Careful Media Selection Contributes to a Successful Campaign for British Airways :: Business Management Studies

Careful Selection of Media Contributes to a Successful Campaign for British Airways Within BA they understand that the most powerful tool to getting a persuasive message across is through media advertisement, media advertisement allows BA’s message to capture wide audiences depending which type of media it is. The media can contribute mass target audiences which is very useful for objectives like increasing customers and capturing wider target groups this means in other words getting BA’s message across to wide range of the population. Depending on the type of media advertisement enables BA to get recognized as well as lets the public know about their activities, but different media has different effects and can attract certain people this means in other words the contribution of the different media has certain results like for example when advertising in a sports magazine the message gets to that magazines audiences which might be 18 – 35 healthy living individuals. By using different and more than one advertising media helps the company to attract different and wider target groups, which will then help them to get a successful campaign through effectively communicating to their target groups. There are different types of advertisement media that companies use to communicate to their customers and potential customers, each of the different types of media has an advantage which can help promotional campaigns to be more accurate in getting messages across to target groups. The different advertisement medias are: Â · Newspaper advertisements – this type of advertisement contributes to a campaign a clear message whether it is through an image or simple text, it helps promotional campaigns to reach newsreaders depending on the type of newspaper (local, or national). A local newspaper enables the BA to communicate to local residents readers this means in other words through local newspapers this advertisement method helps BA’s promotional campaign to get publicity within the city or local residents. National newspaper like for example The Sun gets the message across to wider readers across UK to see BA’s advertisement. Newspaper media advertisement attracts readers such as older generation because they tend to read more than the younger generation. Â · TV advertisement – for BA this is the most effective way of advertisement and getting the message across to wider target groups, this methods contributes to the success of promotional campaign a visual expression of BA’s services by using color and live motion advertisement. This methods enables the individual person who is watching a description of the service that BA is advertising and visual features which might be appealing. The different audiences can be targeted through careful planning of what channel to advertise

Essay --

FAKE IT TO MAKE IT: A FACTITIOUS DISORDER I. There have been people that love attention, and have taken it a little too far and would invent or inflict illnesses on themselves. A. A factitious disorder has been described as a disease in which a person convinces people and themselves that they have a disease, when in reality they do not. 1. Munchausen disorder, one type of factitious disorder, dates back to the 18th century when Baron Karl Friederick Hieronymus von Munchausen would tell entertaining but untrue tales of his past. 2. Some symptoms which have been known to appear in a patient with a factitious disorder are unbelievable, inconsistent, and have a long medical history in different hospitals or clinics. 3. Psychiatric help has been the main treatment offered, but sometimes when the level of the disorder has been harmful to the patient or others, they were hospitalized forcefully. 4. There’s been many symptoms that have are recognized as factitious, and though there are medications that have helped calm patients, the main way that they have help an individual has been with mental help. II. Traces of factitious disorder were seen back in Galen’s time, a famous Roman physician from around 200 AD. A. That is not however, where it was first named a disease, it was given the name Factitious by English physician named Gavin in a book he published in 1842. 1. Gavin wrote the first and most complete description of why people might do this to themselves. a) He listed a total of eight reasons. b) The first seven reasons were malingering because their reasons are to get something that is convenient to them out of it. c) The eighth reason he named was that people do it to get compassion or attention. 2. There are two main... ...y can hurt themselves and their families, they are forced into being hospitalized. 4. If the patient wants to be treated, then it has to come from them, or all the work would be done in vain because the person does not want to admit that they need help. V. A factitious disorder is when a person says that they have a disease, when in reality they do not. A. The two main types of factitious disorder are factitious disorder by proxy, which is when a person inflicts a disease on a person that they care for. B. There is also Munchausen's syndrome, in which a person causes the symptoms on themselves. C. They have physical symptoms like cuts, surgical scars and others. D. They also have mental symptoms, where they have created a sickness that even they, themselves believe. E. The only way to really help a person with a factitious disorder is by offering them mental help.

Learning Organization Essay

The evolution of â€Å"Organizational Learning† has started in 1938 when John Dewey, in his book â€Å"Experience and Education†, publicized the concept of experiential learning as an ongoing cycle of activity. But, how did this concept emerge? Or, what does it really mean for the businesses? In order to understand this, we have to analyze the problems and needs. The core idea behind â€Å"learning organization† is that organizations of all kinds will not survive, let alone thrive, if they do not acquire an ability to adapt continuously to an increasingly unpredictable future. Or in other words, in order to survive and succeed for businesses, it is essential to establish or build stronger relationships with customers, where there are rapidly changing, turbulent and/or highly competitive market. Through learning, organizations may be better equipped to meet the challenges caused by continuous environmental turbulence. In addition, where products and processes can rapidly be copied, according to Arie de Geus, head of strategic planning department of Royal/Dutch Shell, the only real source of competitive advantage is to stimulate learning by employees. This may allow these individuals to identify new ways of working more closely with customers, which in turn permits the organization to differentiate itself from competition. However, the style of learning has to reflect the operational needs of the organization. For instance, a manufacturer which has adopted a transactional marketing style would probably choose to operate in a relatively stable market, produce standard components and focus primarily on offering adequate quality goods at a competitive price. In such circumstances, assuming that the organizational systems are based around repetition of routine procedures, the firm would probably be well advised to focus upon creating a single-loop learning environment as the most appropriate way fur sustaining employee development aimed at organizational efficiency. 2 On the other hand, in market situations where firms face periods of significant, discontinuous change and/or there is a desire to differentiate  the firm from competition through the adoption of a relationship marketing style, then possibly an incremental, more adaptive learning style, which is called double-loop learning may be more appropriate, so to involve the exploitation of new knowledge to evolve new practices, perspectives and operational frameworks. Figure 1: Single- vs. double-loop learning. II. DEFINITION OF LEARNING ORGANIZATIONS Keeping in mind what we have so far discussed, now let us check some definitions of the Learning Organizations. Peter M. Senge, who is also named as the father of this concept, describes learning organizations as organizations where people can continuously expand their capacity to create results which they truly desire. In such organizations, new and expansive patterns of thinking are nurtured, and collective aspiration is set free. Individuals learn to learn together. He declares â€Å"Deep down, we are all learners. It is not only our nature to learn, but we love to learn. â€Å" Chris Argyris and Donald Schon defined the concept of learning organizations through the help of the definition of organizational learning: where the process of â€Å"detection and correction of errors† rules. 3 Moreover, how de Geus defined learning organizations is very remarkable: â€Å"Forget your tired old ideas about leadership. The most successful corporation of the 1990s will be something called a learning organization? The ability to learn faster than your competitors, may be the only sustainable competitive advantage. â€Å" One last definition might be the one of Kim, D., â€Å"a learning organization is one that consciously manages its learning process through an inquiry-driven orientation among all its members†. III. FIVE DISCIPLINES OF SENGE I have already mentioned that Senge was called as the father of the concept of â€Å"Learning Organizations†. When he first published his book The Fifth Discipline: The Art & Practice of The Learning Organization in 1990, he caught a significant attention from academics and the business world. Peter M. Senge (1947- ) was named a ? Strategist of the Century’ by the Journal of Business Strategy, one of 24 men and women who have ? had the greatest impact on the way we conduct business today’. Moreover, Senge has founded the Center for Organizational Learning at Massachusetts Institute of Technology (MIT) in 1991 while he is also the founding chairperson of the â€Å"Society for Organizational Learning† (SoL) and a senior lecturer at MIT. Being maybe the most important, namely the person having the most influence in Learning Organizations I will study his so called five disciplines in my project. 4 3. 1 PERSONAL MASTERY 3. 1. 1 Introduction to Personal Mastery  Senge says, â€Å"Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs. † The people are the main active force in every aspect of the business. Since, people have their own will and mind, and their own way of thinking; it is essential that they be sufficiently motivated to challenge the goals of growth and complexity. In today’s practices, the manager should not be willing to dominate controlling, planning and organizing the workers activities. Instead they should be enabling the people in the business have their own enriching lives through establishing and maintaining the conditions needed. One should be living his own life from a creative viewpoint, so as to turn the life into a creative work. Personal Mastery is the phrase Senge and his colleagues use for the discipline of personal growth and learning. People with high levels of personal mastery are continually expanding their ability to create the results in life they truly seek. From their quest for continual learning comes the spirit of the learning organization. 3. 1. 1. 1 Mastery and Proficiency. There are two main underlying movements when personal mastery becomes a discipline, one of which is always continually making clear what is important for oneself, whereas the other movement is to continually learn how to see the current reality more clearly. It is vital to know where you are now in moving toward a desired destination. People with a high level of personal mastery share several basic characteristics, one of which is that they have a special sense of purpose that lies behind their visions and goals. 5 For such a person, a vision is an aspiration rather than simply a good idea. One other characteristic is that they live in a continual learning mode, where they never â€Å"arrive†. They know that personal mastery is not something one possesses, but is a process, a lifelong discipline. Those with a high level of personal mastery are acutely aware of their ignorance, their incompetence; and they know, or better to say truly believe that the journey itself is the reward. 3. 1. 1. 2 Why We Want It We want it because people with high levels of personal mastery are more committed, take more initiative, have a broader and deeper sense of responsibility in their work, and learn faster. Kazou Inamori, founder and chairman emeritus of Kyocera Corporation and president of the Inamori Foundation, who holds a bachelor of sciences in applied chemistry, says that â€Å"Our employees agreed to live in a community in which they would not exploit each other, but rather help each other so that we may each live our life fully. † 3. 1. 1. 3 Resistance One of the issues against the personal mastery is the resistance, which in turn is a valid fear for companies in which the managers couldn’t build a shared vision along with shared mental models. It is useless to have personal mastery as solely without other disciplines of the organizational learning. That’s why we always have to keep in mind that personal mastery must go together with a shared vision and the other disciplines. 6 3. 1. 2 The Discipline of Personal Mastery 3. 1. 2. 1 Personal Vision Most adults have goals and objectives, but these are not visions. Thus, we can say that most have little sense of real vision. When asked what they want, many adults will say what they want to get rid of, as if they delineate themselves as given-ups, rather than grown-ups. Senge points that â€Å"The ability to focus on ultimate intrinsic desires, not only on secondary goals, is a cornerstone of personal mastery. † Vision is different from purpose, since purpose is similar to a direction, a general heading, whereas vision is a specific destination, a picture of a desired future. Vision is the image of your desired future. It shouldn’t be confused with competition; it shouldn’t be isolated from the idea of one’s purpose. It is something which has personal aspects along with material aspects, such as where we want to live and how much of savings we want, or issues like health or freedom contribute, relatively. 3. 1. 2. 2 Holding Creative Tension One testimony of Senge says that there is something called the creative tension which is the source of energy derived from the gap between one’s vision and where it stands in reality. This gap can push someone forward to get closer to the vision; however it might also discourage some other people, so as to leading to feelings and emotions associated with anxiety. Imagine a rubber band, stretched between your vision and the current reality. When stretched, the rubber band creates tension, representing the tension between vision and current reality. What does tension seek? Resolution or release. There 7 are two possible ways for the tension to resolve itself: pull reality toward the vision or pull the vision toward reality. Which occurs will depend on whether we hold steady to the vision. Figure 3: Creative Tension Negative emotions caused by anxiety of the creative tension, shouldn’t be realized as the creative tension itself. What Senge argues, is that after some time what we call emotional tension will arise due to the negative emotions. In such cases, we feel deeply discouraged about a vision that is not happening and tend to lower the vision as an immediate so called remedy. It is clear that escaping emotional tension is easy; but what we really pay against is giving up something what we profoundly want, our vision. In the context of organizations we can say that goals are slowly lowered because of low tolerance for emotional tension. What we have to do is to understand thoroughly what the creative tension is and allow it to operate without lowering our vision; only then the vision becomes an active force in personal mastery. The gap in between should be used to generate energy for change. 8 Mastery of creative tension transforms the way we judge failure. It is simply an opportunity for learning. 3. 1. 2. 3 â€Å"Structural Conflict†: The Power of your Powerlessness A research done by Robert Fritz has shown that practically all of us have a â€Å"dominant belief that we are not able to fulfill our desires†. This in turn, is an obstacle one should get rid off. These beliefs, which are mandatory as a child to survive, were taught us so that we learnt our limitations. Most of us hold one of two contradictory beliefs that intrinsically limit our ability to create what so called we really want. The more common belief is in our powerlessness, namely our inability to bring into being all the things we really care about, whereas the other belief focuses on unworthiness, that we do not deserve to have what we truly desire. Fritz uses a metaphor to describe how contradictory underlying beliefs work as a system, which he calls the â€Å"structural conflict†, the metaphor counter to achieving our goals, through symbolizing the concept by another rubber band example. Figure 4: Effect of â€Å"structural conflict† to the creative tension. Later on, he identifies three generic so called strategies to cope with the forces of structural conflict, each of which has its own limitations. Accordingly, one is letting 9 our vision to erode. This strategy will lead to the sacrifice of what we truly want as discussed earlier. The second strategy is to â€Å"conflict manipulation† which is actually the strategy of people who mostly worry about failure. What they do is to focus on avoiding what they do not want to happen. This strategy makes one to spend his/her life in worry and fear. For those following this strategy, which is also called the â€Å"negative vision†, there is little joy in their life, even when they achieve their goals because this time they immediately tend to begin worrying about losing what they have gained. The last and most favorable strategy is defined as the willpower, where we simply â€Å"psyche ourselves up† to overpower all forms of resistance to achieving our goals. Simply saying, motivating through heightened will. In the next section, we will discuss Senge’s strategy for dealing with structural conflict: telling the truth. 3. 1. 2. 4 Commitment to the Truth People often want a technique that they can apply to solve the problem of structural conflict. But, in fact, being committed to the truth is far more powerful than any technique. So, what does it actually mean? It means a relentless willingness to root out the ways we limit or deceive ourselves from seeing what is, and to continually challenge our theories of why things are the way they are. The first critical task in dealing with structural conflicts is to recognize them, and the resulting behavior, when they are operating. This helps us to develop so called internal 10  warning signals, such as when we find ourselves blaming something or someone for our problems. What Senge suggests in this context is that we have to work on developing skills to discuss such situations with the people involved without producing defensiveness. We shouldn’t always act in a manner where we always think of what others have done in the situation, rather we have to concentrate on what we can do. This in other words, relates to the fact that we have to understand, or better to say, realize the situation, the current reality in which we are, so to use this as a generative force. This has even been concluded in religions like Hinduism, Christianity, Islam, Jewish, Buddhism. One example might be the statement of â€Å"The truth shall set you free. † 3. 1. 2. 5 Using the Subconscious One of the most fascinating aspects of people with high levels of personal mastery is their ability to accomplish extraordinarily complex tasks with grace and ease. But, how does this come to happen? It is through the subconscious that all of us deal with complexity. What distinguishes people with high levels of personal mastery is they have developed a higher level of understanding between their normal awareness and their subconscious. Even the daily activities of us like walking, talking, eating or putting on your shoes are enormously complex tasks, for which we have learned the required skills of the tasks, which in turn led that the whole activity gradually shifts from conscious attention to subconscious control. People with high levels of personal mastery focus on the desired result itself, not the process or the means they assume necessary to achieve that result. This allows the person in focusing on the artistry of the result as well. 11 In other words, we can say that we must work at learning how to differentiate what we truly want, from what we think we need to do in order to achieve it. In order to develop a subconscious understanding it is also important to commit to the truth, because when not telling the truth, most people create some level of internal stress. The principle of creative tension recognizes that the subconscious operates most effectively when it is focused clearly on our vision and our current reality. One effective way to focus the subconscious is through imagery and visualization. For instance, world-class swimmers have found that by imagining their hands to be twice their actual size and their feet to be webbed, they actually swim faster. Mental practicing of complex tasks has become a routine psychological training for professional performers from different areas of interest. A strict reliance on only conscious learning could never have achieved this level of artistry, even if there was all the willpower in the world present. Contradictorily, it had to depend on a high level of subconscious understanding. 3. 2 MENTAL MODELS 3. 2. 1 Introduction to Mental Models  Mental models can be described as the views and assumptions we hold in our minds about how things are and how things work. A mental model is like one’s way of looking at what’s happening in the world. In other words, it determines how we think and act. Mental models depend on the past experiences, and the perception as a result of those experiences, and observations. In the introduction I had introduced the experiential learning, which was the style of learning through past experience and some other elements 12 like concrete experience, observation and reflection, and forming abstract concepts. Accordingly, a child without knowing that it might cut his hand might take a knife in his hand and try to push it in his hand. This in fact, will hurt him a lot. However, grown ups already know how to deal with a knife, so they won’t do the same mistake as the child does. All the experiences learnt are added up so to form or build up the mental models. 3. 2. 1. 1 Why the Best Ideas Fail? From the business point of view, one thing which is known by all managers is that many of the best ideas never get put into practice. Even brilliant strategies fail to get translated into action. New insights fail to get put into practice because they conflict with deeply held internal images of how the world works, images that limit us to familiar ways of thinking and acting. That is why the discipline of managing mental models ? surfacing, testing, and improving our internal pictures of how the world works- promises to be a major breakthrough for building learning organizations. Our mental models determine not only how we make sense of the world, but how we take action, namely they shape how we act which puts them into an active sense. But, why are mental models so powerful in affecting what we do? In part, because they affect what we see. As psychologists say, human beings observe selectively. Mental models also exist in the organizations, and also in management. Mental models could cause big losses in the business world as it can also prevent us from seeing the current situation. Loosing America’s car market share to German and Japanese countries was a result of the mental models of the management, where they are prevented to see the situation because of their models in mind, and perceptions. 13 The problems with mental models lie not in whether they are right or wrong-by definition, all models are simplifications. The problems with mental models arise when the models are tacit-when they exist below the level of awareness. 3. 2. 1. 2. Overcoming â€Å"The Basic Diseases of the Hierarchy† In the traditional authoritarian organization, the dogma was managing, organizing, and controlling, whereas in the learning organization, the new dogma will be vision, values, and mental models. In addition, in traditional organizations, merit means doing what the boss wants, openness means telling the boss what he wants to hear, and localness means doing the dirty stuff that the boss doesn’t want to do. However, in learning organizations these concepts will get new understandings. 3. 2. 2. The Discipline of Mental Models Developing an organization’s capacity to work with mental models involves both learning new skills and implementing institutional innovations that help bring these skills into regular practice. 3. 2. 2. 1 Managing Mental Models Throughout An Organization A concept of scenarios should be adapted in pursuit of mental models, so to force managers to consider how they would manage under different alternative paths into the future. This offsets the tendency for managers to implicitly assume a single future. When groups of managers share a range of alternative futures in their mental models, they become more responsive to those changes. 14 Mental modeling should be implemented as a philosophy. It is important to note that the goal in mental modeling is not agreement or congruency. Many mental models can exist at once. What is important is that we have to consider all of them and test against situations that we confront. Only after the process works it leads to congruency. 3. 2. 2. 2 Managing Mental Models At Personal and Interpersonal Levels The learning skills of â€Å"action science† practitioners such as Chris Argyris fall into two broad classes: skills of reflection and skills of inquiry. Where skills of reflection concern slowing down our own thinking process so that we can become more aware of how we form our mental models and the ways they influence our actions, inquiry skills concern how we operate in face-to-face interactions with others, especially in dealing with complex and conflictual issues. Reflection skills start with recognizing â€Å"leaps of abstraction†, which mean that our minds move at lightning speeds. Ironically, this often slows our learning, because we immediately â€Å"leap† to generalizations so quickly that we never think to test them. Namely, leaps of abstraction occur when we move from direct observations to generalization without testing. Here it is important to distinguish direct observation from generalizations inferred from the observation itself. To distinguish it, explicitly separate it from the data which led to it. A second technique from action science is the left-hand column, which in turn is a powerful tool for beginning to see how our mental models operate in particular situations. It reveals ways that we manipulate situations to avoid dealing with how we actually think and feel, and thereby prevent a counterproductive situation from improving. The most important lesson that comes from seeing â€Å"our left-hand columns† is how we undermine opportunities for learning in conflictual situations. Here, a process called â€Å"balancing inquiry and advocacy† comes into action. 15 Managers are mostly trained to be advocates. In many companies, being a competent manager means, being able to solve problems, figuring out what needs to be done, and enlisting whatever support is needed to get it done. In such organizations, employees are rewarded according to their ability to debate forcefully, and influence others, where the inquiry skills are unrecognized. Those rewards unfortunately can bring the employees to managerial positions, where they suddenly face the fact that they do not learn while they should learn. Advocacy without inquiry between two people can end up in vicious circle. The more vehemently one argues, the more it creates a threat to the other’s position, so that the latter argues vehemently, which causes a threat to the first one’s position, therefore, the first one argues even more vehemently. This reinforcing advocacy can be stopped by inquiring. Then it gives a chance for the both parts to understand each other’s conflicts, and reasoning. When in pure advocacy, people do not want to show the weak parts of their reasoning, and discard them. Definitely it does not bring any learning to us. Instead it brings polarization within the group. When operating in pure advocacy, the goal is to win the argument; however, when inquiry and advocacy are combined the goal is no longer â€Å"to win the argument† but to find the best argument out of all. This combination allows us to discover completely new views. What we have to keep in mind is that practicing inquiry and advocacy means being willing to expose the limitations in your own thinking, namely the willingness to be wrong. 16 3. 3 SHARED VISION 3. 3. 1 Introduction to Shared Vision 3. 3. 1. 1 A Common Caring A shared vision is not an idea, it is rather a force in people’s hearts, a force of impressive power. It may be inspired by an idea, but once it goes further ? if it is compelling enough to acquire support of more than one person? then it is no longer an abstraction. It is tangible. People begin to see it as if it exists. Few forces in human affairs are as powerful as shared visions. At its simplest level, a shared vision is the answer to the question, â€Å"What do we want to create? † Just as personal visions are pictures or images people carry in their heads and hearts, so too are shared visions pictures that people throughout an organization carry. When people truly share a vision they are connected, bound together by a common aspiration. Shared vision is one of the vital fundamentals of learning organizations, because it provides energy and also focus for learning. People should have something that really matters to them, something that makes them excited. A shared vision is not one dictated by that top management; it only exists when people are personally committed, since it is their personal vision. 3. 3. 1. 2 Why Shared Visions Matter? In an organization, a shared vision changes people’s relationship with the company. What they so far called as â€Å"their company†, becomes â€Å"our company†. It helps to create a common identity. Only this way, a learning organization can really succeed. You cannot have a learning organization without shared vision. 17 How can a commitment to the long term be fostered is the key question in efforts to develop systems thinking in management. People do not focus on the long term because they have to, but only because they want to. 3. 3. 2 The Discipline of Building Shared Vision Shared visions emerge from personal visions. This is how they derive their energy and how they foster commitment. The management should encourage individuals so as to let them create their own visions, as was told earlier in this project. However, these visions are not the shared vision itself. This is needed so that it will be easier for the individuals to accept visions of others and work in the same manner. In this way, the synergy which will be established is needed for the organization indeed. The shared vision shouldn’t be written and taught to employees because this will establish a fear. Instead, everyone should adopt this vision and commit itself to the whole vision of the organization. 3. 3. 2. 1 From Personal Visions to Shared Visions To make it clearer, let’s imagine a picture of a landscape. When you cut this picture into smaller parts, you will not be able to see the whole sight. However, if you have a picture of an ocean in which all the organisms, like fish, plants, etc. live, and you cut it into pieces, you will still be able to see the whole sight because the vision of the ocean is the same in that part. It’s like the shared vision. When you take the shared vision person by person into consideration you’ll see that they match each other and reflect the whole image. 18 So, it is the fact that when more people come to share a common vision, the vision may not change fundamentally. But it becomes more alive, more real in the sense of a mental reality that people can truly imagine achieving. Writing a vision statement, which is often a one-shot vision, can be a first step in building shared vision but, alone, it rarely makes a vision come alive within an organization. Another problem with the so called one-shot vision that was prepared by the top management is that the resulting vision does not build on people’s personal visions. Contrarily, it only reflects the personal vision of one or two people at the top. The last problem might be explained in the manner as the vision is not a solution to a problem. Building a shared vision must be seen as a central element of the daily work of leaders. It is ongoing and never-ending. It is not truly a shared vision until it connects with the personal visions of people throughout the organization. Moreover, visions that are truly shared take time to emerge. They grow as a by-product of interactions of individual visions. Experience suggests that visions that are genuinely shared require ongoing conversation where individuals not only feel free to express their dreams, but also learn how to listen to each others’ dreams. 3. 3. 2. 2 Spreading Visions: Enrollment, Commitment, and Compliance There is a big difference between compliance and commitment. The committed person brings energy, passion and excitement, which in turn brings the synergy; he does not play by the rules of the game, instead feels responsible for the game, and will not hesitate to change the rules of the game if they stand in the way of achieving vision. On the other hand compliant followers only accept the vision, but do not have a personal desire. They may want it in order to keep their job, or to get a promotion etc. , but they know that it’s not their vision at all. For an organization to survive, it must ensure that a shared vision with the commitment of the individuals is established. 19 However, there are the types of genuine compliant followers, which may often be mistaken for enrollment or commitment. What then is the difference between being genuinely compliant and enrolled and committed? The answer is deceptively simple. People who are enrolled or committed truly want the vision, where genuinely compliant people accept the vision. They may want it in order to keep their job, or to get a promotion etc. , but they know that it’s not their vision at all. 3. 4 TEAM LEARNING 3. 4. 1 Introduction to Team Learning 3. 4. 1. 1 The Potential Wisdom Teams In order to understand team learning, it is important to understand what teams are. The word â€Å"team† can be traced back to the Indo-European word â€Å"deuk† (to pull); it has always included a meaning of â€Å"pulling together†. (The modern sense of team, â€Å"a group of people acting together†, emerged in the sixteenth century) We define â€Å"teams† as any group of people who need each other to accomplish a result. This definition is derived from a statement made by former Royal Dutch/Shell Group Planning coordinator, Arie de Geus: â€Å"The only relevant learning in a company is the learning done by those people who have the power to take action†. Team learning is a process of aligning and developing the capacity of a team to create the results its members truly desire. It builds on the discipline of developing shared vision. It also builds on developing personal mastery, for talented teams are made up of talented individuals. But shared vision and talent are not enough. The world is full of teams of talented individuals who share a vision for a while, yet fail to learn. 20 Here we can discuss the terms unaligned and aligned teams. The fundamental characteristic of the relatively unaligned team is wasted energy. Individuals may work extraordinarily hard, but their efforts do not efficiently translate to team effort. By contrast, when a team becomes more aligned, a commonality of direction emerges, and individuals’ energies harmonize. There is less wasted energy. In fact, a resonance or synergy develops, like the coherent light of a laser rather than the incoherent and scattered light of a light bulb. There is commonality of purpose, a shared vision, and understanding of how to complement one another’s efforts. Individuals do not sacrifice their personal interests to the larger team vision; rather, the shared vision becomes an extension of their personal visions. In fact, alignment is the necessary condition before empowering the individual will empower the whole team. Team learning is possible in every area, sports, business, performing arts, science, etc. It can even have extra ordinary results where the teams can be coordinated and even intelligence of the team can exceed the intelligence of its members totaling. In such an environment, team members can also show a rapid growth, than they could gain individually, namely constructing the synergy. With the changes in the organizations, team learning has never been that important. No matter if it’s a product development team, management team or cross-functional task forces. As they are teams, they are the people who need one another to act. The three critical dimensions of Team Learning can be described as; 1. Insightful thinking is necessary for complex issues. Teams must learn to end up with one more intelligent solution when compared to each of the participants’ solutions. 2. Innovative and coordinated action is vital.

Promotional Strategy Essay

1.1 Background Nowadays, cafà © is one of the most demanded businesses. Cafà ©Ã¢â‚¬â„¢s business development continues to grow day by day, so differentiation every cafà © has its own advantages. For example, there are cafà © for reading books, watch live music, watch football, meeting, or just as extra facility (such as in the workshop, or in the car saloon), etc. Cafà © taken from French language, that means coffee, but later become a place where people can drink not only coffee but also other beverages. In Indonesia, cafà © means a simple place, but quite interesting where people can also eat. Cafà © regarding to common encyclopedia is a place that serve food and beverages or place used to eat. Cafà © regarding to The New Collins Dictionary & Theosaurus is a cheap restaurant that serving an easy cooked food. Cafà © is a place that similar to restaurant but has a special restriction. From definitions above author conclude that cafà © is a place like restaurant with a smaller scope that s erve food and beverages with variety facilities such as live music or free internet that provided for their customer. Hanging out with friends, or family definitely becoming something that makes us happy. Especially if it is we do in a relaxed atmosphere in a room or a special place. There are several ways you can do to it, especially the design space for a coffee, tea or a chat with the family, namely by: Create a comfortable sofa and put in seating space, the comfort it would certainly have made us feel at home and comfort to sharing stories. Put your stereo or home theater set in the corner of the room, where the sound effects are produced not disturb your ears nor anyone else was in the room. Put some ancillary equipment such as coffee maker, toaster, microwave or dispencer, which makes us easy to have drinks or warm food to be able to linger together. Create the atmosphere is not too bright and exotic with the right lighting. Can be placed lamp or standing lamp and other trinkets enough to read but perfect for hanging out together. If some of above things are done, they may be called a cafà ©. Beside for relaxing and hanging out with friends, cafà © nowadays also become a place to work. University of British Columbia has recently launched a study on the effectiveness of the work based on the level of noise in the workplace. More than 300 participants were asked to complete a series of tasks to test the concentration of thought. At the same time, the noise level in the room is constantly changing, ranging from very quiet until the sounds were deafening. As reported by Genius Beauty, the participants proved to be more easily accomplishing tasks in a room that has a noise level of average sound. Atmosphere in cafà © that were not so quite but not disturb the concentration able to make them more comfortable at the thought. â€Å"And the idea of just wandering off to a cafà © with a notebook and writing and seeing where that takes me for awhile is just bliss† J.K. Rowling (Author of Harry Potter) 1.2 Brief History of Kofielosophy Cafà © Most of restaurans and cafes in Bandung has wi-fi facilities nowadays. One of those cafes is Kofielosophy. It is located in Jl. Anggrek 36. Kofielosophy was established on June 2010. Since the owner of Kofielosophy love to work while relaxing, the owner builds a cafà © that provide food, beverage, entertainment, background music, and also meeting room. There are a lot of cafes in Bandung, which provide wi-fi for work, but there are just a few which provide a meeting room inside the cafà ©, especially in Bandung Central area. What is the atmosphere like? What does Kofielosophy look like i.e.: furniture, lighting, colors, art, etc? its very classy and elegant, relaxed with Indonesian-European sophistication. Kofielosophy have small cool stage on the second floor. This cafà © create a comfortable casual dining experience through their creative walls, woody and white walls with many accecorries , even their staff wear all black uniform And how about the outdoor seating? Kofielosophy concept is all about relaxed dining atmosphere, with back-sound music. Kofielosophy have a soft lounge area for relaxing, bar, and outdoor seating area for dinners, which is great for relaxing lunch in the sun or dinner. They don’t need any air-conditioning because the atmosphere at the location itself is already fresh. The reason why Kofielosophy still stands out is because they are a fresh injection into the Bandung central area scene. And the mission statement of Kofielosophy is relaxed, sophisticated, accessible casual dining, and peacefully working. The author asks to the Koffielosphy’s management about why they build business in Bandung Central area, and asks about are they like the surrounding area. And Koffielosophy’s told that Bandung Central area is sophisticated, neat, and hard working. They feel their cafà © concept goes hand in hand with that environment and suits their patrons perfectly. They also have very lovely neighbors; they all support each other, which are other cafes and restaurants. Even the others had more customers. About the staffs and employees of Koffielosophy, they are dynamic, friendly and of course they wear black shirts. Koffielosophy’s encourage their staff to talk to customers and be educated about its food and beverages and the facilities. Koffielosophy is also offer many else beside food and beverages, Koffielosophy can lease a place on the 2nd floor for family gathering, birthday party, wedding party, karaoke, music events, or watch football. And company meeting, seminar on t he meeting room. 1.3 Problem Identification Kofielosophy cafà © has actually managing its company poorly. It has some problems that need to be fixed. The managements of Kofielosophy are also open for insights and suggestions from visitors. The management of Kofielosophy realized that they are not as good as their other competitors in Bandung such as Bober cafà ©, etc. Therefore they would like to improve theire competitiveness on order to be able to compete with the existing competitors. There are some problems facing in the Kofielosophy, which are: first, the promotional program of the Kofielosophy is not attractive, not creative and not innovative.   In addition, there are some other things have become problems of Kofielosophy, that are the waiters in the cafà © are less communicative and tend to be passive (it means that the waiter at this cafà © is less able to show kindness and friendliness to consumer who come, they are less close to consumers), and then Kofielosophy is less able to care or maintenance of facilities they have (there are some facilities that are not functioning properly). 1.4 Research Objectives This research will be conducted to analyze, observe, and answer the specific problems with a valid method and knowledge. The purposes of this research are: 1. The author wants to find out how the managements of Koffielosophy make strategic breakthrough promotional programs, effective, and efficient. 2. The author wants to know about the service quality improvement of Koffielosophy to increase competitive strength 3. The author wants to help find solutions of problems facing in Koffielosophy The personal objectives are to fulfill the final thesis requirement for the bachelor of management business degree in School of Business and Management ITB, participate in giving ideas and recommendations for development of Koffielosophy, and also gaining experiences on managing a cafà © as basic knowledge for personal future business. Finally after all of the preliminary objectives are met then it will be able to find the gap analysis and the solution which will lead to the conclusion that will show what should the management do to improve the quality of the Koffielosophy Cafà ©. 1.5 Problem Limitation In this final project, there are several limitations of scope did by the researcher; which are the following: 1. The scope of study in this research is to know about the promotional management and promotional strategies improvement of Koffielosophy to increase their competitive strength 2. This research has been limited only to see costumers perceptions of Koffielosphy, and what should Koffielosophy do to attract customers and increase competitive strengths of Koffielosophy 3. The research will be identified through some theories (Literature Study), internal data and some articles/journals, which then saw the real facts on ground like Observaton Jump (Field Observation), In-depth Interview on customers and management of Koffielosophy itself; and the distribution of questionnaires. 4. The spread of the questionnaires only to customers of Koffielosophy, which is located in Jl. Anggrek no 36, Bandung Central Area, as the respondents of this research 5. The analysis result of this research is a case study and based on the situation of surroundings and the date resulted during the research. The observation of this research was done in Koffielosophy that is located in Jl Anggrek no 36, Bandung Central Area. To reduce the possibility of digressing from the topic, the scope of research shall be limited by these specifications: The scope research is only to measure Koffielosophy customer’s perception toward the Koffielosophy’s current management promotions condition, therefore a study of Koffielosophy current internal management is not too necessary. The research and discussion explored is all a customers based problem not the management or the employees of the Koffielosophy. The condition that is discussed in this report is based on the condition of Koffielosophy on the latest February 2013, which was the last month of the observation. 1.6 Research Questions In order to achieve the research objectives, requires some questions according to the author problems are discussed, such as: 1. Who are the potential targets of Koffielosophy? 2. How customer’s perception about the quality of service of Koffielosophy? 3. Who are the competitors of Koffielosophy? 4. What differences of Koffielosophy with their competitors? 5. What should Koffielosophy do (promotional strategies) to attract consumers to come to Koffielosophy? 6. How are the marketing strategies for Koffielosophy? 7. How is the competitive condition? 8. How is the public awareness of Koffelosophy? 9. How to increase the revenue or profit of Koffielosophy? The research questions design will mainly focus on the quality of Koffielosophy management promotions according to the customer’s perception, especially in Bandung Central Area, which in the end will result the perceived management promotion and also how to take back the customers of Koffielosophy. This thing is conducted in order to know what is the current perception about Koffielosophy of the Bandung Central Area’s customers and communities, which will give the management some suggestions, what kind of promotion strategies of Koffielosophy should be improved in order to take back the existing customers in Bandung Central Area and also to create the superior promotion management according to the customers perceptions 1.7 Research Methodology In order to help the researcher collect proper data during the research and investigation, some methods that will be used are: 1. Field Observation (Exploratory Research) Field observation is an observation that the author will do directly to condition around Kofielosophy. The author will observe about five things that related about the research topics, which are based on the facilities; then based on the services; then based on the prices; and then based on the promotions. In field observation, the author can find what the customer’s want and need; and then through the field observation, the author can get some recommendation to the Kofielosophy, especially what should they do for marketing planning in the future. Through the field observation, the author can know about the competition in around Bandung central area, and author can get, which is the key competitor, where SWOT analysis can be used to know how much the condition of music cafà © competition. 2. In-depth Interview (Exploratory Research) In-Depth Interview also belongs to qualitative method. In-Depth interview, we have confidential and secure conversation between the author as the interviewer, and customers as a respondent continually, and management of Kofielosophy. In this method, the interviewer also has to make sure about the topics that are crucial to ask for the reasons of the purpose and the issues of the survey in the conversation and the client have to approve it. The author as researcher hopes they will give the best and honest answers to be considered in applying the Kofielosophy. In addition, the interviewer will also interview the management of Kofielosophy; where the interviewer will get more information’s about the cafà ©. After that, the author will get important variable that can help me to create the questionnaire later. 2. Questionnaire (Descriptive Research) For quantitative research, the primary data collection instrument is the questionnaire. To enhance the analysis and facilitate the classification of responses, into meaningful categories, questionnaire includes both substantive questions that are relevant to the purposes of the study and pertinent demographic questions. Questions can be open-minded (requiring answers in the respondent’s own word) which yield more information but are more difficult to code and analyze, or close-ended (the respondent merely checks the appropriate answer from a list of options) which are limited to the alternative responses provided. And then, all questions in questionnaire are based on the field observation and in-depth interview. 1.8 Report Structure This report structure is discussed here to describe how the research was done in steps; therefore readers will be able to understand the report holistically. This report also consist of chapters explained below: 1. Chapter I: Introduction This chapter explains about the overview; research background, problem statement, research objectives, research questions and research scopes, and the short explanation of research methodology. 2. Chapter II: Theoretical Foundation This chapter explains theoretical foundation from various literatures regarding the subject. It is started with the theoretical concept about marketing generally. 3. Chapter III: Research Methodology This chapter explains detailed methodology use to address the problems, including the research concept, research steps, the research objectives, and also the methods, and data gathering 4. Chapter IV: Data Analysis This Chapter present the data gathered about the company, such as brief history, organizational structure, survey and interview results, also the primary data from the questionnaires spread to customers. 5. Chapter V: Conclusions and Recommendations This chapter incorporates a discussion of the result, a conclusions, and a project for the problem formulated, which is a conclusion about the customers perception toward Kofielosophy, and recommendations to Kofielosophy what should they do in the future planning.

Greek Art in Ancient Greece and Faraway Lands Essay

The classical period of Greece (490 – 323 B. C. ) saw the artists perfecting their style. Following Alexander’s conquests, ancient Greece entered the Hellenistic period (323 – 31 B. C. ) (â€Å"Timeline of Ancient Greece†). Of course, Alexander the Great was not the only god of the ancient Greek civilization. Ancient Greeks worshipped plenty of gods that were believed to have appeared to them in human form with extraordinary strength and beauty (â€Å"Culture†). Professor Harris describes Euhemerus as the philosopher responsible for presenting Greek myths as simple stories to his readers. Euhemerus’ interpretation of Greek mythology was considered radical in his times. It was he who wrote that Greek gods and goddesses were human beings to begin with. Because of their extraordinary feats or the cultural and/or social value that they added to life in ancient Greece, their ordinary humanity was turned into godhood in the minds of ancient Greeks (Harris). Thus, ancient Greek gods and goddesses were portrayed in painted scenes on stone, vases, and also with bronze and terracotta sculptures for the sake of remembrance. Although many of the ancient Greek temples honored multiple gods and goddesses, certain places showed greater reverence to a sole deity or a pair of gods, e. g. Olympia’s Zeus, and Eleusis’ Demeter and Persephone (â€Å"Culture†). For reasons described above, the ancient Greeks downplayed the divine aspects of their gods by giving them a typically human form, as the example of the Torso of Apollo reveals (See Appendix I). Made in 2nd century AD, the Torso of Apollo of marble shows young Apollo, â€Å"the Greek god of light, music, archery, healing, atonement, prophecy, and flocks and herds† (â€Å"Torso of Apollo†). The figure was popular with both Greeks and ancient Romans. It is an unclothed manifestation of perfection, splendor and courage with Apollo wearing a belt over one of his shoulders to which a case for holding arrows was fastened at his back (â€Å"Torso of Apollo†). By showing the god as distinctly human, the artist inspires into viewers the spirit to take Apollo for a courageous model and turn into heroes themselves. After all, Apollo was not only a gentle lover of the arts but also domineering to the extent that he was cruel to those who challenged his supremacy among ordinary mortals (Ingfei, 2002, p. 9; â€Å"Apollo†). What is more, he was intelligent and handsome enough to be taken as a model by the ancient Greeks. With the sun as his special symbol, Apollo did not only show physical courage but was also a supporter of intellectual pursuits (Leadbetter, 2004; Regula, 2009). He was known as the god of poetry, medicine, and intellectually enquiry to boot (Leadbetter). In other words, he was next to perfect. Athena Parthenos, too, was considered immaculate in ancient Greece. The Parthenon is a classical temple dedicated to the woman, considered the goddess of wisdom (See Appendix II). The temple was built between 447 – 432 B. C. on the Acropolis, which is in the capital city of ancient Greece, Athens. It has survived despite severe damage over the centuries (â€Å"Art,† 2008). Perikles, the famous politician of Athens, had championed the construction of the Parthenon (â€Å"The Parthenon†). Some of the architectural features of the temple have been described thus: †¦[R]ectangular floor plan with a series of low steps on every side, and a colonnade (8 x 17) of Doric columns extending around the periphery of the entire structure. Each entrance has an additional six columns in front of it. The larger of the two interior rooms, the naos, housed the cult statue. The smaller room (the opisthodomos) was used as a treasury. (â€Å"The Parthenon†) The temple was constructed with marble, and mainly represented the Doric order with features of the Ionic order incorporated in its sculptural program (Kerr, 1995). The Doric order gave Parthenon its series of ninety two metopes (with panels of sculptured reliefs depicting law and order and struggle); and triglyphs on its entablature. Additionally, the Doric order made the temple a peripteral, simple-looking structure with short and thick columns (â€Å"The Parthenon†). The â€Å"continuous sculpted frieze† of the Parthenon represents the Ionic order, however (â€Å"The Parthenon†). There are four tall and slim columns of the temple, too, that represent this architectural order which happens to support the opisthodomos’ roof at the Parthenon. The capitals or the columns’ tops that are built using the Ionic order have volutes, which are the names of the curlicues special to this order (â€Å"The Parthenon†). Above the metopes and triglyphs of the temple lie the pedimental sculptures, one of which shows the birth of Zeus – yet another god for the ancient Greeks (â€Å"The Parthenon†). The frieze of the temple, running â€Å"around the upper edge of the temple wall† and inside from the metopes and the triglyphs shows day to day life in ancient Greece, the rituals of the Greeks, processions, musicians, gods and goddesses, and much more (â€Å"The Parthenon†). Indeed, the place of the frieze in the sculptural program of the temple is unique, seeing as it does not only portray real life and beliefs of the ancient Greeks, but also gives the Parthenon a central place in the life of Athens. The temple was, after all, a place where religious festivals as well as sacrifices were held. Moreover, this temple gave Athena Parthenos a special place to stay for the protection and welfare of the Athenians (â€Å"The Parthenon: Religion, Art, and Politics†). Whether or not the ancient Greeks would consider it Athena Parthenos’ blessing that took ancient Greek art styles to faraway lands, the fact is that even the ancient art of the Nabataeans and the Arabs experienced the influence of Greek artists. Vries & Osinga (2005) state that â€Å"[t]he Nabataeans at their height spread as far north as Damascus, to the coast of the Mediterranean at Gaza in the east and to Madain Salih in the south. † But, the Nabataean kingdom came under Roman rule in the year 106 A. D. It became an Arabian province at the time (Vries & Osinga). The Nabataeans were caravan drivers on a large scale. Roman traders visited Petra even before the Nabataean kingdom was taken over by the Romans. These traders came to conclude transportation agreements with the Nabataeans. The latter traveled around the world with merchandise – â€Å"between the Red Sea and the Nile, and sometimes as far away as the Delta† (Sartre, Porter, & Rawlings, 2005, p. 268). Unsurprisingly, therefore, their temples expose a variety of influences on the hearts and minds of the Nabataeans (Vries & Osinga). Vries & Osinga write: The many structures are so diverse that it is difficult to categorize them, at least without oversimplifying or overlooking what may be important details. Philip Hammond, who excavated the Temple of the Winged Lions, concludes that it might be more faithful to the diversity of the temples to see them not as derivatives of Iranian temples, Roman temples or other, but to recognize the borrowing of constructional and decorative technique and to concentrate on why each was unique. (Vries & Oringa) Sartre, Porter & Rawlings write that Nabataeans were so influenced by Greek art – following the Roman invasion – that they spread that influence in many parts of Arabia. Nude heroes of the Greeks have been found in Arabia and believed to have been conveyed there by the Nabataeans (Sartre, Porter & Rawlings, p. 269). However, Vries & Oringa have uncovered Egyptian influence in the temples of Nabataeans to boot. Describing one of the most significant temples left by the Nabataeans, the authors state: [T]he Wadi Rum temple took its layout from Egyptian models, specifically the Egyptian Temple Dayr Chelouit. The only reference to the Roman world would be columns of the Wadi Rum Temple. Dharih might also be kin to the Egyptian Temple of Coptos, while the Qasr al-Bint and the Temple of the Winged Lions find construction parallels there also (Vries & Oringa). Then again, Greek and/or Roman influence seems to be most profound. Although temple plans of the Nabataeans do not appear typically Roman, decoration outside of the temples may be recognized as distinctly Roman and/or Hellenistic. As an example, the external decoration of Khasneh makes it appear as though it was built in Alexandria (Vries & Oringa). Even so, Vries & Oringa believe that the Nabataeans did not simply copy the designs that were handed down to them by Romans. Instead, they took influence in their stride, sometimes appropriating â€Å"the general structure,† but modifying and adapting it as time went on (Vries & Oringa). In other words, they were open to influence, but also believed in maintaining their local traditions. Taylor (2001) agrees with this view. In her book, Petra and the Lost Kingdom of the Nabataeans, she explains that the Nabataeans did not make copies as slaves would. Rather, Greek ideas were amazingly transformed by the Nabataeans into works of art keeping â€Å"a distinctively Nabataean flavor† (Taylor, p. 92). No wonder, Petra remains as an incomparable feast for the eyes for all lovers of art. Vries & Oringa write that the art of Nabataeans, in particular the sculptures they made, also changed from era to era; that is, even before the Romans came to rule the Nabataean kingdom, the Nabataeans went on altering their artistic style (Vries & Oringa). Perhaps their visits to foreign lands brought such changes to the art of the kingdom. But, once the Romans had arrived on the scene, the Nabataeans did not only borrow the artistic styles of the Greeks but also others’. The sculptures of deities in Tannur, for example, appear both Hellenistic and Oriental. The Nabataeans also seem to have been influenced by the Syrian artistic style, as revealed through sculptures at both Dharih and Tannur (Vries & Oringa). Although Hellenistic artistic style â€Å"of classical proportions† is most often cited as an influence on Nabataean art, there were plenty of sculptures made by the Nabataeans that did not appear Greek at all even though they were made while the Nabataeans were living under Roman rule (Vries & Oringa). Vries & Oringa cite â€Å"the simple standing block† as an example of such artwork. The fact that the Nabataeans maintained their local flavor in their artistic style shows that these people did not wholly lose their cultural identity at the time. Even the Romans may have delighted in the diversity revealed through Nabataean art, simply because the Nabataeans mingled with many peoples at the time. What is more, the adaptation of Greek art to new cultures must have been viewed as a triumph of ancient Greek artistic styles. After all, ancient Greek art continues to be celebrated around the world to this day. References Apollo. Retrieved Feb 27, 2009, from http://felc. gdufs. edu. cn/jth/myth/Greek%20Online/5Apollo. htm. Art. (2008). Ancient Greece. Retrieved Feb 27, 2009, from http://www. ancientgreece. com/s/Art/. Culture. Retrieved Feb 27, 2009, from http://www. crystalinks. com/greekculture. html. Harris, W. Euhemerus. Retrieved Feb 27, 2009, from http://community. middlebury. edu/~harris/SubIndex/greekmyth. html. Ingfei, C. (2002, Aug 2). The Sun also Heals; Some believe. International Herald Tribune. Kerr, M. (1995, Oct 23). â€Å"The Sole Witness†: The Periclean Parthenon. Retrieved Feb 27, 2009, from http://people. reed. edu/~mkerr/papers/Parth95. html. Leadbetter, R. (2004, Jan 31). Apollo. Encyclopedia Mythica. Retrieved Feb 27, 2009, from http://www. pantheon. org/articles/a/apollo. html. Sartre, M. , Porter, C. , & Rawlings, E. (2005). The Middle East under Rome. Cambridge, MA: Harvard University Press. Taylor, J. (2001). Petra and the Lost Kingdom of the Nabataeans. London: I. B. Tauris. Timeline of Ancient Greece. Retrieved Feb 27, 2009, from http://www. aspasiaproject. com/timeline. htm. The Parthenon. Retrieved Feb 27, 2009, from http://academic. reed. edu/humanities/110Tech/Parthenon. html. The Parthenon: Religion, Art, and Politics. Retrieved Feb 27, 2009, from http://employees. oneonta. edu/farberas/arth/ARTH200/politics/parthenon. html. Torso of Apollo. (2000). The Detroit Institute of Arts. Retrieved Feb 27, 2009, from http://www. cartage. org. lb/en/themes/arts/scultpureplastic/SculptureHistory/GloriousScul

Human Resouce Management Essay Example | Topics and Well Written Essays - 750 words

Human Resouce Management - Essay Example As a result, employees tend to work hard for their companies boosting low employee turnover rates and high employee satisfaction rates. Fulfillment of the goals of HRM is directly associated with the dedication of employees to the company. If the employees are satisfied due to provision of various employee benefits, they work with full commitment, which not only results in increasing workplace productivity but also ensures generation of high revenues for the company. Low employee turnover is one of the most incredible accomplishments of the HR departments of Genentech and Zappos. â€Å"Companies take a deep interest in their employee turnover rate because it is a costly part of doing business† (Beam). If the employees are satisfied with the company and there is no issue of discrimination, none of the employees will ever want to leave the company. Therefore, employers of all companies need to include employee benefits in their strategic plans in order to fulfill their goals reg arding employee turnover and workplace productivity. Answer: No: 2 Rosenbloom states, â€Å"Employee benefits are a part of employees’ total compensation† (3). ... Money is not always the best motivating factor for the employees. Managers of Genentech and Zappos believe that employees look for benefits along with money. If a company provides employees with normal salaries without any employee benefit, it reduces their interest in working for that company. That is the reason why managers of Genentech and Zappos think towards providing such benefits to their employees, which should be able to retain and motivate the employees. Development of fun loving culture by Zappos and provision of innovative benefits to the employees by Genentech, such as, paid sabbaticals and pet insurance are some of the effective ways to retain and motivate employees. Provision of such benefits increase employee motivation and they feel good to work for their companies. Genentech and Zappos also focus towards ensuring flexibility in job design for the employees. The reason is that development of employee benefits system along with flexible job design not only motivates e mployees to achieve rewards and benefits but also improves morale of the employees. Therefore, we can say that Genentech and Zappos have been successful in motivating employees through providing considerable benefits to the employees. Answer: No: 3 The use of incentives and benefits such as those offered at Genentech and Zappos depend on some key factors. Some of the most important factors, which organizations need to consider while developing incentives and benefits system for their employees, include managerial capability and cost of the benefits. Managers of a company need to be proficient in implementing the rewards and benefits system in an appropriate manner. The most

Labor Relation Law and The Railway Labor Act Essay

Labor Relation Law and The Railway Labor Act - Essay Example As the report declares The guiding purpose of the Labor relations Law was to protect the worker by providing a workable vehicle by which the unionization process would be facilitated, thereby enabling collective bargaining. It (was) a reality that basic labor law did not favor labor or unions. The NLRA was ostensibly structured to provide a more equitable approach to dispute resolution. According to the paper findings The National Labor Relations Board is a five person appointed federal agency charged with conducting elections for labor union representation and with investigating and remedying unfair labor practices. The NLRB was established in 1935 through passage of the National Labor Relations Act, better known as the Wagner Act, and amended by the Taft-Hartley Act in 1947. The Board’s jurisdiction is limited to private sector employees; it has no authority over labor relations disputes involving government employees, or railroad and airline employees covered by the Railway Labor Act or agriculture employees. In those parts of the private sector it does cover, on the other hand, its jurisdiction standards are low enough to reach almost all employees whose business has any appreciable impact on interstate commerce. The Taft-Hartley Act also created a formal administrative distinction between the Board and the General Counsel of The NLRB. In broad terms, the General Counsel is responsible for investigating and prosecuting unfair labor practice claims, the Board on the other hand, is the adjudicative body that decides the unfair labor practice cases brought to it. ... and remedying unfair labor practices. The NLRB was established in 1935 through passage of the National Labor Relations Act, better known as the Wagner Act, and amended by the Taft-Hartley Act in 1947. The Board's jurisdiction is limited to private sector employees; it has no authority over labor relations disputes involving government employees, or railroad and airline employees covered by the Railway Labor Act or agriculture employees. In those parts of the private sector it does cover, on the other hand, its jurisdiction standards are low enough to reach almost all employees whose business has any appreciable impact on interstate commerce. The Taft-Hartley Act also created a formal administrative distinction between the Board and the General Counsel of The NLRB. In broad terms, the General Counsel is responsible for investigating and prosecuting unfair labor practice claims, the Board on the other hand, is the adjudicative body that decides the unfair labor practice cases brought to it. While the general Counsel has limited independence to argue for a change in the law in presenting cases to the Board, once the Board has decided the issue it is the General Counsels responsibility to 3 defend the Board's decision, even if it is contrary to the position he argued when initially presenting the case to the board. The Board is also responsible for the administration of the Acts provision governing the holding of elections and resolution of jurisdictional disputes. The Board has