STUDENT SEMINAR and ASSIGNMENT PACK

Week 1 - Seminar 1 (tutor led)

THIS WEEK SEMINAR DISCUSSION: Course introduction Technical and practical guidance SEMINAR PREPARATION FOR NEXT WEEK: Read Case study-1 PI!!A SHOP" and prepare brief answers to the questions set. Be prepared to discuss your findings at seminar session ne t wee!. ASSINGMENT: n#ne

Week $ - Seminar $ (tutor led " indi#idual participation)

THIS WEEK SEMINAR DISCUSSION: Ca%e %&'d(-1 PI!!A SHOP" SEMINAR PREPARATION FOR NEXT WEEK: CS $ )Fa**in+ Demand" and prepare brief answers to the questions set. Be prepared to discuss your findings at seminar session ne t wee!. ASSINGMENT: n#ne Ca%e %&'d(-1 PI!!A SHOP" $irections% Read the case study and prepare brief answers to the questions set. Be ready to discuss your findings at the seminar session the ne t wee! . PI!!A SHOP &r. Tom 'ones li#es in his own house and runs a small pi((a restaurant at the basement floor of the house. The house location is about fi#e minutes wal!ing distance from the )ston *ni#ersity (+,,, students) in downtown Birmingham. &r. 'ones- wife and two daughters &ary (+,) and .ate (+/) are also engaged in the restaurant and it is a typical family business with pretty high turnover. &r. 'ones has an idea to e pand his business by renting another shop and to open a second pi((a restaurant nearby. The problem with renting a new shop is that this area had recently been included in the ma0or &unicipality Reconstruction 1ro0ect and the prices of all houses and shops around was affected by 11 % monthly inflation which almost doubled their rental prices for the last 1, months. 2n the other hand .ate has a boy friend and intends to marry him and it is not clear if she would remain in that business after that. .ate-s boy friend 1eter (+3) is a ta i dri#er and has his own sedan car and a #an and he 0ointed as an unlimited partnership in transportation ser#ices for / years. This business was not so profitable and he quitted. )t present 1eter is registered as unemployed. .nowing .ate-s family and their business well 1eter proposes to &r. 'ones to 0oin the pi((a business and to help them introduce a new ser#ice to the customers - Pi,,a de*i-er( %er-i.e / &r. 'ones and his family thought it was a good idea to ha#e 1eter wor!ing with them and instead of

opening a second restaurant to try to de#elop the new ser#ice with his help. Before ta!ing a final decision howe#er &r. 'ones decides to consult a mar!eting company because all of them !now little about deli#ery ser#ice and how to organi(e it. 4e #isits a consultant mar!eting company and as!s them to help him identify his choice about % a0 &1e e2i%&in+ 3i,,a re%&a'ran& and 40 &1e ne5*( 3r#3#%ed 3i,,a de*i-er( %er-i.e. The mar!et manager 6&1i% i% (#') ta!es the responsibility for &r. 'ones- order and after one-wee! you will present him% 5 ) list of all en#ironmental factors affecting his business6 5 7nformation needed for decision ma!ing6 5 8our basic questions to be included in a sur#ey. Questions: 1/ Based on the 9ocal Business :n#ironment e plain which factors might ha#e e ternal and internal influence on the acti#ities of &r.Tom 'ones. $/ ;hat type of information he needs to collect in order to ma!e a decision< about the e isting pi((a restaurant and about the new ser#ice - pi((a deli#ery 7/ ;rite down four questions6 two about a) and two about b)6 which you consider to be the most important to as! to customers in that particular sur#ey.

Week 7 - Seminar 7 (tutor led " indi#idual)

THIS WEEK SEMINAR DISCUSSION: CS $ )Fa**in+ Demand" SEMINAR PREPARATION FOR NEXT WEEK: CS 7 T#3i. di%.'%%i#n: =What Social (sociocultural) Factors are Affectin the !usiness of "#$> (see instructions bellow) ASSINGMENT:C; 1 (see instructions below) CASE STUD8 $9FALLING DEMAND Dire.&i#n%% Read the case study and prepare brief answers to the questions set. Be ready to discuss your findings at the seminar session ne t wee!. 8irms operate against a bac!ground of what is happening to other firms and to the economy in general. 7n business studies we tal! about a multiplier effect of upturns and downturns in business acti#ity. 7n )berdeen6 in the mid-1?@,s6 there was a downward re+i#na* m'*&i3*ier effect. T1e m'*&i3*ier e::e.& occurs when an original change in demand goes on to create further changes in demand in a gi#en area. 7f the go#ernment spends AB, million in the Corth :ast and wor!ers who recei#e this income re-spend some of it in the Corth :ast6 this will help to create further income and 0obs in the area. 7f6 in the end6 total spending in the area rose by A1,, million6 the multiplier would be two. Because oil prices fell dramatically6 the oil-drilling boom came to an end. 7ndustries related to oil were the first to suffer. ;or! almost came to a standstill in firms producing oil-rigs and components for drilling. Dome other industries also follow the re.e%%i#n trends. The fall in incomes and earnings spilt o#er into a wide range of other businesses from beer to engineering. Unem3*#(men& ra&e rose and at a time when house prices throughout Britain were rising6 many houses in )berdeen could not find buyers at the as!ing prices and house prices tumbled. F#rei+n in-e%&#r% left the region and closed many production sites. 9ocal ban!s almost stopped to %'33#r& &1e 4'%ine%% with reasonable credits and inner .#m3an( de4&% rose drastically.

;'e%&i#n% 1. &a!e a list of the industries orEand particular businesses that you would e pect to ha#e suffered a slump in sales in )berdeen. +. 7f you were the manager of a retailing firm (boo!store) in a slump6 how would you react to this change< /. ;ould anyone in )berdeen benefit from the recession< F. ;hat sorts of factors would cause an upward multiplier< CS 7 - T#3i. Di%.'%%i#n T#3i.: =What Social (socio-cultural) Factors are Affectin the !usiness of "#$> F#rma&% 9ist the factorsG titles and subtitles in a + column table (see sample below) with a #ery short e planation6 if any6 for each factor. Cot longer than a page. $onGt write essay or te tual description of the factors themsel#es. Sam3*e :#r T#3i. Di%.'%%i#n T#3i.: =What Social (socio-cultural) Factors are Affectin the !usiness of "#$> Dem#+ra31i. :a.&#r% 9ocation C#mmen&% 7ncon#enient for the time being

Culture factors DtudentsG moti#ation 1arentsG belie#es Dtaff composition &oderate because H 4igh because H.

1sychographic factors 1roductGs standard

ASSIGNMENT - C#'r%e W#rk 1 (indi#idual) T#3i.: Chose a set of ob0ecti#eEs listed below and prepare an operational plan for achie#ing it Assume that you are loo%in for employment in &' 'ro(ect in !ul aria. ("$) development) * this is your GOAL. Some possible objectives to achieve this oal+ Ac,uire hi her wor% ,ualifications master forei n lan ua es hi her computer literacy master communication s%ills . . .etc.

F#rma&% 9ist each step of your plan in sequential order in a + column table with a #ery short e planation6 if any6 for each factor. Cot longer than a page. D#n<& 5ri&e e%%a( #r &e2&'a* de%.ri3&i#n #: &1e %&e3% &1em%e*-e%/ Cot longer than a page or two. $onGt write essay or te tual description of the factors themsel#es. S'4mi%%i#n% 4ard copy (a page) " C$ in a #inyl poc!et. =a4e* % C; I " studentGs name and group D'e Da&e% see *nit 4andboo! Sam3*e :#r CW 1 (hard copy) T#3i.: =:mployment in &' 'ro(ect in !ul aria> DtudentGs name HHHHHHHHHHHHHHH group HH date HHHH.. .ey 2b0ecti#e Dteps in logical order 1. Jet information +. ;hat is my current le#el /. F. B. 3. K. H.. e.g. &aster Computer 9iteracy ;hat shell 7 do for it< 8or what< 8rom where< :#aluate and determine the gap.

Week > ? WORKSHOP 1 (7C$7L7$*)9 1R:D:CT)T72C)

THIS WEEK WORKSHOP (7C$7L7$*)9 1R:D:CT)T72C) on CD / T#3i.: =What Social (socio-cultural) Factors are Affectin the !usiness of "#$> SEMINAR PREPARATION FOR NEXT WEEK: CS 7 =Jas Der#ice Dtation - '.S) Analysis> and prepare brief answers to the questions set. Be prepared to discuss your findings at seminar session ne t wee!. ASSINGMENT: n#ne

Week @ - Seminar > (tutor led " indi#idual participation)

THIS WEEK SEMINAR: C*a%% Di%.'%%i#n #n CS 7 /0as Service Station * '.S) Analysis1

SEMINAR PREPARATION FOR NEXT WEEK: CS 1 (second time approach for :T21 )nalysis) ASSINGMENT: CW $ 6%ee in%&r'.&i#n% 4e*#50 $irections% Read the case study and prepare brief answers to the questions set. Be ready to discuss your findings at the seminar session according to the =ECTUREASEMINAR PROGRAMME . CASE STUD8 $)A Ga% Ser-i.e S&a&i#n" $eborah Jome( is the owner of the ;a#erley Jas Der#ice Dtation which is local on a stretch of motorway onM which there are no e its for +K miles6 gi#ing her considerate monopoly powers. Dhe is able to charge prices which are 1B N higher than the national a#erage for petrol sales. 4owe#er weighed against this6 she has to pay higher-than-a#erage wages to attract staff. Dhe is able to operate the firm on a +F hour a day basis but must !eep a daily chec! on sales figures because the turnover is so high. Dhe buys in her supplies of fuel from a well-!nown multinational oil company. Because her demand for petrol and accessories is a high6 she is able to negotiate a si(e able trade discount. 4owe#er6 she finds that prices tend to fluctuate because of frequent price wars between the giant companies. Because of the importance of the product6 $eborah is not affected by regulations restricting Dunday trading. 4owe#er6 her sumps are regularly chec!ed by the local trading standards departmenent and her cashiers are only allowed to wor! the regulation number of hours in the day. Dhe is also bound by local by-laws to !eep her premises tidy and safe. Ouestions 1. (a) : plain the following terms found in the case study% (i) &onopoly powers (ii) Turno#er (iii) &ultinational (i#) Trade discount (b) : plain one ad#antage and one disad#antage of the location. +. : plain four different groups which might ha#e an e ternal influence on the acti#ities of the garage. /. *se the 1:DT )nalysis Template below to complete the tas!.. PEST Ana*(%i% Tem3*a&e Dituation being analysed% PPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPP 1:DT analysis (political6 economical6 social6 technological) assesses a mar!et6 including competitors6 from the standpoint of a particular proposition or a business.

.ri&eria e2am3*e% ecologicalEen#iron mental current legislation future legislation international legislation regulatory bodies and processes go#ernment policies go#ernment term and change trading policies funding6 grants and initiati#es home mar!et pressure- groups international pressure- groups wars and conflicts

P#*i&i.a*

e.#n#mi.a*

criteria examples home economy economy trends o#erseas economies general ta ation ta ation specific to productEser#ices seasonality issues mar!etEtrade cycles specific industry factors mar!et routes trends distribution trends customerEend-user dri#ers interestE e change rates international trade and monetary issues

criteria examples lifestyle trends demographics consumer attitudes and opinions media #iews law changes affecting social factors brand6 company6 technology image consumer buying patterns fashion and role models ma0or e#ents and influences buying access and trends ethnicEreligious factors ad#ertising and publicity ethical issues

%#.ia*

&e.1n#*#+i.a*

criteria examples competing technology de#elopment research funding associatedEdepende nt technologies replacement technologyEsolution s maturity of technology manufacturing maturity and capacity information and communications consumer buying mechanismsEtechno logy technology legislation inno#ation potential technology access6 licencing6 patents intellectual property issues global communications

D;2T analysis e planation and templates are at www.businessballs.comEswotanalysisfreetemplate.htm Q Businessballs +,,?. ) free 1$8 #ersion of this tool and information about 1:DT analysis methods are a#ailable at www.businessballs.comEpestanalysisfreetemplate.htm ) free resource from www.businessballs.com Cot to be sold or published. ASSINGMENT: CW $ Pre3are a PEST Ana*(%i% :#r BG .#m3anie% CW $? :#r a** %eminar +r#'3% Pre3are a PESTAE= Ana*(%i% :#r &1e .#m3anie% *i%&ed 4e**#5: Billa BJ (retailer) &obiltel BJ (telecommunication) 9u!oil BJ (oil) &etro Cash R Carry (wholesaler) :LC BJ (utility company) Deminar group 1 Deminar group + Deminar group / Deminar group F Deminar group B

9idl BJ (retailer) 2&L BJ (oil) Cosmo Bulgaria &obile (telecomunication) Conduct 7nternet research on each company

Deminar group 3 Deminar group K Deminar group @

)ll of them are globalEinternational companies6 but your analysis could be limited to their acti#ities and en#ironmental factors in Bulgaria. F#rma&% :ach seminar group uses the 1:DT:9 analysis Templates (see sample below) and list all rele#ant information in the columns. Cot longer than a page. $onGt write essay or te tual description of the factors themsel#es. S'4mi%%i#n% 4ard copy (a page) " C$ in a #inyl poc!et. =a4e* % C; I " studentGs name and group D'e Da&e% see *nit 4andboo!

PESTE= Ana*(%i% Tem3*a&e Sam3*e :#r CW $ (hard copy) T#3i.: =1:DT:9 )nalysis on HHHHHHHHHHHHHHHH.> DtudentGs name (all group members) HHHHHHHHHHHHHHH. group HH date HHHH.. HHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHH. HHHHHHHHHHHHHHHH. PEST=E Ana*(%i% 8#'r n#&e% P#&en&ia* Im3*i.a&i#n and im3#r&an.e :a.&#r% Im3a.&: The list below is 0ust to A4#'& (#'r Time Frame: T(3e: Im3a.&: Re*a&i-e get you started. #r+ani%a&i#n/ 4 - 4igh ,-3 months Im3#r&an.e Remember to put these 4ow might the & - &edium 3-1+ months 1ositi#e " 7ncreasi Critical 6 and others that you factors listed on 9 S 9ow 1+-+F Cegati#e - ng T 7mportant add in the conte t of the left impact *months+F " *n!nown *nchan *nimportant your organisation or your business or *ndetermined months ged U *n!nown business. part of the $ecreasi etc. organisation< ng V *n!now n P#*i&i.a* HHHHHHHHH HHH.. E.#n#mi. HHHHHHHHH HHH.. S#.ia* HHHHHHHHH HHH..

HHHHHHHHH Te.1n#*#+i.a* HHHHHHHHH HHH.. =e+a* HHHHHHHHH HHH.. En-ir#nmen&a*A E.#*#+i.a* HHHHHHHHH HHH..

Week C - Seminar @
(indi#idual presentation)

THIS WEEK SEMINAR DISCUSSION: CS 1W(second time approach for :T21 )nalysis) CW 1 S /.mployment in &' 'ro(ect in !ul aria> - 8eedbac! SEMINAR PREPARATION FOR NEXT WEEK% Read CD-B =$escription of the general en#ironment of Coca-Cola. : trapolate it for Dmart 1hones or other goodEs or ser#ices. Complete the DT:1 Template. ASSINGMENT: n#ne

Week D - Seminar C (tutor led " indi#idual presentation)

THIS WEEK SEMINAR: CS @ -General en#ironment of Coca-Cola. : trapolate it for Dmart 1hones> or other goodEs and ser#ices SEMINAR PREPARATION FOR NEXT WEEK% Re#ision for the in-class test (all lectures and topics so far) ASSINGMENT: n#ne Ca%e S&'d( @/ $escription of the general en#ironment of Coca-Cola. : trapolate it for Dmart 1hones. 2oo% at .3hibit 4-5 /6escription of the eneral environment of $oca-$ola1.( &itt- 7.- !lac%- 8. 9 'orter- 2. (:;;<) 7ana ement. :nd ed. 'rentice &all- pa e 1=5). 2isted below

)pply the same DT:1 analysis approach and try to ma!e a similar description of the general en#ironment of Dmart 1hone. Dtudents are encouridged to include more 1:DT fctors rele#ant to the

business en#ironment of the 7T sector and this particular product. 9ist your suggestions in a table format below. 6escription of the eneral environment of $oca-$ola S#.i#.'*&'ra* Dem#+ra31i.% Baby boomers drin! less soft drin!s as they age. *.D. population growth is slowing and much of the growth comes from immigrants who generally drin! less soft drin!s Ea*'e% Dociety is increasingly concerned about pollution and recycling. 7ncreasing focus on health and the negati#e aspects of caffein6 carbonation6 and suggar. Cew =canning> technology ma!es6 using recycled aluminium easier and cheaper. 7nternet opens up a new means of running promotion contests and acti#ities. Dlow economy reduces per-person consumption primary due to fewer social occations (parties) at which soft drin!s might be ser#ed. Cearing end of economic downturn and prospect of economy reco#ery. Dtic!er liability for illness caused by be#erage consumpion. Jradual increase in acceptance of carbonated soft drin!s in other countries6 such as 7ndia and China. ;idely a#ailable elecrticity and increasing ability to afford refrigerators in emerging countries ana economies.

Technological

:conomic

1oliticalEJlobal

Week F - In-.*a%% Te%& 6indi-id'a*0: In-.*a%% Te%& 6indi-id'a*0: FB min. written closed boo! test containing + parts% a) &ultiple
choice questions 6 b) D;2T template for a topic SEMINAR PREPARATION FOR NEXT WEEK% 1repare for group presentation on C; + = PEST Ana*(%i% :#r BG .#m3anie%" ASSINGMENT: n#ne

Week G ? WORKSHOP $ (tutor led " group presentation)

THIS WEEK SEMINAR: 7n-class test S 8eedbbac! )ll seninar groups presentation on C; + /1:DT )nalysis for BJ companies> SEMINAR PREPARATION FOR NEXT WEEK% )ll students re#iew 1orterGs 8i#e 8orces and to prepare an e ample how do they affect any industry in BJ (its your choice).

Week 1H - Seminar D (tutor led " indi#idual)

THIS WEEK SEMINAR: Class discussion on Topic =Re#iew 1orterGs 8i#e 8orces and to prepare an e ample how do they affect any industry in BJ (its your choice). SEMINAR PREPARATION FOR NEXT WEEK% Re#ersed D;2T )nalysis on *D Companies

Ca%e S&'d( C % =Re#erse D;2T : ercise on *.D. Companies> F#rma&% 9ist the factors in a Business D;2T )nalysis Template (see sample below). D#n<& 5ri&e e%%a( #r &e2&'a* de%.ri3&i#n #: &1e :a.&#r% &1em%e*-e%/ ;hat does Re#ersed D;2T )nalysis mean< ($on-t try to loo! for a definition) :ach student is gi#en a real D;2T analysis for a leading *D company. Based on this analysis you ha#e to research the rele#ant information sources used for its preparation. 8inding them6 try to refresh D;2T data and add additional factors. )ll the information you ha#e to organi(e in a D;2T )nalysis Template.(see sample below) W1i.1 SWOT Ana*(%i% d# (#' 1a-e &# re%ear.1I T1e n'm4ered *i%& .#rre%3#nd% &# %&'den&<% n'm4ered *i%&/ E/+/ %&'den& J 7 1a-e &# re%ear.1 A33*e C#/ http%EEwww.mar!etingteacher.comElesson-storeElesson-swot.html 1. )ma(on D;2T +. Dtarbuc!s D;2T /. )pple D;2T F. Tata &otors D;2T B. Bharti )irtel D;2T 3. 7nfosys D;2T K. Toyota D;2T @. Ben R 'erry-s D;2T ?. 7TC D;2T 1,. Toys R *s D;2T 11. $ell D;2T 1+. &c$onald-s D;2T 1/. ;all-&art D;2T 1F. eBay D;2T 1B. Ci!e D;2T 13. Xahoo D;2T

1K. China &obile D;2T 1@. Crayola D;2T 1?. Jeneral &otors D;2T +,. 4ewlett 1ac!ard D;2T +1. 4ome $epot D;2T ++. .roger D;2T +/. CestlY D;2T +F. 1epsiCo D;2T +B. Dandals D;2T +3. Time ;arner D;2T +K. Tro0an D;2T +@. ;hole 8oods D;2T +?. 7ndian 1remier 9eague D;2T
/,.

Dmith and ;esson D;2T

Dummari(e your findings in s SWOT Ana*(%i% Tem3*a&e SWOT Ana*(%i% Tem3*a&e Dtate what you are assessing here HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH C; I HHH.studentGs name HHHHHHHHHHHHHHH.H. Jroup HH. (This particular e ample is for a new business opportunity. &any criteria can apply to more than one quadrant. 7dentify criteria appropriate to your own D;2T situation.)

.ri&eria e2am3*e% )d#antages of proposition< Capabilities< Competiti#e ad#antages< *D1-s (unique selling points)< Resources6 )ssets6

Dtrength

;ea!ness

.ri&eria e2am3*e% $isad#antages of proposition< Japs in capabilities< 9ac! of competiti#e strength< Reputation6 presence and reach< 8inancials< 2wn !nown

1eople< : perience6 !nowledge6 data< 8inancial reser#es6 li!ely returns< &ar!eting - reach6 distribution6 awareness< 7nno#ati#e aspects< 9ocation and geographical< 1rice6 #alue6 quality< )ccreditations6 qualifications6 certifications< 1rocesses6 systems6 7T6 communications< Cultural6 attitudinal6 beha#ioural< &anagement co#er6 succession< 1hilosophy and #alues<

#ulnerabilities< Timescales6 deadlines and pressures< Cashflow6 start-up cash-drain< Continuity6 supply chain robustness< :ffects on core acti#ities6 distraction< Reliability of data6 plan predictability< &orale6 commitment6 leadership< )ccreditations6 etc< 1rocesses and systems6 etc< &anagement co#er6 succession<

criteria examples &ar!et de#elopments< Competitors#ulnerabilities< 7ndustry or lifestyle trends< Technology de#elopment and inno#ation< Jlobal influences< Cew mar!ets6 #ertical6 hori(ontal< Ciche target mar!ets< Jeographical6 e port6 import< Cew *D1-s< Tactics% eg6 surprise6 ma0or contracts< Business and product de#elopment< 7nformation and research< 1artnerships6 agencies6 distribution< Lolumes6 production6 economies< Deasonal6 weather6 fashion influences<

2pprtunities

Threats

criteria examples 1olitical effects< 9egislati#e effects< :n#ironmental effects< 7T de#elopments< Competitor intentions #arious< &ar!et demand< Cew technologies6 ser#ices6 ideas< Lital contracts and partners< Dustaining internal capabilities< 2bstacles faced< 7nsurmountable wea!nesses< 9oss of !ey staff< Dustainable financial bac!ing< :conomy - home6 abroad< Deasonality6 weather effects<

Week 11 ? Seminar F (tutor led " indi#idual)

THIS WEEK SEMINAR G: Class $iscussion on CD 3 >>eversed SW?) Analysis on #S $ompanies> SEMINAR PREPARATION FOR NEXT WEEK: )ll students re#iew CS D =S.22.$)"@0 A @.W A.@)#>.> Case Dtudy K =S.22.$)"@0 A @.W A.@)#>.>

;ould you li!e to be your own boss< 4a#e you gi#en any thougt to running your own business someday< 8or this e ersice you will thin! of a new #enture you would li!e to start someday. The new #enture can be entrpreneurial5 or intrapreneurial.55 ;ith either approach6 donGt be concerned about :inan.in+ &1e 4'%ine%%. )t this stage6 you are only sellecting a new #enture. Try to apply the business en#ironmental metods you ha#e studied so far. 1ro#ide information about you potentioal business in the following list. Xou are free to add some more titles6 but !eep the presentation short in a table format. Ji#e all the topics some thought before writing down your final answers. KEn&re3rene'r A person who or aniBes- operates- and assumes the ris% for runnin own business. KKIn&ra3rene'r A person within whowonts to start a new line of business for an e3istin company. Ouestions% 1. Xour 7ndi#idual selection of a #enture< +. Titled list format (for reportEdiscussion) Type of business Company name (line of business) 1roducts (goods orEand ser#ices) Target mar!ets &a0or competitors Competiti#e ad#antage (if any) 1ossible location of business6 etc. /. Xour considerations on the topicEs F. )pply it (;hat did 7 learn from this e ercise< 4ow will 7 use this !nowledge in the future< Dource% 9ussier R. (+,,3) &)C)J:&:CT 8*C$)&:CT)9D6 /ed6 Thompson Douth-;estern 1ublishing Co6 .entuc!y. 1.1/3

Week 1$ ? Seminar G (tutor led "indi#idual)

THIS WEEK SEMINAR: C*a%% di%.'%%i#n #n CS D )S.22.$)"@0 A @.W A.@)#>.> SEMINAR PREPARATION FOR NEXT WEEK: Read the content of the Lideo =The *norgani(ed &anager>

Week 17 ? Seminar 1H (tutor led)

THIS WEEK SEMINAR: Liew the Lideo =The *norgani(ed &anager> SEMINAR PREPARATION FOR NEXT WEEK: Eide# )T1e Un#r+ani,ed Mana+er" 1art 7 +/ min =$amnation > o! valuable time is !aste"

1art 77 +B min =Dal#ation> ?r aniBin yourself )Time %3endin+ i% a 4'd+e& i&em" 1. :stablish company ob0ecti#es these ob0ecti#es are &anaging directorGs ob0ecti#es too +. $efine all tas!s as% 3#%i&i-e a.&i-e &a.k% (those which help to achie#e ob0ecti#es) rea.&i-e &a%k% (e#eryday problems) S =#eactive Mana$ement% /. :stablish priorities /.1 7mportant and urgent tas!s /.+ 7mportant but not urgent tas!s /./ *rgent but not important and tas!s /.F Cot important and not urgent tas!s F. $elegation F.1 ;hat tas! to delegate F.+ ;hom to delegate (teach6 train6 inform) F./ Be a#ailable for ad#ice F.F Control the delegation process 1art 777 1K min =9amenation> 1art 7L +F min =Re#elation> ?r anise the others 1. Clarify responsibilities 1.1 :stablish !ey area 1.+. Re#iew them regularly +. Det standards for achie#ement +.1 &a!e standards measurable (through quality6 quantity6 time6 costs) +.+ &a!e standards achie#able and controllable /. )gree targets with each employee indi#idually /.1 &a!e targets challenging /.+ 1raise achie#ements

Week 1> ? Seminar 11 (tutor led "indi#idual)

R:L7D72C ;::. THIS WEEK SEMINAR 1$: E-er(4#d( 5i** 4e +i-en a .1an.e &# 3r#-e 1i%A1er .#m3e&en.e and kn#5*ed+e - Re#ision of all C;Gs and CDGs.

Har-ard On+#in+ A%%e%%men& http%EElearnweb.har#ard.eduEalpsEtfuEinfo/f.cfm W1a& i% On+#in+ A%%e%%men&I How can we assess accurately and fairly what students ha#e learned< This is a question e#ery teacher wrestles with. But when understanding is the purpose of instruction6 the process of assessment is more than 0ust e#aluation% it is a substanti#e contribution to learning. )ssessment that fosters understanding (rather than simply e#aluating it) has to be more than an end-of-the-unit test. 7t needs to inform students and teachers about both what students currently understand and how to proceed with subsequent teaching and learning. This !ind of assessment occurs frequently in many situations outside of school. 7magine a bas!etball coach wor!ing with his team during a practice session. 4e might begin by as!ing the team to concentrate on a few particular s!ills or plays. )s the players scrimmage6 he studies their mo#es6 measuring them against his standards of s!illful bas!etball playing. 4e usually pays particular attention to the strategies and s!ills he as!ed the players to concentrate on at the start of practice. 4e analy(es the problems when the team falls short and6 as the team plays6 tells them how they can impro#e their performance. 2ccasionally6 he stops the practice session to bring the team together to pro#ide more sustained feedbac! and to gi#e the players new tas!s6 based on his assessment of their performance. This !ind of coaching continues through actual games. James conclude not only with a score that tells the team how well it performed6 but also with debriefing sessions in the loc!er room in which the coach and the team hash out what went well and what they need to wor! on before the ne t game. Or thin! of a director-s wor! as she rehearses a troupe of actors for a stage production. :ach rehearsal is a continuous cycle of performance and feedbac! as the actors wor! through their scenes. The director gi#es initial instructions6 offers ad#ice and further direction while the scene is in progress6 and con#enes more formal feedbac! sessions at #arious points during the rehearsal. This integration of performance and feedbac! is e actly what students need as they wor! to de#elop their understanding of a particular topic or concept. 7n the teaching for understanding framewor!6 it is called Zongoing assessment.Z 2ngoing assessment is the process of pro#iding students with clear

responses to their performances of understanding in a way that will help to impro#e ne t performances. Ke( Fea&'re% #: On+#in+ A%%e%%men& There are two principle components of the ongoing assessment process% establishing criteria and pro#iding feedbac!. Criteria for each performance of understanding need to be%

clear (articulated e plicitly at the beginning of each performance of understanding--though they may well e#ol#e o#er the course of the performance6 especially if it is new to the teacher as well as the students). rele#ant (closely related to the understanding goals for the unit). public (e#eryone in the classroom !nows and understands them).

8eedbac! needs to%

occur frequently6 from the beginning of the unit to its conclusion6 in con0unction with performances of understanding. Dome occasions for feedbac! may be formal and planned (such as those related to presentations)[ some may be more casual and informal (such as responding to a student-s comment in a class discussion). pro#ide students with information not only about how well they ha#e carried out performances but also how they might impro#e them. inform your planning of subsequent classes and acti#ities. come from a #ariety of perspecti#es% from students- reflection on their own wor!6 from classmates reflecting on one another-s wor!6 and from the teacher.

E2am3*e% #: On+#in+ A%%e%%men& Ongoing assessment needs to occur in the conte t of performances of understanding that6 in turn6 are anchored to understanding goals. Therefore6 each of the e amples below includes unit-long understanding goals (statement form only) and performances of understanding6 as well as a description of criteria and feedbac! for ongoing assessment. In a 5ri&in+ .*a%%: Under%&andin+ +#a* To help students understand the process of writing an effecti#e persuasi#e essay. Per:#rman.e #: 'nder%&andin+% Dtudents write an essay in which they pic! a contro#ersial issue and argue for their personal stance on that issue. Cri&eria :#r #n+#in+ a%%e%%men&% Teacher and students co-de#elop the criteria for the essay. To do this6 the teacher presents students with two brief sample essays written about the same issue. The first argues the thesis effecti#ely[ the other is noticeably less-well e ecuted. By comparing the two6 the students (with guidance from the teacher) generate the criteria for a good persuasi#e essay (a clear position statement6 concrete e amples to support the position6 a consideration and refutation of counter arguments6 and so on). The teacher copies the list of criteria for each student in the class so that they can use it in the feedbac! process. Feed4a.k :#r #n+#in+ a%%e%%men&% *sing the criteria sheet6 students complete a first draft of their essay and write a short reflection assessing it. They share this draft with a classmate6 who also pro#ides a short written piece that reflects on how well the essay meets the criteria. :quipped with

these two reflections6 students re#ise their essays and submit final drafts to the teacher. Both the teacher and the student assess the final wor! of the essay by ratingWon a scale of one to tenWhow well the student achie#ed each of the criteria and writing a brief e planation of the rating. In a ma&1 .*a%%: Under%&andin+ +#a*%% To help students understand percentages and their real-life uses in describing data. To help students understand sur#eying as tool for collecting data that can be e pressed mathematically. Per:#rman.e #: 'nder%&andin+% Dtudents de#elop sur#eys to collect information from fellow students about their healthWsay6 the number of colds each person catches in a yearWand some #ariable that the students thin! will be related to healthiness (percentage of after school time spent e ercising6 for e ample). They decide how to use graphs and charts to represent their data most effecti#ely. (8or e ample6 eighty percent of students who report getting sic! less than once a year spend fifty percent or more of their after school time engaged in some e ercise.) Cri&eria :#r #n+#in+ a%%e%%men&% The teacher shares with the students a sheet that describes the two categories of criteria for their wor!% qualities of an effecti#e sur#ey and characteristics of an effecti#e use of percentages in sur#ey wor!. Feed4a.k :#r #n+#in+ a%%e%%men&% Dtudents share drafts of their sur#eys with one another for feedbac! and critique. They submit a first draft of their graphs and charts to the teacher for comment. The final draft is submitted with a self-e#aluation that the teacher includes as part of their final grade. In a %#.ia* %&'die% .*a%%: Under%&andin+ +#a*% To help students understand #arious forms of go#ernment and their ad#antages and disad#antages. Per:#rman.e #: 'nder%&andin+% Dmall groups of students are randomly assigned a form of go#ernment (monarchy6 oligarchy6 democracy6 and so on) and gi#en a brief description of how laws are made in that go#ernment. :ach student is assigned a role (monarch or president or dictator6 wealthy owner of a factory6 laborer li#ing near the po#erty line6 and so on) within the group by drawing a slip of paper from an en#elope. The group then has to decide how to le#y ta es in their country6 ma!ing their decision according to the form of go#ernment they ha#e been assigned. )fter gi#ing the groups some time to wor! through the problem6 students Z0igsawZ so that the new small groups are made up of one member of each of the original small groups. 7n these groups6 they share their e periences and discuss the ad#antages and disad#antages of a particular approach to go#ernance. :ach student then writes a paper describing her initial group e perience with the assigned go#ernment and comparing it to other groups- go#ernments. Cri&eria :#r #n+#in+ a%%e%%men&% Dtudents- final papers are assessed both on how accurately their initial groups carried out the enactment of their particular go#ernment-s decision ma!ing process and on the degree and sophistication of comparisons and contrasts they are able to ma!e between that form of go#ernment and others. These criteria are shared with the class before they begin writing. Feed4a.k :#r #n+#in+ a%%e%%men&% The teacher has each student e change first drafts with another member of their group so they can chec! one another-s accuracy in depicting the first small group wor!. Dhe then has them share a second draft with her6 so she can chec! their understanding of #arious forms of go#ernment. 7n cases where one (or more) of the small group seems not to ha#e captured the essential aspects of the assigned go#ernment6 she pro#ides the students with feedbac! about where to find more information about that go#ernment so they can re#ise their wor!. P*annin+ On+#in+ A%%e%%men& It is usually easiest to thin! about specific ongoing assessment procedures in the conte t of performances of understanding or acti#ities you ha#e planned.

Use your understanding goals to generate the criteria by which to assess students- performances. 8or instance6 if you as! students to write a paper with the aim of building their understanding of a particular concept6 then the paper needs to be assessed primarily on the basis of how well they demonstrate their understanding (not primarily on whether or not they ha#e used complete sentences and appropriate paragraphing). Build in opportunities at the beginning of and throughout a unit for assessing students- de#eloping understanding. 7f assessment happens only at the end of a unit6 it is not Zongoing[Z it cannot help the students to de#elop and refine their understandings in the progress of their wor!. Create opportunities within performances of understanding for students to gi#e feedbac! to one another andEor get feedbac! from you as they wor!. Across performances6 try to balance formal and informal feedbac!. )lso6 try to allow opportunities for a #ariety of perspecti#es on assessment o#er the course of the unit% self-assessment6 peer assessment6 and your assessment of student wor!. Build in time to help students de#elop the s!ills they will need to pro#ide one another and themsel#es with useful feedbac!. Delf-reflection and peer-assessment does not come easily to most students6 but both can be learned. Tea.1in+ 5i&1 On+#in+ A%%e%%men& E#en if you ha#e a sense for what the criteria for a particular performance should be6 try in#iting students to de#elop the criteria themsel#es by loo!ing at models or moc!-ups of similar performances. Post criteria prominently in the classroom. 4elp students to see how the criteria relate to the understanding goals. Model for students how to pro#ide feedbac! that both tells them how well they are doing and gi#es them information about how they might do better. Portfolios and reflection 0ournals can be useful tools for students to trac! their learning o#er time. Use assessment opportunities not only to gauge how well the students are doing6 but also to e amine and reshape your curriculum and pedagogy. C#mm#n ;'e%&i#n% A4#'& On+#in+ A%%e%%men& )his %ind of assessment sounds very time consumin . &ow do teachers mana e itC 9oo!ing carefully at student wor! does ta!e time6 but the simple fact of the matter is6 if we don-t loo! closely at that wor!6 we ha#e no idea what students are really understanding and what they are missing. )nd6 without feedbac!6 students ha#e little chance of figuring out what they need to wor! on. 2n the other hand6 it helps to !eep in mind that6 in fact6 most of us are assessing our students all the time. :#ery time they as! a question or respond to one of ours6 we are thin!ing about what those questions and responses re#eal about their learning. The tric! is to figure out how to let our students benefit from that continual weighing process and to help them understand the criteria for those assessments as well as we do. De#eral techniques help to ma!e this more manageable% 1. Cot e#ery performance needs to be assessed formally. 8eedbac! can be gi#en #erbally and informally as students wor! in small groups or as we lead a class discussion.

+. .eep criteria lists boiled down to 0ust those few items that you really care about (those items stated in the understanding goals). Cot only does this ma!e the grading and feedbac! process easier for us6 but it also ensures that students will be spending the time and energy well. /. Ta!e time to teach your students how to tal! with one another about assessment. 7f e#eryone understands the criteria for a performance and has had practice with pro#iding supporti#e critiques6 the students can coach and pro#ide feedbac! for one another6 e#en if you-re the one who ultimately gi#es the grade. WhatDs the difference between performances of understandin and on oin assessmentC *nderstanding performances are the things students do to de#elop their understanding. 2ngoing assessment is the process by which students get feedbac! on what they do6 based on clearly articulated criteria for successful performances. 7t is6 in essence6 the process of reflecting on performances in order to guage progress toward the understanding goals. ;'e%&i#n% :#r Re:inin+ On+#in+ A%%e%%men&

$oes it include clear6 public criteria< $oes it use criteria closely related to understanding goals< $oes is pro#ide frequent opportunities for feedbac! throughout the unit-s performances< $oes it pro#ide feedbac! that tells students how well they are doing and how to do better< $oes it offer opportunities for multiple perspecti#es< - teacher assessing student - students assessing one another - students assessing themsel#es $oes it pro#ide a mi of formal and informal feedbac!< )re the 2ngoing )ssessments cycles of feedbac! which helps students build understandings o#er time< 7s there a public criteria for your 2ngoing )ssessments<

Q Tina Blythe and )ssociates6 (1??@). )he )eachin for #nderstandin 0uide. 'ossey-Bass6 Dan 8ransisco.

7n-class Test topic% T#3i.% =&ow do " evaluate my SW?) factors in persuadin my oal of raduatin the "#$1 F#rma&% 9ist the factors in a 1ersonal D;2T )nalysis Template (see sample below). D#n<& 5ri&e e%%a( #r &e2&'a* de%.ri3&i#n #: &1e :a.&#r% &1em%e*-e%/ S'4mi%%i#n: hard copy (a page) " C$ in a #inyl poc!et =a4e* % C; I " studentGs name and group D'e Da&e% see *nit 4andboo! Dtudents are encouridged to include more personal D;2T fctors rele#ant to their goal of graduating. 9ist your suggestions in a table format below.

Per%#na* SWOT Ana*(%i% Tem3*a&e 6e2am3*e0 M( S&ren+&1% creati#e responsible good communicator open minded as! questions freely committed to success strongly moti#ated optimistic E realistic punctual lo#e and trust others H M( Weakne%%e%: slow decision ta!er deliberate easily get mad shy in communication ner#ous when in public afraid to as! questions stressed by (too many tas!s6 urgent6 short time) lac! of confidence pessimistic E non trustful not punctualE hate to rush li!e others but myself H M( T1rea&%: be challenged by a stronger person and spoil own image. be o#erwor!ed and loose creati#ity get heath problems and be out of shape get unemployed because of mass lay out. ma!e wrong forecasting get into financial troubles and ris!y #entures when business declines. donGt 0ump in muddy waters without a plan \BG

M( O33#r&'ni&ie%: find out the wea!nesses of my competitorEs utili(e e tra training and e pertise to attend meetings6 conferences6 seminars predict and follow own career path catch any chances of promotion send positi#e signalsEimage when possible respect yourself and as! the others to respect you in return donGt =switch off> before you get sure that something could be useful for you remember that opportunities sometime can surprise you but youGd better loo! for them