (2010). Manufacturing Close – Up

Webb, A. (2005). General Motors plans more choices for china. Automotive News, 79(6144), 21. World: General Motors chief reveals business strategy. (2014, Jan 23). Asia News Monitor

Fixing what’s wrong with General Motors and other U.S. manufacturers; American business concepts issues opinion editorial. (2005, Jun 06). Business Wire

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Business Frameworks and Strategies

Business Frameworks and Strategies
Business Frameworks and Strategies

Business Frameworks and Strategies

Order Instructions:

It is critical to pay attention to the details of this paper and get it right the first time.

Frameworks and Strategies

Michael Porter argues that the strengths of a business fall into one of two categories: cost advantage or differentiation. He goes on to explain that the application of these categories will result in three “generic strategies“: cost leadership, differentiation, and focus. According to Porter, competitive advantage is achieved by leveraging the strengths of the organization. Consider how Porter’s strategies relate to an organization in which you work now or have worked at in the past.

Referring to the below mentioned journal articles and other scholarly resources, explain how you would use Porter’s Three Generic Strategies to leverage IT resources at your organization and increase its competitive advantage.

Resources
Readings
•Haag, S., & Cummings, M. (2008). Management information systems for the information age (Laureate Education, Inc., custom ed.). Boston: McGraw-Hill/Irwin.
Chapter 1, “The Information Age in Which You Live: Changing the Face of Business”
Chapter 2, “Major Business Initiatives: Gaining Competitive Advantage with IT”

Articles
• Carr, N. G. (2003). IT doesn’t matter. Harvard Business Review, 81(5). Retrieved from the Business Source Premier database.

This article claims that IT within the business environment is becoming less important as it becomes more widespread and the costs associated with it decrease.

• Bhatt, G., & Grover, V. (2005). Types of information technology capabilities and their role in competitive advantage: An empirical study. Journal of Management Information Systems, 22(2). Retrieved from Business Source Premier database.

This article presents an empirical study of firms that have invested in IT capabilities and the impact those capabilities had on establishing competitive advantage. This article identifies concrete and practical results of IT investment. It is a refutation of Carr’s article (2003) in the Harvard Business Review.

SAMPLE ANSWER

Business Frameworks and Strategies

To achieve a competitive advantage, business and information technology managers need to apply three generic strategies that were postulated by Micheal Porter in 1980. These generic strategies include the cost leadership strategy, product differentiation, and focus strategy. For maximum resource utilization, Porter claimed that a company should choose only one of the three strategies or risk wasting the precious resources. Porter also believes that the ability to attain competitive advantage is achieved by the leveraging of the company’s strengths while minimizing its weaknesses. While these strategies refer to long-term goals and objectives, leverage is the act of doing more with much fewer resources (Robert, 2000).
The cumulative experience obtained in my work in IT has resulted in the understanding that even with more resources than its competitors, a company that spends more on research and development with far more advanced resources in information technology does not necessarily mean it is strategically more successful unless it has the correct strategy in place. The availability of resources only reflects past leadership and past successes of the business and has nothing to do with the future of it. Therefore, this does not guarantee success, but only depends on the strategic vision, better processes, services, and compatible sub-strategies (Smith & Fingar, 2003).

. To leverage IT and IS resources in an organization, it is usually important to look at the scale of resources the organization has. A company with less information technology resources may experience the need to innovate, use the most efficient and least costly processes and systems that would reduce the costs of operations and improve the effectiveness and efficiency of the Information systems in place. This helps them to outmaneuver the competition rather than just out-powering them. Resource surplus firms, for example, spend a lot of resources on developing information technology and systems. With the best infrastructure in place, it is important for this large resource endowed firms also to match software and hardware acquired with proper training of employees who will run, monitor, and man the systems. The proper training of employees in the use of these resources leads to competitive advantage in the sense that the work can be organized and done faster in a more efficient, effective, and reliable way (Haag & Cummings, 2008).

Technological advancement in information technology is happening in a fast rate in this modern competitive business environment. To remain competitive, a company needs to draw up plans to be able to adapt to the changing circumstances by ensuring technological absorption and new product introductions. According to Carr (2003), unplanned technological absorption without a long-term outlook to costs and benefits may lead to resource wastage and unwanted or unsustainable changes that might cause serious problems and cause more harm than good (Smith & Fingar, 2003).

Since information technology in the business environment has become cheaper with new advances over time, new ways of exploiting IT opportunities have been invented. These inventions have different information technology capabilities and roles in acquiring and maintaining competitive advantage. These strategies focus more on core competencies and find alternative solutions to business IT problems. An empirical study of firms that have invested
in IT capabilities reveal that firms prefer bespoke IT systems that consist of unique innovation improvements, than relying on system imitations from competitors (Zhao, 2008). These innovations lead to capabilities that are able to work with other organizational strengths to match existing established advantages to become strategically more competitive with much more practical results with IT investments.

References

Haag, S., Cummings, M., & McCubbrey, D. J. (2004) Management information systems for the information age (4th Ed) Boston: McGraw-Hill

Robert, M. (2000) the power of strategic thinking lock in markets, lock out competitors. New York, N.Y.: McGraw-Hill.

Smith, H., & Fingar, P. (2003) IT Doesn’t Matter – Business Processes Do: A Critical Analysis of Nicholas Carr’s I.T. Article in the Harvard Business Review. Tampa, FL: Megan-Kiffer Press.

Zhao, F. (2008) Information technology entrepreneurship and innovation Hershey PA: Information Science Reference.

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Writing a memorandum Assignment Paper

Writing a memorandum
Writing a memorandum

Writing a memorandum

Order Instructions:

Application Question (35 points): Write a 1-2 page memo
Note: this question is adapted from p. 186 in the textbook.

THE SCENARIO

You are the director of training for a chain of suite hotels. Each hotel has 100 to 150 rooms, a small indoor pool, and a full service restaurant. The hotels are strategically located near the exit ramps of major highways in Southeastern college towns such as Raleigh, NC and Athens, GA. You just received the memo on the following page from the vice president of operations.

YOUR TASK

Prepare a one to two page memo that you will send back to the vice president of operations, answering the questions. The vice president values your opinion but also likes to know what other experts have to say, so support your statements and opinions with appropriate citations from the textbook. You may also cite other scholarly sources published within the last 10 years. There is no minimum number of references required but you must cite the textbook. The vice president is not familiar with training and development, so remember to provide definitions for the key concepts and theories that you believe apply to this situation.

Hint: you might be tempted to propose conducting a detailed needs assessment but remember that VPs are busy people and this one is eager to get started with the training.

Feel free to make up details about situation. You can give the hotel chain and the VP a name.

You might also want to read a bit about service recovery. Here are three articles that are available through the library:

Kim, T., Yoo, J. J-E., & Lee, G. (2012). Post-recovery customer relationships and customer partnerships in a restaurant setting. International Journal of Contemporary Hospitality Management (24)3, 381-401. doi: 10.1108/09596111211217879

Komunda, M., & Osarenkhoe, A. (2012). Remedy or cure for service failure? Effects of service recovery on customer satisfaction and loyalty. Business Process Management Journal, 18(1), 82-103. doi: 10.1108/14637151211215028

Lewis, B. R., & McCann, P. (2004). Service failure and recovery: Evidence from the hotel industry. International Journal of Contemporary Hospitality Management, 16(1), 6-17.

MEMORANDUM

To: Director of Training

From: Vice President of Operations

Subject: Service Recovery Training
As you probably know, one of the most important aspects of quality service is known as recovery – that is, an employee’s ability to respond effectively to customer complaints. There are three possible outcomes to a customer complaint:

• the customer complains and is satisfied by the response,
• the customer complains and is dissatisfied with the response, or
• the customer does not complain but remains dissatisfied.

Many dissatisfied customers do not complain because (1) they want to avoid confrontation, (2) there is no convenient way to complain, or (3) they do not believe that complaining will do much good.

I have decided that to improve our level of customer service we need to train our hotel staff in the recovery aspect of customer service. My decision is based on the results of recent focus groups my team held with customers. One theme that emerged from these focus groups was that we had some weaknesses in the recovery area. For example, last month in one of the restaurants, a waiter dropped the last available piece of blueberry pie on a customer as he was serving her. The waiter did not know how to correct the problem other than to offer an apology.

I have decided to bring in two well-known business process consultants to give a presentation about recovery. These consultants have worked in the hospitality industry as well as in manufacturing. I heard them speak at the International Hotel, Motel, and Restaurant Show last year and they were very dynamic.

The consultants will deliver their presentation in three sessions. Each session will last approximately three hours. There will be one session for each shift of employees (day, afternoon, and night shifts). The session will consist of a presentation and a question-and-answer period. The presentation will last one and a half hours and the question-and-answer period will last approximately 45 minutes. There will be one 30 minute break. My expectation is that after this training, the staff will be able to successfully recover from service problems.

Because you are an expert on training, I want your honest feedback on this training. Specifically, I am interested in your opinion regarding whether our employees will learn what they need to know about service recovery after attending this program. My most important question is will they be able to recover from service problems in their interactions with customers after they complete this training? What recommendations do you have for improving the training? Thanks so much for your help.

Your company has decided to automate the process for reporting travel and entertainment (T&E) expenses. Instead of completing a manual T&E report and giving it to the manager for signature, employees will now log into the new T&E reporting system, record their expenses, and forward the report electronically to their managers. You have been asked to design training to teach a group of sales people how to use the new system. The group includes both Baby Boomers and Gen Xers. Assume that you have an unlimited budget and approval to design the training in multiple formats. How would you design the training to appeal to both Baby Boomers and Gen Xers? Be specific in describing the training.

SAMPLE ANSWERS

Writing a memorandum

Memo

From: Paul Young (Director of Training)

To: Tom Miller (Vice President – Breeze Resort Hotels)

Re: Service Recovery Training

The need of customer is very critical to the success of any hospitality business. The cost of getting or acquiring a customer is higher than actually maintaining or retaining one. The service industry makes it a little complicated as its process driven and the customers must always have an opinion. It’s very rare to a have a zero defect situation in a human based interaction set-up as in the case in hospitality industry where each customer has different individual  needs and the key solution to most of customer the recovery situations is how they have been addressed and the reaction of the customer. (Kim, Yoo & Lee, 2012)

To provide clear recommendation on the customer recovery training exercise, it would be necessary to conduct an assessment on the overall nature of the responsibility and the individual level of customer interaction between the hotel staff and the customers. These would make it possible for me to analyze the nature and scope of training required. Some hotel staff may be well versed with the requirements of customer recovery procedures and may require just a few refresher lessons while others may need the whole training exercise.

My general recommendations to the exercise however is that, it’s imperative to implement an effective service recovery procedures that are applicable to particular situations and which can be implemented easily by the hotel staff.

The stronger emotional and personal characteristics that are attached to services in hospitality industry by most clients make some responses to their complaints very critical to service recovery especially the word of mouth. To effectively address the issue of service recovery, the wider issue of customer retention model that literally integrates service excellence, reliability, recovery and other service feedback systems that have mechanism to evaluate customer satisfaction. The primary focus of the hotel should be provide a problem free stay for its clients that will enhance more customer satisfaction, positive customer image and advocacy, re-patronage and good public relations with other potential customers.

Poor service recovery is more damaging than actually not acting at all. The inability of the establishment to act to the complaints of its customers results to more losses as other customers may be negatively influenced by the hotels inability to address its own shortcomings. A strong strategy for service recovery processes have to be implemented in order to maintain an effective customer retention model. (Lewis & McCann, 2004)

To reduce the rate of service failures, the Breeze Resort Hotel chain must come up with a diagnostic blue print that will identify the potential weaknesses in the hotels service delivery and how the hotel can develop efficient and effective recovery operations. For example, the order delivery time can make a customer judge the efficiency of a hotel or even the time taken for a waiter to approach a customer may be the only deciding factor between retaining the customer in future. These issues can only be resolved by continuous observation to reduce service failures.

The recovery exercise has to be done in the right way. An effective service recovery system has to have an operating philosophy that may reprimand the hotel staff for poor service recovery procedures. The hotel has to empower its own employees to own up and resolve the customer complaints. Recovery rules and procedures must be established that positively reach out to the customers. These procedures should also be implemented in a way that encourages the customers to speak out freely about their experiences and expectations about the services offered as well as their stay at the hotels. (Komunda & Osarenkhoe, 2012)

Finally, the hotel has to be committed to offering good service and excellent recovery exercises. It should focus on positively reaching out to its customers and eliciting feedback from them.

The training for automated T & E expenses would be based differently depending on the basis of the generational needs. The Baby Boomers generation, mostly born between the years 1946 – 1964) have very different and distinct needs, values, motivations, career goals and even different working styles. To maintain effective, motivated and productive baby boomers generation successfully engaged, the management has to come up with clear strategies that will address the generational initiative and ensure that the project is implemented successfully.

Baby boomers will require a web site that can be easily explained verbally and which requires simple coaching as these generation prefers or requires relationship based learning systems. (Cheung, 2007) They can also do well with a mentor who has some training on the web based systems where the expenses can keyed in and entered electronically by use of an iPad or by use of any smart phone.

The generation Xers, mostly falls between the years 1965 and 1980) require more autonomy and they like discovering their own way of working. A menu driven option should be provided on the website to guide them on how to file their travel returns electronically. Most of this generation abhor trainer led training environment and they would rather learn from their peers or colleagues.

To succeed, intergenerational teams should be formed to coordinate the training exercise.

References

Cheung, E. (2007). Baby Boomers, Generation X and Social Cycles, Volume 1: North American Long-waves. Longwave Press. ISBN 9781896330068.

Komunda, M., & Osarenkhoe, A. (2012). Remedy or cure for service failure? Effects of service recovery on customer satisfaction and loyalty. Business Process Management Journal, 18(1), 82-103. doi: 10.1108/14637151211215028

Kim, T., Yoo, J. J-E., & Lee, G. (2012). Post-recovery customer relationships and customer partnerships in a restaurant setting. International Journal of Contemporary Hospitality Management (24)3, 381-401. Doi: 10.1108/09596111211217879

Lewis, B. R., & McCann, P. (2004). Service failure and recovery: Evidence from the hotel industry. International Journal of Contemporary Hospitality Management, 16(1), 6-17.

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What Makes Therese from At Fault Uniquely American

What Makes Therese from At Fault Uniquely American
What Makes Therese from At Fault Uniquely American

What Makes Therese from At Fault Uniquely American

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At Fault by Kate Chopin

Paper instructions:
The final project should show evidence of careful and thoughtful development of the subject with attention to appropriate depth and detail. The project should be clear, coherent, and well organized. It should be free of errors that hinder meaning and free of plagiarized material.

Course Project Description
3For your project, you should choose a character from the novel you have read. Explain what makes that character uniquely American. Please feel free to think outside the box. There are characters within these novels that may not be legally or technically American but are tremendous examples of the American spirit. This gives you a lot of opportunity to really explore a character that interests you.You will need to incorporate many aspects of the novel to prove your case. Be sure to look at issues such as imagery, dialect, social and cultural influences, and point of view, among others.

Submission Instructions:
Your essays should be in MLA Style and approximately 5-6 pages, not including the Work(s) Cited page. As with most academic writing, this essay should be written in third person. Please avoid both first person (I, we, our, etc.) and second person (you, your). In the upper left-hand corner of the paper, place your name, the professor’s name, the course name, and the due date for the assignment on consecutive lines. Double space your information from your name onward, and don’t forget a title. All papers should be in Times New Roman font with 12-point type with one-inch margins all the way around your paper. All paragraph indentations should be indented five spaces (use the tab key) from the left margin. All work is to be left justified. When quoting lines in literature, please research the proper way to cite short stories, plays, or poems.You should use the online APUS library to look for scholarly sources. Be careful that you don’t create a “cut and paste” paper of information from your various sources. Your ideas are to be new and freshly constructed. Also, take great care not to plagiarize.

SAMPLE ANSWER

What Makes Therese from At Fault Uniquely American

By taking a look at Kate Chopin’s novel At Fault, the reader is tempted to ask what the American spirit is. Despite the existence of several differences in the manner in which individuals speak or look, these people happen to share characteristics and traits that represent the aspect of Americanism in a perfect way. In the novel “At Fault” by Kate Chopin, there exist several great examples of characters or individuals who exhibit the spirit of American. By taking a look beyond the main lot and surface, Theresa Lafirme happens to be among the characters who display the American spirit in Chopin’s novel. In this novel, Theresa symbolizes and portrays what the American spirit encompasses. Besides, this character plays a vital role in revealing what the American spirit has transformed her into despite of her descent, which is Creole. Theresa displays a unique sense or aspect of women’s independence and entrepreneurship. Moreover, this character demonstrates a rare aspect of motivation to excel and the liberty to express her emotion and love. In the subsequent paragraphs, the American spirit of Theresa will be elaborated via literary elements, which are present throughout Chopin’s novel such as motivation, setting, and protagonist. In the 19th century, the way of life of Americans in the South cannot be elaborated better than by focusing on the setting surrounding the life of Theresa Lafirme (Russell 11).

The setting occurs during the post-reconstruction America in the late 19th century in Northwestern Louisiana that is featured as the old South. Theresa is shown to live on Place-du-Bois that is located beside Cane River, which nears the Natchitoches town. This town is located between Texas and Louisiana. The subsequent involves an excerpt from the novel that elaborates the old southern landscape’s setting with combination of modernization. This idea is evident in Chopin’s statement:

“These hills extended in a long line of gradual descent far back to the wooded borders of lac du Bois; and within the circuit which they formed on the one side, and the irregular half circle of a sluggish bayou on the other, lay the cultivated open ground of the plantation-rich in its exhaustless powers of reproduction,” (2).

In this novel, Theresa is seen to portray unique sense of independence. This character demonstrates a high level of liberty in terms of thinking. Chopin argues that Theresa had an independence of thought, which was exceptional when viewed from the perspective of her life alongside its surrounding conditions. This form of thinking is perfect reflection of the true American spirit as it allows an individual to make decisions that are based on personal views as opposed to ideas of others. Theresa’s independence of mind or through was evident in her reactions to life issues such as divorce. For instance, Chopin claims that Theresa could refuse to answer any question about divorces as it was beyond her level (Chopin 32). This statement provides a clear revelation that Theresa’s opinions were not meant to please any one as she spoke what she felt was right. In relation to this, Theresa portrays the American spirit, which is vital for one’s survival. Moreover, the aspect of Theresa’s independence is revealed in the author’s statement that Theresa perceived divorce as a blessing. This statement happens to contradict the thinking of many women who fear the issue of divorce. In several occasions, most of the divorced women always think of it as the end of their happy lives. On the other hand, Theresa happens to view divorce an opportunity for the woman to better her life. Therefore, the social and cultural influences seem to have not affected the thinking of Theresa. Besides, Theresa is depicted to be independent from social influence in the scene where she talks to Homer about catholic religion. In this scene, Theresa made it clear to Homer that religion did not influence her reasoning on being married to him (Russell 18). As a character with the American spirit, Theresa believes that a woman can make it in life despite being divorced from her husband. As such, this character reflects the American spirit, which is based on independence.  Besides, it is striking to note that Theresa has developed this independence despite living in a harsh condition.

Theresa demonstrates the American Spirit by exhibiting the freedom to express her emotions and love. Despite being a woman who is strict in her views and principles, Theresa manages to display her other side, which is characterized by emotions and love. In chapter 1.7 of the novel, Theresa’s ability to express emotion and love is shown when she communicates to Mr. Homer about his past marriage life. At the start of their conversation, Theresa is seen to be strict and unable to listen to Mr. Homer’s opinion about marrying her. Theresa’s harshness was caused by her realization that Mr. Homer was divorced and eve condemned Mr. Homer’s action as cowardly. By challenging the actions of Mr. Homer, Theresa desires to ensure the absolute necessity of Mr. Homer’s divorce to his wife.  However, as the two continued to talk, Theresa opened up to the discussion and even asked Mr. Homer to tell about his past. Her ability to express love and emotions is shown when she tells Mr. Homer that she could not judge him for telling her about his past marriage life (Chopin 43). Besides, Theresa’s caring nature is shown when pleads with Mr. Homer to correct his mistake by re-marrying his wife and attempting to reform her mistakes. In relation to this, most of Theresa’s reaction to Mr. Homer can be taken as her comprehension of what it could imply for their positions to be interchanged or reversed. Towards the end of their conversation Theresa is seen to fall in love with Mr. Homer. This observation also signifies irony as the readers does not expect Theresa to fall in love with Mr. Homer in relation to her reaction at the start of their conversation.

As a character with the American spirit, Theresa possesses a robust sense of motivation to excel in life. In the novel, Chopin proves this statement by claiming that Theresa had not attained the age of thirty-five without realizing the life presents several hindrances, which should be embraced whether with the heartlessness or of philosophy, the dignity of self-respect or the revolt of weakness. In relation to this, Theresa is revealed as a character that is prepared to face the challenges of life in many ways. This is the American spirit which is vital for one’s survival life. Theresa represents the American spirit, which is ready to face the hurdles of life as they come and emerge successful. Theresa’s willingness to overcome her life’s challenges is shown when she turns down Mr. Homer’s marriage proposal to her (Russell 13). She does this regardless of what might befall her as she is prepared to handle the outcomes of her actions. As such, Theresa demonstrates the American spirit of standing for what is right regardless of the outcomes of such a stand. It is ironical to see Theresa rejecting the marriage proposal of a person of Mr. Homer’s state. In the real sense, the reader expects Theresa to seize this opportunity and use it as means of excelling in life. However, Theresa fails to seize this chance and hopes to face life the hard way via her struggle. Chopin manages to reveal this by incorporating the aspect of imagery in that Theresa could not accept Mr. Homer’s proposal even at the price of happiness. Therefore, Theresa has an inborn motivation that an individual can excel in life without depending on other people. As such, this character succeeds in displaying the American spirit, which makes her uniquely American. Besides, Theresa manages to demonstrate the American spirit by being a successful entrepreneur (Russell 16). She succeeds in managing the plantation that she acquired from her husband.

In conclusion, in Kate Chopin’s novel “At Fault”, Theresa Lafirme acts as perfect representation of the unique American spirit. As one of the main characters in the novel, she manages to display the American spirit by being independent in her thoughts and actions, expressing her love and emotions freely, and demonstrating a high sense of motivation to excel in life despite facing several challenges. These aspects make this character uniquely American in the novel.

Works Cited

Chopin, Kate. At Fault. Mineola, New York: Dover Publications, 2007. Print.

Russell, David. “A Vision of Reunion: Kate Chopin’s “At Fault’.”  Southern Quarterly 46(2008): 8-25. Print.

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Case analysis of franchisee/franchisor

Case analysis of franchisee
Case analysis of franchisee

Case analysis of franchisee

Order Instructions:
OBJECTIVE:
The assignment is intended to foster the following objectives:
a. Improving your critical thinking and application skills.
b. Identifying various sources of financing and skills management for different stages and types of new ventures.
c. Conducting a brief research and case study analysis on how a new venture acquires and fulfils its business needs and preferences within different stages of its business operation.
d. Combining knowledge from other courses with the new material presented in the course to develop sophisticated analyses and solutions to pursuing business solutions in today’s fast-paced, global, and highly competitive macro environment.

INSTRUCTIONS:
Read the case below and answer ALL questions. Then, select a business franchise (franchisor or franchisee) as a case for analysis

The Malaysian National Franchise Development Blueprint 2012-2016, states that the Malaysian Government intends to increase the number of franchisors from the current number of 492 in 2010 to 650 by the year 2014 and the number of franchisees from 4,838 in 2010 to 6,050 by the year 2014. Meanwhile, the government would like to see the total franchise sales to GDP, to increase from 2.2 percent in 2010 to 3.3 percent by the year 2014. In terms of franchise employment to total national employment, it contributed 0.9 percent in 2010 and this figure is expected to rise to 1.1 percent by the year 2014. Currently, there are more than 268 franchise systems with more than 6,000 franchisees. Hence based on the franchise statistics in Malaysia, the prospect and potential of new business ventures through franchise system is very bright and promising. Nonetheless, it is not without hurdles and challenges. There are a number of issues that potential franchisees and franchisors must consider before venturing into this business.

QUESTIONS:
1. Discuss both qualitative and quantitative assessments from the viewpoints of franchisees and franchisors respectively before they can agree to venture into the franchise business system.
[30 marks]

2. Select a successful business franchise (EITHER A FRANCHISOR OR FRANCHISEE), which has been in the market for more than 5 years. This could be someone you see as an example of how a business venture succeeds sequentially through a franchising system; beginning as a small entity and then growing and expanding successfully. Your analysis should critically discuss whether the reality of practice reflects what is reported in the literature on franchise management. Is it the same or different? If it is different how and why is this so?
[60 marks]

[TOTAL: 90 MARKS]

Note: The grade for this assignment will be substantially influenced by the originality and overall ability of the student to compare, evaluate and analyze the franchise management challenges and opportunities for organizations. Any form of plagiarism and / or lack of proper referencing will result in a substantial mark down or fail result.

ASSIGNMENT SUBMISSION:

All assignments must be handed in at the stated time and in the stated form or they will automatically receive a grade zero. It is your responsibility to retain a copy of your assignments should any questions arise later concerning the said assignments.

PRESENTATION (10 marks)
You will deliver an oral presentation (Power Point slide between 8 -10 minutes) at the end of the semester (Seminar 5) highlighting the salient points of your investigation and opinions. This will comprise 10 percent of overall marks for all face to face students. Online students are exempted.

ADDITIONAL GUIDELINES / ASSIGNMENT FORMAT:

• Your assignment should be typed on A4 paper using 12-point Times New Roman and 1.5 spacing.
• Your assignment should NOT exceed 3500 words, not including appendix and reference.
• Your must provide references. References should use the American Psychological Association (APA) format.
• References should include the latest journal/book publication (year 2005 and onwards).
• You are to submit a softcopy of your assignment via email. You must receive acknowledgement email from your facilitator to confirm submission.
• Plagiarism is not acceptable. If you are not sure what is meant by plagiarism, refer to the various websites which discuss this matter, e.g. owl.english.purdue.edu/handouts.
• Plagiarized assignments will receive a ‘Fail’ mark.

SAMPLE ANSWER

Case analysis of franchisee

Introduction

The major economic value of franchising is that it creates self employment and provides more employment opportunities in an economy. Franchising provides an efficient system of distributing goods and services to different levels in the economy. Franchisors provide and facilitate professional business advices to their own franchisees who in return assist in service delivery and consumer identification.

Franchising as a business organization form contributes to business operations and expansion in many countries. The success of franchised business operations has been largely attributed to the strict criteria franchisors use to evaluate, select and recruit franchisees. The other reasons that may contribute to these successes are the franchisor support systems, levels of financial bases and the general relationship between the franchisor and the franchisee. (Frazer & Winzar, 2005)

The qualitative assessments include personal integrity of the potential franchisee, his management and communication skills have to be above average. Financial management, personality and leadership skills must be positively evident to enable a potential franchisee to be recruited. Some franchises like McDonalds insists on hands on management, that’s the franchisee must be able to participate on critical business operations and decision making processes.

Quantitative assessment includes the assessments of the franchisee’s financial capabilities and the ability to achieve the requisite operations standards of the franchisor. The franchisee must be a successful business person and a person who has literally demonstrated some business capabilities and has financial acumen. McDonald’s franchisees recruitment is often rigorous and the selection is very competitive.

The franchisee on the other hand  before deciding to invest on a particular franchise must ask several questions on the profitability of the franchise and whether to invest on a new franchise or buy an existing franchise and also find out the reasons why the franchise is being sold out. The terms of the franchisor also matters to the franchisees decision whether to accept or reject the terms.

 

McDonalds

McDonalds is one of the world’s largest fast food restaurants globally. The hamburger is the basic symbol of McDonald fast food restaurant that serves over sixty eight million customers every day and has presence in over 119 countries globally. McDonald management system is based on the franchise system where most of its sales are in the form of royalties and other fees paid by the franchisees. In the year 2012, McDonalds earned a total profit of $5.5 billion dollars from a total turnover of $27.5 billion dollars. The primary sales of McDonald’s products come from hamburgers, chicken, soft drinks, French fries, cheeseburgers, desserts and milkshakes. And lately salads fish and fruits. McDonalds operates about 15% of the total McDonald’s operations which are wholly owned by McDonalds worldwide. The rest are operated as franchises. (McDonald’s publication, 2012)

In the UK and parts of Ireland, Only a hand full of the restaurants operates as franchises, majority are wholly owned by McDonalds. In the UK, a typical restaurant that may house a McDonald’s facility ranges between £125,000 and £325,000. McDonalds requires an upfront payment of 25% as the value of the unencumbered funds. The rest can be provided through financial assistance as bank loans. McDonalds also charges £30,000 as a franchise fee payable once and a further £5,000 as training fees which is refundable after successful training. The other charges payable by the McDonalds franchisees are mostly the monthly rent based on the business profitability which is about 10-15%, use of McDonald’s brand 5% of sales and McDonald’s marketing 4.5%. The average turnovers on most McDonald’s outlets range from £ 95,000 to £ 200,000 annually in the UK. (MCDONALDS CORP 2013 Annual Report Form 10-K , 2014)

Franchising businesses as spelt out on management books are a little different as the terms of most franchisors are mostly business oriented and they literally take most of the profits from the franchise business operations like in the case of McDonald’s. Their fees account for about 20% of the total sales turnover which is practically most of the net profits from the business operations.  The franchisee must carefully analyze the business structure and terms of the franchisor before accepting or rejecting the franchisors offers.

References

Frazer, L. & Winzar, H. (2005) Exits and Expectations: why disappointed franchisees leave. Journal of Business Research 58 (11), pg.1534 – 1542.

MCDONALDS CORP 2013 Annual Report Form 10-K (2014) United States Securities and Exchange Commission. February 24, 2014.

McDonald’s publication (2012) Corporate FAQ, McDonald’s Corporation. Retrieved 2012-11-27.

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Imaginary Plato-Style Dialogue between Socrates and Descartes

Imaginary Plato-Style Dialogue between Socrates and Descartes
Imaginary Plato-Style Dialogue between Socrates and Descartes

Imaginary Plato-Style Dialogue between Socrates and Descartes

Order Instructions:

Write an imaginary Plato-style dialogue between Socrates and Descartes. The subject should be the role of God in human knowledge. Assume that Socrates speaks for Plato. Hint: Plato does not give a big role to God (or the gods) while Descartes does. This piece should be about 1000 words.

Use the following format:

Socrates: Hello, Rene. How are you today? Have you heard that Google has announced the availability of a driverless car for the mass market?

Descartes: Oh, hi, Socrates. Yes, I have heard that. And it’s just in time too because my eyesight is getting so bad that I have been considering giving up my driver’s license.

SAMPLE ANSWER

Imaginary Plato-Style Dialogue between Socrates and Descartes

Socrates: Hello, Rene. How have you woken up this morning? The morning seems cold and chilly, not like it was yesterday.

Descartes: Hi Socrates, my morning is fine. However, the chilly weather does not favor me as I am suffering from a fever. I want to go and see a physician for some medicine. Well, this reminds me of how much God has endowed humans with vast resource of knowledge in all fields. Hey Socrates, how could the lives of humans be on earth without the intervention of God to provide us with the knowledge and wisdom of handling challenges that we encounter in life such as illnesses?

Socrates: Well, friend. I agree with you that humans have a vast resource of knowledge. Indeed, knowledge is a vital element in lives of humans. It offers the best way through which humans can live satisfying lives. However, I do not agree with the idea that God has a role in human knowledge. God’s wisdom and knowledge are supernatural and involves imaginary things, which cannot be perceived by the human eye. On the other hand, human knowledge is based on ideas and things that can be observed (Aquinas, 1981). Therefore, there is no connection between the knowledge that humans possess and God’s role in it.

Descartes: Oh! That sounds sad. How can a person live without acknowledging the significant role that God plays in the lives of humans including the provision of knowledge? When we are born, each one of us is often endowed with a specific knowledge in a given area (Aquinas, 1981). As we grow up, God opens our minds and gives us the strength to discover and exploit the wisdom and knowledge, which he gave us at the time of birth. Thus, many individuals manage to use this knowledge and wisdom in various fields such as medicine, engineering, and finance among others.

Socrates: My friend, I do not see any connection between the ways of God and that of humans in terms of knowledge and wisdom. Humans deal with physical objects that can be touched. Besides, the solutions to human problems have been obtained from sources that can be seen and touched. On the other side, God’s knowledge is based on a high form of illusion that exists within the minds of those who profess to believe in such knowledge.

Descartes: There, you get it wrong again friend. There exists a robust connection between the knowledge that humans possess and God. God is a spirit and his ways are not known to humans. Moreover, God’s ways cannot be comprehended by humans (Aquinas, 1981). Thus, the knowledge that comes from God is manifested in the lives of humans through the difficulties or impossibilities that humans solve. As such, the knowledge that humans have is a perfect representation of God’s knowledge at the simplest level of form.

Socrates: Still, I do not agree with your opinion. Human knowledge is gained from a long period of encounter with various objects and events in life. For instance, several discoveries that have been made in the field of medicine are attributed to a long period of hard work and dedication on the part of the discoverers. As such, human knowledge is derived from one’s mind since such ideas exists innately and latently in the human mind (Aquinas, 1981). Given that God has supernatural potentials, I do not think that it could take humans such a long period to come up with such discoveries if human knowledge comes from God.

Descartes: Well, I think you need to understand three events that are involved in the lives of humans I relation to knowledge. First, you need to know that the soul can manage to comprehend corporeal things when united with the body. Second, you need to know order and mode of understanding (Aquinas, 1981). Lastly, you need to comprehend what human intellect knows in immaterial things. Understanding these three elements are vital in revealing the role that God plays in human knowledge.

Socrates: Okay, I request that you elaborate the three elements for me.

Descartes: All right friend. You should know that the soul recognizes bodies via intellect by means of knowledge, which is universal, immaterial, and necessary. However, it is only God who has the ability to comprehend all things. Besides, the cognitive mind possesses the ability to develop principles of comprehending concepts of sensation. Therefore, individual objects of human knowledge are not acquired from platonic forms but from God’s mind. In relation to this, intellectual knowledge or wisdom is established by a conjunction of active intellect and passive senses (Aquinas, 1981). As such, it is difficult for the intellect to comprehend anything in the absence of mental images. Therefore, the intellect understands or comprehends by means of abstracting from mental images, which enables it to attain some understanding of immaterial things. On the contrary, the human understanding of events is not similar to the mental images or phantasms. In addition, contingent events or objects are recognized by the intellect only. Although God has the power to know events of the future, humans have the understanding of causes and effects as result of the soul’s intervention (Aquinas, 1981). In the real sense, human’s soul comes from God which helps in revealing the role of God in human knowledge.

Socrates: Thank you friend. You have provided me with a detailed information on what I did not know. Have a nice day.

Descartes: Welcome and have a nice day too.

References

Aquinas, T. (1981). Summa Theologica of St Thomas Aquinas. Louisville, Kentucky: Westminster John Knox Press.

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Developing a Biblical Studies Program

Developing a Biblical Studies Program
Developing a Biblical Studies Program

Developing a Biblical Studies Program

Order Instructions:

My Assignment is the same as your description Stage 4

SAMPLE ANSWER

Developing a Biblical Studies Program

Stage 2

Introduction

The following is an exercise that details the plan of how A Biblical Studies Program for Stage 4 is going to be executed. It is a plan for a program that will run for a total of one year. The plan is divided into different sections that indicate the guiding principles to be followed coupled with the actual steps that will be implemented on the ground for the students. These are guidelines that will be used mainly during the organization of specific classes and also the measures that will be taken to measure the effectiveness of the programs as they are being taught to the learners. Assessment guidelines for investigating the manner in which the students are understanding the content will also be detailed in this exercise. The second component of this exercise will detail the manner in which this one year program is going to be implemented on a Biblical Studies Program Stage 2 group of learners whose main focus will be primary participation in the different practical elements of Christianity according to the scriptures. The content of this course plan will reflect the foundation statements that has been prepared and presented in the first section.

Foundation Statements

Vision Statement: To become the region’s most positively influential religiously affiliated school based on the outstanding morals of the students who have passed through the institution and the endeavors they engage in.

Mission Statement: To deliver high quality Bible Education to each and every student who sets foot into the institution through the use of highly qualified personnel, a conducive learning environment and a student-centered curriculum based on empirical data and international best practices in the area of instructional processes.

Specific objectives of the mission statement

Employment of highly qualified an experienced personnel.

Open door policy for students from all backgrounds.

Timely and relevant assessments for the students.

Subjective handling of the students in appreciation of their different strengths and weaknesses.

Mentorship programs that will be accessible to all students.

Rationale

It is very important to impart upon children skills that will empower them to make sound decisions good for them as well as the society they live in. Many a times it is stated that the youth put together are a lost generation due to the profound extent of moral decadence that they exhibit in their actions on a daily basis. Parents and other stakeholders who have a responsibility to guide these children often ask themselves where they went wrong and the blame quickly goes to the many negative influences that this population is exposed to during their formative years. These sources include mass media, the entertainment industry, the advertising industry and also video games. Many have tried and failed to curb these forms of media from negatively influencing the young generations and it is by now clear that it will be impossible to stop these industries from this. The alternative that parents are left with is to ensure that their children are given the capability to effectively distinguish right from wrong. This is based on wisdom that is found in Proverbs 22:6 which states “Train up a child in the way he should go; even when he is old he will not depart from it.” This concept is therefore not just based on folk wisdom but also on writings from the wisest man who ever lived. What better way to do this than to teach them how to use the Bible on their own? The Bible is undoubtedly the most appropriate source of information on how one can live a life that is morally and spiritually upright in a world as chaotic as this.

Aims of the Program

The purpose of stage 2 education is to impart upon the young learners skills that will enable them to get the most out of Bible stories and see beyond the narrative aspect of these stories. To the average child, Bible stories will be nothing more than fairy tale narratives or stories about heroes and villains. There is usually little if any reflection upon the stories and as a result they have a greater chance on missing out on the moral implications of the different Bible passages. When the children learn that they can derive moral lessons from the stories in the Bible, they gradually develop skills on how one can learn basic lessons from scripture. By and by, the Bible becomes the child’s most important moral compass since it is a habit that they will have developed at a young age. These moral lessons that they learn are simple and they include teachings against deceit, stealing and even hatred. The sourcing of these lessons from the Bible has the effect of cementing the morals that have been gained. Moral lessons are not the only things that can be derived from scripture by these children. The program also promises to ensure that the children get to learn spiritual lessons which will go a long way in defining their personalities and their Christianity. The content of this stage two bible study program will empower learners to derive the spiritual lessons that are contained in the Biblical Passages. These include lessons on the importance of prayer, trusting God and loving one another among many others. The skills they will get in this stage will help them to appreciate the value that the Bible has in their lives. This way they will get to learn the significance that historical biblical events have on the manner in which Christians express their culture today. Given that the derivation of spiritual as well as moral lessons takes place in a subjective non-uniform manner, these skills need to be acquired at an early age so as to empower the child to make informed moral and spiritual decisions in the present as well as the future.

Outcomes of the Program

The program will enable students to effectively complete various tasks such as responding to bible passages, sharing what they have learnt, pin-pointing the lessons contained in various stories, praying with respect to the content of select scriptures. Understanding Bible Chronology and also distinguish between different accounts of the same stories.

Responding to Bible passages refers to the learner reacting to a given story that they have either read or listened to. They do this by appropriately relating the lesson contained in the story with a given situation in their lives or environments. The most important aspect of these responses is the way forward that the learners give in relation to what they have read.

Pin-pointing the lessons found in the bible is done through a cause-effect approach to bible stories with the lessons learnt being more on the effect side. This should be given in a general manner that can be applied out of the context of these stories. These can be moral as well as spiritual.

The learners should also be able to make prayers that are done in light of what they have learnt from a given Bible passage. These are passages that touch on faith or God’s power.

The program should also enable learners to have a somewhat solid idea of the order of events in the Bible. While it is not mandatory for them to  have the exact order of specific events, they need to be able to appropriately place major events such as Creation, the Exodus, Jesus’ Birth and he Revelation appropriately.

Learners should also be able to tell if there exist several accounts of the same events in the Bible. This is mostly applicable to the gospels whose content tends to overlap with the focus of the writers being different in each one.

Assessment Guidelines

The assessment of the student’s learning will focus on three core areas. These are the knowledge the students have, the attitude they have towards bible studies and finally the skills they have in conducting Bible Study. The knowledge component of their learning can be tested through written examinations that are issued periodically as Continuous assessment sat the end of every topic and final examinations at the end of the semester. These should ideally feature open ended questions so as to test the depth of knowledge.

Skills on the other hand can be tested through examinations as well as the students’ responses to bible passages read in the classroom. A Chapter from the book of Acts can be focused on to see if the students can tell what the author is saying about early Christians. The child’s ability to focus on specific areas of the narrative and use them as guidelines is an indication of his or her use of skills learnt in class.

The child’s attitude is something that will be tested mainly through observations by the teachers on how these students’ perceive the Bible. They should recognize its power and not just gather its content cognitively (The Church in Wales, n.d.).

A one year Primary Participant’s program for year 5

Learning Objective Activities to accompany the objectives
Learning Chronology of the Bible

 

  Discuss the significance of estimated dates to different events in the Bible. These include BC, BCE and AD. Possibly estimate when different Bible Characters lived.
Understanding the use of Figurative Language

 

Show where figurative language is used in Bible

 Briefly use metaphors as in English language/literature teaching.

Show the same in the Bible with concrete examples as used in parables of Jesus.

Identify the use of figurative speech in the Bible, its applications then and its applications today.

 
Christ’s trial in the four Gospels Analyze different accounts of Jesus’ trial as narrated in the four Gospels. Compare to contemporary legal procedures.
Study ancient world’s representation in Bible The life of Jews under Roman rule, the conflicts that existed and also comparison to relevant examples today.
 Establishing the sequence of events through Bible Study Analyze similar stories such as Jesus’ betrayal and Joseph’s sale by his brothers.

Sodom an Gomorrah against the great flood. Find out similarities and differences in narration and the lessons contained.

References

The Church in Wales (n.d.) RELIGIOUS EDUCATION  SYLLABUS FOR PRIMARY SCHOOLS. Retrieved from http://wncre.bangor.ac.uk/syllabus.pdf on July 1, 2014

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Analysis and reflection paper Available

Analysis and reflection paper
Analysis and reflection paper

Analysis and reflection paper

Order Instructions:

Guidelines: There will be 5 – 6 questions for you to answer. These will be a combination of personal and analytical questions so you may use first person. There is a minimum requirement of five sources (including the textbooks) and I ask that you try and use more journals and print related sources rather than just pure online sources. Please use Microsoft Word with standard margins, double-spaced with a works cited page at the end. Although you do not need a formal cover sheet, please place your name, class and date at the top of the first page. Also, please designate if you are in the MGT 3303 or SCM 3303 course. Finally, the paper should be 4 – 6 pages in length in terms of text excluding works cited.

Questions:

1) Discuss a time when you found yourself in a position where you negotiated in real life.
a) Tell me about the circumstances and how did things turn out for you and the other party. b) Looking at the materials from class, which set of principles do you think you utilized in the negotiation (tactics, techniques etc.). Also, what did the other party utilize (again, tactics, techniques etc.) in their aspect of the negotiation?

2) Reflect upon these three definitions of negotiations:
Lewicki et al – Negotiations is a process by which two or more parties attempt to resolve their opposing interests
Jim Camp – Negotiation is the human effort to bring about agreements between two or more parties with all parties having the right to veto
a) Compare and contrast both of these two definitions to each other. Demonstrate where they are both similar and also quite different. While I know you don’t have the work from Jim Camp, his definition should give you plenty to work with for this paper.
b) In all honesty, which definition seems to work best for you? In other words, when you think of how you approach negotiations, which definition applies more towards how you view and act in a negotiation situation and tell me why.

3) Think about a time when you had to negotiate with someone who was at greater level of power than you.
a) What was the situation exactly and what was at stake for you or the people that you were negotiating for?
b) Which approach did you use in order to be effective? If you weren’t effective, what do you think happened that caused you to not get the desired results? Knowing what you now know, what would you have done differently?

4) Tell me about a situation where you had alternatives or BATNA’s in mind. What was the situation, and did the other side have BATNA’s?
a) In your experience (whether it relates to the above question or in any other instance) do (or did) BATNA’s actually work for you in negotiation situations?
b) Does the concept of win-win also something that agree with or do you find yourself more inclined to follow the win-lose ideology?

5) Inevitably, negotiations can result in conflict. Reflect upon the time when conflict arose as a result of a negotiation in your life.
a) What happened during the negotiation situation that caused conflict to occur? Was the problem related to you or the other party?
b) Looking at the elements of effective conflict management, which elements did you use during the conflict? Also currently, which style do you prefer to use now when conflicts arise?

*Extra Credit Bonus Question worth 5 points towards your lowest grade*
Discuss how relationships are valued and viewed in negotiations.
a) How important is it to you to establish and or maintain a relationship when you are negotiating?
b) In terms of meeting new business partners, how are relationships valued in different cultures? Contrast how Western and non-Western cultures view and value the importance of relationships in negotiation situations. Provide some examples and are there points that can be taken from various cultures in terms of how to work with relationships during negotiations?

SAMPLE ANSWER

Analysis and Reflection paper

#1 a).

I happened to have been involved in a negotiation with my cousin Erick in 2012. It was summer and I wanted us to spend our holidays in at the coast so that we could enjoy the breeze from the beach, and dine in the flashy restaurants at the coast. On the other side, Erick wanted us to visit some of our relations upcountry and visit some of the flashy hotels in the region. We had budgeted for a period of one week for our holidays, and both of us wanted to have enough time to cool our minds from the busy academic year that we had experienced that year. In relation to this, both of us had the same interest, which was to relieve ourselves from the stress of learning. Moreover, both of us wanted us wanted to have enough time to enjoy a variety meals, which could be found in either the hotels or restaurants. However, we had differing opinions in terms of where we wanted to spend our holidays. As such, we agreed to send three days at the coast and the other four days upcountry. This agreement benefited both of us in that we had enough time to cool our minds, enjoy various meals and coastal breeze, and visit our relations.

b)

In the negotiation, I applied the principle of focusing on interest and not positions. As such, I focused on the interest that both of us had as opposed to our positions on where to spend the holidays. Consequently, the two of us had to apply the principle of looking for alternatives that could satisfy our interests (Kazakevicue 158). As such, we agreed to spend art of the time at the coast and the other part upcountry. Here, we managed to achieve mutual gain. Furthermore, both us applied the concept of insisting on objective criteria in that we ensured that we relived ourselves from the stress of learning, and enjoyed a variety of meals.

#2

In the definition of negotiation provided by Lewicki et al., it is considered as collaborative process in which two or many individuals try to resolve their opposing views or interest. In relation to this, my cousin Erick and I wanted to resolve our opposing interests in that Erick wanted us to spend our holidays upcountry, while I wanted us to spend the holidays at the coast. On the other hand, Jim  Camp defines negotiation as the effort of human to establish agreements between two or many parties I which all parties have the right to veto. In relation to this, Erick and I were decided to look for a common consensus in which both of us offered opinions.

a)

The definitions of negotiation provided by Jim Camp and Lewicki et al. are similar in that they both refer to it in terms of looking for solution for two or more parties’ opposing views. On the other hand, the definition offered by Lewiki et al. focuses on the resolution of opposing interest from one party’s point of view, while Camp’s definition focus on the resolution of opposing views from the point of view of all parties involved (Collisson 198). As such, Camp’s definition emphasizes on mutual gain as opposed to the definition of Lewicki et al.

b)

In my opinion, the definition provided by Lewicki et al. offers the best approach to negotiation. One of the aims of negotiation is ensuring that a party’ interests are fulfilled. Anytime I am involved in a negotiation, I often try to ensure that most my interests are satisfied. As such, this definition works best for me as opposed to Camp’s definition, which is based on the agreement formed on the opinions of the opposing parties.

#3

a)

I remember being involved in a negation with my dad about where I was to attend my high school learning. I wanted to learn in one of the high schools in the city, whereas my dad wanted me to attend a high school that was located in a remote area. I preferred the city to the remote place as it could give me chance to get exposed to new ideas and friends whom I considered civilized and trendy. On the contrary, my dad argued that the city life could hinder my education as it could expose me to bad company. Thus, my getting exposed to new ideas and fashionable friends what at stake.

b)

I was forced to employ the win-lose approach or the distributive negation. This approach is founded on the idea that one individual can manage to win only at the expense of the other person. One of the characteristics of this approach is that the dominant strategies include withholding of information and manipulation (Tastan 1343). I knew that my dad loved me so much that he did not like to see me get hurt or sad. As a result, used emotional blackmail to get my plea had. I decided to be sad and emotional when my dad insisted on me learning at the school located in the remote region. I refused to eat or talk to anyone and this strategy managed to be effective I that my dad allowed me to study in the city.

#4

BATNA refers to the course of action or step that will be adopted by a party in case the current negotiations fail thereby making it difficult for an agreement to be achieved. BATNA acts as the principle focus and the driving mechanism behind successful negotiators (Dana 87). While in high school, my dad did not want me to have a girlfriend or be involved in any issue of boyfriend-girlfriend affair. However, I was attracted strongly to a girl called Liza who was also attracted to me. In contrast, Liza’s parents had no problems with her having a boyfriend. Our problem came when Liza insisted that we had to make our relationship known to our parents. I knew that this issue could bring problems in our relationship since my dad could not consent to our affair. Therefore, I had to find a BATNA, which was to take her to my uncle who had no issues with boyfriend-girlfriend affair. Liza only wanted our relationship to be known to our relations and this action could make her satisfied in case she insisted on me taking her to my parents. In like manner, she embraced this idea and we continued dating throughout our high school learning.

b)

In my experience, I believe that BATNA’s often work effectively in situations of negotiations. BATNA’s often provide appropriate solution in cases where two or more parties cannot agree at each other’s’ view by providing a neutral ground. Thus, BATNAs are effective in negation situations where the parties involved have robust stands or positions.

b)

In my view, I believe that the concept of win-win is ineffective and unrealistic. In a negation, the interest of one party often ends up prevailing over the interest of the other. Moreover, it is difficult to find a situation in which all parties in a negation end up being satisfied fully. As such, one party often feels more satisfied than the other (Collisson 195). Therefore, the concept of win-lose happens to be more realistic to me than that of win-win.

#5

a)

Indeed, negotiations can lead to conflicts. Conflict can be defined as a process that commences when a party perceives or feels that other party has affected negatively something the other party cares about. In negotiation situations in which the parties involved believe that their needs cannot be met, conflicts often arise (Sierau 227).  I happened to have this experience with my friend, Edward. We had been saving money together and wanted to open a small business that could deal with groceries. As such, we had to negotiate on how we could share our profits. Edward had enough of free time, which meant that he could spend more time in the grocery than I could, which made him to demand for a bigger share of the profits. On the other hand, my financial contributions to the business were slightly more than Edward’s, and I wanted to earn a bigger share than him. Thus, the problem was related to both of us. As a result, we could not reach a common agreement since each of us felt that our needs could not be met even on a fifty-fifty basis. Thus, a conflict emerged and we were forced to abandon our plan and split our capital in terms of our contributions.

b)

Effective conflict management elements include listening, understanding the conflict, empathy, and agreement. Unfortunately, I did not apply any of these elements in my negotiation with Edward (Dana 76). As such, we did not manage to agree with each other. We needed to have taken adequate time to understand the conflict, listen at each other, and empathize with each other. These steps could have helped us reach a common agreement. Currently, any time I am involved in a conflict, I always apply these three elements to arrive at a satisfying agreement.

#6

a)

In my view, maintaining a relationship during negotiation is vital as it helps in ensuring that the parties involved in the negation do not cross each other’s boundary. Moreover, it provides a platform on which the parties involved in the negotiation can view and understand each other’s views.

b)

Various cultures have different approaches of handling negotiation from the viewpoint of relations. In western cultures, the aspect of relationship is not emphasized during negotiations. On the contrary, non-western cultures such as African prioritize the aspect of relationship during negotiations. As such, they tend to arrive at agreements that are based on maintaining the relationships of parties involved in negotiations (Dana 192). For instance, negotiations that involve members of the same kin are often conducted in a manner that preserves the kinship involved between the parties involved.

Works Cited

Collisson, Brian. “Failing to See Eye to Eye: The Role of the Self in Conflict Misperception.” American Journal of Psychology 16(2014): 193-200

Dana, Daniel, Conflict Resolution. New York: McGraw-Hill, 2000.

Kazakevicue, Aiste. “Adlerian Lifestyle and Conflict Resolution Strategies in a Lithuanian Organization.” Journal of Individual Psychology 2(2013): 156-167

Sierau, Susan; Herzberg, York. “Conflict Resolution as Dyadic Mediator: Considering the Partner Perspective on Conflict Resolution.” European Journal of Personality 26(2012): 221-232.

Tastan, Nuray. “Effect of Father-Child Bonding on Conflict Resolution During Emerging Adulthood.” Social Behavior & Personality: An International Journal 41(2013):1339-1345.

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