...Table of content Introduction 11 1a. Describe the structure and culture of Vinamilk and evaluate the inter-relationships between the different processes and functions of Vinamilk. 12 1b. Identify the mission, the aims and objectives of Vinamilk and analyze the effect of these on the structure and culture of Vinamilk. 18 1c. Define the methodology to be used to map processes to the organization’s objectives and functions and evaluate the output of the process and analyse quality gateways 20 2a. Development plans, which promote goals and objectives for the areas of responsibility chosen. Ensure that the plans are consistent with legal, regulatory and ethical requirements. 25 2b. Use objectives, which are specific, measurable, achievable, realistic and time-based to align the staff and other resources in an effective and efficient way 29 2c.Prepare and agree implementation plans, which translate strategic targets into practical efficient and effective actions 33 2d. Manage the work activities to prevent ineffective and inefficient deviations from the operational plan through effective monitoring and control. (Provide a critical path and/or Gantt chart to support your activities) 36 2e. Implement appropriate systems to achieve the objectives and goals of the plan in the most effective and efficient way, on time and to budget and to meet the organisational standards of quality 40 3a. Define the resources, tools and systems required to support the business process 42 3b...
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...Assessment Brief Distribution date: w/c 20/05/2013 Submission deadline: 29/07/2013 Result and feedback date: 4 weeks from the deadline Assessment Brief Unit Details: Unit Code: Organisations and Behaviour (Unit 3) Programme Name: BTEC Higher National Diploma (HND) in Business Awarding body: Edexcel Unit Level (QCF): QCF-4 Academic term: May - July 2013 Course Details | Course Name | BTEC Higher National Diploma (HND) in Business | Unit number | 3 | Unit Name | Organisations and Behaviour | Credit Value | 15 | Lecturer | Antonios/Hillary/Ousman/Raazia/Sunday/Victor | Hand Out/Issue Date | w/c 20.05.2013 | Submission Deadline | 29 July 2013 | Introduction Students are expected to write a report covering the points listed under each of the learning outcomes. To achieve a pass in this unit, you must successfully address all of the assessment criteria listed (P1-P12). We expect all students to achieve their potentials and would encourage you to address all pass criteria, merit and distinction descriptors. For certain tasks students are encouraged to use real life examples and/or the scenario provided below. There is not set format for this report. However, like all business report you should have an introduction and a conclusion. Scenarios A Coca-Cola Great Britain People often assume that The Coca-Cola Company bottles and distributes its own beverages. For the most part, it does not. The Company's primary...
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...Asignment Brief Orgin Assessment Brief Distribution date: w/c 20/05/2013 Submission deadline: 29/07/2013 Result and feedback date: 4 weeks from the deadline Assessment Brief Unit Details: Unit Code: Organisations and Behaviour (Unit 3) Programme Name: BTEC Higher National Diploma (HND) in Business Awarding body: Edexcel Unit Level (QCF): QCF-4 Academic term: May - July 2013 Course Details | Course Name | BTEC Higher National Diploma (HND) in Business | Unit number | 3 | Unit Name | Organisations and Behaviour | Credit Value | 15 | Lecturer | Antonios/Hillary/Ousman/Raazia/Sunday/Victor | Hand Out/Issue Date | w/c 20.05.2013 | Submission Deadline | 29 July 2013 | Introduction Students are expected to write a report covering the points listed under each of the learning outcomes. To achieve a pass in this unit, you must successfully address all of the assessment criteria listed (P1-P12). We expect all students to achieve their potentials and would encourage you to address all pass criteria, merit and distinction descriptors. For certain tasks students are encouraged to use real life examples and/or the scenario provided below. There is not set format for this report. However, like all business report you should have an introduction and a conclusion. Scenarios A Coca-Cola Great Britain People often assume that The Coca-Cola Company bottles and distributes its own beverages. For the most part, it does not. The Company's primary business consists of manufacturing...
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...Can the Market Add and Subtract? Mispricing in Tech Stock Carve-outs Owen A. Lamont and Richard H. Thaler University of Chicago and National Bureau of Economic Research Recent equity carve-outs in U.S. technology stocks appear to violate a basic premise of financial theory: identical assets have identical prices. In our 1998–2000 sample, holders of a share of company A are expected to receive x shares of company B, but the price of A is less than x times the price of B. A prominent example involves 3Com and Palm. Arbitrage does not eliminate this blatant mispricing due to short-sale constraints, so that B is overpriced but expensive or impossible to sell short. Evidence from options prices shows that shorting costs are extremely high, eliminating exploitable arbitrage opportunities. I. Introduction There are two important implications of the efficient market hypothesis. The first is that it is not easy to earn excess returns. The second is that prices are “correct” in the sense that prices reflect fundamental value. This latter implication is, in many ways, more important than the first. Do asset markets offer rational signals to the economy about where to We thank John Cochrane, Douglas Diamond, Merle Erickson, Lou Harrison, J. B. Heaton, Ravi Jagannathan, Arvind Krishnamurthy, Mark Mitchell, Todd Pulvino, Tuomo Vuolteenaho, an anonymous referee, and seminar participants at the American Finance Association, Harvard Business School, the National Bureau of Economic...
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...Pay enough, don’t pay too much or don’t pay at all? An empirical study of the non-monotonic impact of incentives on job satisfaction Pouliakas, K1 Centre for European Labour Market Research (CELMR), University of Aberdeen Business School, Scotland Keywords: Incentives, intensity, job satisfaction, non-monotonic JEL- Code: C23, J28, J33. Abstract This paper attempts to test the non-monotonic effect of monetary incentives on job satisfaction. Specifically, 8 waves (1998-2005) of the British Household Panel Survey (BHPS) are used to investigate the ceteris paribus association between the intensity of bonus/profit-sharing payments and the utility derived from work. After controlling for individual heterogeneity biases, it is shown that relatively ‘small’ bonuses exert a significant negative effect on worker satisfaction. In contrast, job utility is found to rise only in response to ‘large’ bonus payments, primarily in skilled, non-unionized private sector jobs. The empirical evidence of the paper is therefore consistent with a ‘V-effect’ of incentives, suggesting that employers wishing to motivate their staff should indeed “pay enough or don’t pay at all”. 1 Research Fellow, Address: CELMR, University of Aberdeen Business School, Edward Wright Building, Dunbar Street, Old Aberdeen AB24 3QY, UK; Tel: ++44 01224 272172; e-mail: k.pouliakas@abdn.ac.uk. 1. Introduction The principal-agent model, with its convincing illustration of the trade-off that arises between risk...
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...INTRODUCTION Mark and Forgan are leaders but they have leadership styles and the way to express roles so different. Leadership styles affect the work of the whole team and affect relationships between the members together. We need to analyze the leadership style of Mark and Forgan to better understand this problem. 3a. Evaluate theories and styles of leadership The person who is able to lead and influence others at work called leaders. A good leader is someone who can coordinate the work requirements, personal needs and the needs of the members of the group's become a common goal for all. To be able to complete two tasks (the individual tasks and tasks of the whole team) leaders should have the appropriate methods with the ability and assigned tasks. Making the goals and vision for the group will help leaders build up team easily; because everyone has a clear vision about the work so the team will be able to create cooperation and good relationships at work. Besides that, leaders should create a good relationship with members of the group because it will help them get the confidence and motivation to complete the job better. Each leader will have a separate the way to lead team and can change depending on the circumstances of work. So Mark and Forgan have its own way to express, but common goals are the success of work. In my opinion, the theory cannot fully evaluate the whole that must depend on the working style of each leader. Huneryager & Heckman identified four...
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...Identify ways of improving motivation 2 Identify ways of developing effective teamwork 4 Identify and discuss factors that may promote or inhibit effective teamwork 6 Links between culture, management style and organisational objectives and the impact of the organisations structure, culture and leadership style have on the performance at Tesco. 9 References 11 Identify ways of improving motivation Tesco recognises that employee motivation is important for the continued growth of the company. Tesco could get employees do a survey every yearly which would give them the chance to express their views and opinions on almost every aspect of their job. The results from the survey could help Tesco make sure it is offering the right things to its staff to keep them motivated. Employees at Tesco want to be recognised when they are doing some well. This will help motivate them and they will also feel appreciated. It could be something as little as employers saying ‘Thank you’. BPP Learning Media, (2010)” Motivation is the process by which the behaviour of an individual is influenced by others, through their power to offer or withhold satisfaction of the individual’s needs and goals.” George n, root I (2012) states “Workplace motivation can be broken down into two categories: Intrinsic and extrinsic. Intrinsic and extrinsic motivation is the desire to accomplish goals and develop professionally”. Extrinsic is usually financial and most employees associate more responsibility...
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...HUMAN RESOURCE MANAGEMENT HNC/HND and Business Contents LO1. Understand the difference between personnel management and human resource management 5 1.1 Distinguish the difference between personnel management and human resource management. 5 1.2 Access the function of human resource management in contributing to organisational purposes of Tesco. 6 1.3 Evaluate the role and responsibilities of line managers in human resource practices of Tesco. 7 1.4 Analyze the impact of legal and regulatory framework on human resource management of Tesco 7 L.O 2 Understand how to recruit employees 8 2.1 Analyse the reason for human resources planning in organisations 8 2.2 Outline the stages involved in planning human resource requirements 9 2.3 Compare the recruitment and selection process in two organisations 9 2.4 Evaluate the effectiveness of the recruitment and selection techniques in two organisations 11 Task 3 Understand how to reward employees in order to motivate and retain them 12 3.1 Assess the link between motivational theory and reward 12 3.2 Evaluate the process of job evaluation and other factors determining pay 13 3.3 Assess the effectiveness of reward systems in different contexts 14 3.4 Examine the methods organisations use to monitor employee performance 15 Task 4 16 Know the mechanism for the cessation of the employment 16 ...
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...English for Academic Purposes 1 (EAP 1) UK Education System Booklet Autumn 2015 Contents | Page | Tips for Using this Booklet | 3 | 1. Organisation | | Education System in the UK | 4 | 2. Funding | | Trends in education and schools spending | 8 | School budgets facing significant cuts | 10 | 3. Quality | | UK second best education in Europe | 11 | GCSEs to become more demanding and rigorous, says Michael Gove | 13 | 4. Comparison of UK education system | | The United Kingdom Education System in Comparative Context | 15 | Tips for Using this Booklet Choose three topics only: although the articles in this booklet cover a range of areas you only need to focus on three in your essay. You may choose to look at another topic not covered in this booklet but check with your tutor if you are unsure if it is suitable. Read selectively: the journal article in section 4 contains a lot of useful information about the UK as well as other countries. However, it is quite long and contains quite a lot of historical background information in the first few pages which will not necessarily be useful for your assignment. Use the sub-headings to focus on the sections that will be most useful to you. Use only relevant details: Be selective when choosing the information you want to include and make sure it remains relevant to the topic of the paragraph. E.g. If the paragraph is on the structure of the education system, do not start discussing any...
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...TABLE OF CONTENTS I. INTRODUCTION 1 II. HISTORY OF CRM MARKET 3 Major Vendors 5 Current Offerings 6 III. DEFINITIONS OF CRM 6 IV. DRIVERS FOR CRM APPLICATIONS 9 Reasons for Adopting CRM: The Business Drivers 9 Cost Goals 10 V. THE CRM INDUSTRY 11 Size of the CRM Industry 12 Vendors 13 Technology and Service 15 VI. INFORMATION TECHNOLOGIES FOR CRM 20 Key CRM Tasks 20 IT Factors of CRM Tasks 22 VII. CONSULTANTS 23 VIII. RETURN ON INVESTMENT OF IMPLEMENTATION 24 Cost and time 24 Benefits 25 ROI of CRM Projects 27 IX. PRINCIPLES OF CRM 27 X. CRM ISSUES 28 Customer Privacy 28 Technical Immaturity 30 XI. CASE STUDIES 31 Amazon.Com 31 Dell 32 Volkswagen 33 Wells Fargo 34 XII. CONCLUSIONS 36 REFERENCES 37 APPENDIX A BASIC ASSUMPTIONS OF CRM 40 APPENDIX B COMMON MYTHS OF CRM 41 APPENDIX C LIFETIME VALUE OF A CUSTOMER 44 C1. Simple Approach 45 C2. More Sophisticated Calculation 46 C3. Effect of Loyalty Programs 47 C4. Additional Factors to Consider 49 C5. The Arithmetic of Lifetime Value 49 C6. Example: Applying Lifetime Value Concepts in Banking 51 C7. Summary and Conclusions on Lifetime Value 53 APPENDIX D VENDOR’S WEB SITE ADDRESSES 55 2 Version 3-6 March 23, 2001 CUSTOMER RELATIONSHIP MANAGEMENT Paul Gray Jongbok Byun I. INTRODUCTION Over a century ago, in small-town America, before the advent of the supermarket, the mall, and the automobile, people went to their neighborhood general store to purchase goods. The proprietor and the...
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...22/11/2012 |HNC/HND in Business Pathways Interim Assignment HNBS121 Human Resource Management | |Hoda Ahmed Ibrahim ID:10799 | [pic] CONTENTS Task 1 (1.1) • Human Resource Management vs. Personnel Management…………...Page 3-5 (1.2) • Human Resource (Role & Functions)………………………………......................Page 6-8 Human Resource Managers and Line Managers (1.3) • Impact of Legal Framework ………………..................................................Page 9-10 Equal Opportunities, Employment Legislation and Discrimination Task 2 (2.1) Tesco and Scottish Power Case Study • Human Resource Planning & Stages……………………….......................Page 11-12 (2.2) Tesco and Scottish Power Case Study • Compare Recruitment and Selection …………………………………… Page 13-14 List of References • Authors…………………………………………………................Page 15 • Internet Source ………………………………….……………..Page 16 1.1 Human Resource Management vs. Personnel Management Human Resources Management developed from the origins of Personal Management. Personal Management helps in dealing with the management of people working within an organisation. It primarily focuses on systems that provide the foundations of employment. This method is used to ensure these systems are developed,...
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...Hospitality and Tourism Education and Training A Case Study of Scotland. Geno Trapaidze The Department of Hospitality and Tourism Management University of Strathclyde A thesis submitted in part of the requirements for the degree of MSc in International Hospitality Management September, 2007. ABSTRACT 1 The purpose of this study is to examine the role of education and training and its impact on labour supply to the Scotland hospitality and tourism industry; what are the current issues are there? And how those issues can be minimised? Its also seeks to identify the relation between the customer satisfaction and the service employees via service quality for maintain the growth of the hospitality and tourism industry. It also tries to identify the current labour market issues of the hospitality and tourism sector in Scotland, and how these issues can be minimised. Research will be conducted through five individual interviews. This research should help the hospitality and tourism managers/employers understand the importance of retaining staff. Also it will aim to make educational institutions aware of the gap between the content and the design of their hospitality and tourism courses/degree programmes in relation to industry demand, as highlighted in relation to current labour market issues such as staff turnover rate, retention problems, and the image of the hospitality and tourism industry in Scotland. Key words: Service quality, staff turnover, poor image...
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...A Survey of Student Attitudes, Experiences and Expectations on selected vocational courses at the University of Northumbria April 2005 Anna Round Student Retention Project, University of Northumbria PART ONE: BACKGROUND Section One: Introduction 1:1 Background 1 1:2 Literature survey 2 1:3 Primary research 4 1:3:1 Student questionnaire 4 1:3:2 Staff questionnaire 6 1:3:3 Interviews 6 Section Two: Literature survey 2:1 Student perceptions and the student experience 7 2:1:1 Holistic approaches 7 2:1:2 Academic preparedness and study skills 9 2:1:3 Student attitudes to feedback 11 2:1:4 Student attitudes to teaching and learning 13 2:1:5 Tutor-student relations 15 2:1:6 Accommodation and retention 16 2:2 Student Characteristics 18 2:2:1 Views of students 18 2:2:2 Student self-perceptions: skills 19 2:2:3 Student self-perceptions: workload 21 2:3 Transformation 22 2:4 Widening participation: some further issues 26 2:4:1 Non-traditional students and the student experience 26 2:4:2 Support and access to support 27 2:5 Students and motivation 28 2:5:1 Types of student motivation 28 2:5:2 Retention and motivation 29 2:5:3 Motivations for entering higher education 30 2:5:4 Goals and values (Mäkinen et al) 31 2:5:6 Motivation and satisfaction 33 2:5:7...
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...A Survey of Student Attitudes, Experiences and Expectations on selected vocational courses at the University of Northumbria April 2005 Anna Round Student Retention Project, University of Northumbria Part One: Background Section One: Introduction 1:1 Background 1 1:2 Literature survey 2 1:3 Primary research 4 1:3:1 Student questionnaire 4 1:3:2 Staff questionnaire 6 1:3:3 Interviews 6 Section Two: Literature survey 2:1 Student perceptions and the student experience 7 2:1:1 Holistic approaches 7 2:1:2 Academic preparedness and study skills 9 2:1:3 Student attitudes to feedback 11 2:1:4 Student attitudes to teaching and learning 13 2:1:5 Tutor-student relations 15 2:1:6 Accommodation and retention 16 2:2 Student Characteristics 18 2:2:1 Views of students 18 2:2:2 Student self-perceptions: skills 19 2:2:3 Student self-perceptions: workload 21 2:3 Transformation 22 2:4 Widening participation: some further issues 26 2:4:1 Non-traditional students and the student experience 26 2:4:2 Support and access to support 27 2:5 Students and motivation 28 2:5:1 Types of student motivation 28 2:5:2 Retention and motivation 29 2:5:3 Motivations for entering higher education 30 2:5:4 Goals and values (Mäkinen et al) 31 2:5:6 Motivation and satisfaction...
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...A Survey of Student Attitudes, Experiences and Expectations on selected vocational courses at the University of Northumbria April 2005 Anna Round Student Retention Project, University of Northumbria Part One: Background Section One: Introduction 1:1 Background 1 1:2 Literature survey 2 1:3 Primary research 4 1:3:1 Student questionnaire 4 1:3:2 Staff questionnaire 6 1:3:3 Interviews 6 Section Two: Literature survey 2:1 Student perceptions and the student experience 7 2:1:1 Holistic approaches 7 2:1:2 Academic preparedness and study skills 9 2:1:3 Student attitudes to feedback 11 2:1:4 Student attitudes to teaching and learning 13 2:1:5 Tutor-student relations 15 2:1:6 Accommodation and retention 16 2:2 Student Characteristics 18 2:2:1 Views of students 18 2:2:2 Student self-perceptions: skills 19 2:2:3 Student self-perceptions: workload 21 2:3 Transformation 22 2:4 Widening participation: some further issues 26 2:4:1 Non-traditional students and the student experience 26 2:4:2 Support and access to support 27 2:5 Students and motivation 28 2:5:1 Types of student motivation 28 2:5:2 Retention and motivation 29 2:5:3 Motivations for entering higher education 30 2:5:4 Goals and values (Mäkinen et al) 31 2:5:6 Motivation and satisfaction...
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