Group Working Positivity

Group Work Participating in Group Work Participating in group work is an important skill to develop as it is something you will do in your student life and in your working career. Job advertisements often highlight ‘good team worker’ as a crucial skill for potential recruits. These may involve a group presentation or a group report followed by a reflective piece of writing and/or an individual assignment. Take notes or record your lecturer’s assignment briefing. Module Handbooks usually includes the assessment criteria (see Appendix 1) so it is important that you work well together to achieve success.It will be quite obvious to your lecturer whether you have worked well as a team and whether you prepared your assignment as a group. Groups formed by students to discuss case studies or discuss an assignment can help improve your grades and make the task more manageable. Keep a journal and record your progress, hindrances, issues and successes, plus any pitfalls to a void next time! Working in a TEAM? Together Everyone Achieves More Successful group work will involve: †¢ Clear, shared goals. †¢ Good communication amongst members of the group. †¢ Agreed ways of working towards the group goals. Support and cooperation, rather than competitiveness. †¢ Listening to one another. †¢ Autonomous team working. †¢ Arrangements for monitoring progress and taking corrective action, if necessary. †¢ Keep to deadlines – it is unfair to let others down who are depending on you, in order for the whole group to succeed. †¢ High levels of motivation. †¢ Plan – do – review. Why work in groups? Team building is vital to any organisation and by working in groups you can: †¢ Share resources. †¢ Share ideas and information. †¢ Share abilities. †¢ Learn from and help each other. Stimulate creativity and innovation. †¢ Increase motivation. †¢ Solve complex problems. †¢ C an help you get better grades. You will need to identify your strengths, which you can contribute to the group. You will also identify your weaknesses, and ideally the group will support and help you work on turning these weaknesses into strengths. IH have some useful DVDs on group work that may be helpful to watch (Assert yourself: learning to be assertive; Building the perfect team: Belbin’s team-role theory in action; Does the team work? Improving effectiveness through teamwork; It’s a deal!Win-win negotiation deals; Team leading: how to become an effective team leader; The great communicator: communication skills for all). Getting started †¢ It is up to the members of the group to make the first contact with one another. Exchange telephone numbers and email addresses so the group can meet. †¢ An icebreaker task is a good way to make each member feel comfortable with others that s/he does not know (see Appendix 2). †¢ Ensure you understand the instruc tions in the assignment. Each group member should have read the assignment brief and prepare to discuss it at the first meeting. Break the assignment into practicable chunks. Agree deadlines to complete each part. †¢ The group needs to compile and agree set ground rules (see Appendix 3). These rules can be reviewed and renegotiated from time to time – keeping useful rules in practice, amending or creating new ones as solutions to unanticipated problems that arise. †¢ Set realistic aims and targets within a given timeframe that all members understand and agree with. †¢ Negotiate roles and tasks: Who will be the leader? Who will do what? When? With what resources?Allocate tasks according to the experience, expertise or strength of each member. However, task allocation can also be allocated to build on a student’s inexperience and areas of weakness. †¢ Establish a regular programme of meetings to review task progress and group process. The group should keep in regular contact so plan where you will meet. Will it be at the University, will you alternate between group members’ homes, will you set up a site in ‘Your Groups’ in StudyNet or a group in Facebook or any other social networking site? †¢ Agree to keep good records (Group Log of meetings etc. see Appendix 4). You might also want to keep a blog, for self reflection of group work. It is compulsory at Level 5 and Level 6 to keep records of group work. Each member of the group needs good personal management skills and good time management skills to complete their part of the task, including taking corrective action. This means being honest with the rest of the group – let them know if there is a problem, seek help from the group, share information with others. The group needs to make a contract based on the above points and stick to it so ground rules are obeyed.Establish Group Roles In order for the group to function successfully to achieve thei r goal and to maximise the group’s time in meetings, roles have to be taken on by each member of the group. Belbin (1981 & 1993, cited in Blundel, 2004) and others have identified numerous roles within a team, usually in keeping with individual personality and strengths. Many university student groups have five or six people, and their suggested roles are below. These roles may be rotated amongst members or a member holds onto his/her role for the duration of the assignment.Whatever the size of your group, ensure that someone carries out the following: |Team role |Contribution | |Project/team leader/ Chair |Organises rooms, agendas and chairs meetings, co-ordinates and keeps the group focused and involved. Stops the group from | |person |going off at a tangent. Initiates, leads and drives the group towards achieving their task. | |Innovator &/or Evaluator |Creates novel ideas and solutions to support the task. | |Assesses ideas and proposals. | |Investigator/ Info. gatherer | Collects information and resources to support the task and the group takes up and develops his/her contributions. | |Team worker/ harmoniser |Encourages others, fosters team morale and reduces negativity. | |Record keeper |Keeps records, shares information. Provides facts, ideas, feedback, and/or alternative proposals to finish the task. | | |Summarises what has been done. Lists what else needs to be done to complete the task. |Completer |Keeps track on objectives meeting deadlines making sure the group is on target to complete the task and achieve the goals | | |set. Judging whether the task is being completed successfully and efficiently | Group dynamics All group work consists of both task and process elements. Attention is often focused on the task, i. e. a report or presentation, and the process is neglected (how you get the task done, i. e. working in groups), which can be a major reason for ineffective group working.Individuals need to focus on the group needs rather than the ir own personal needs. Encourage and support others and try to facilitate harmony. Self-seeking roles to avoid are: dominator, cynic, clown, aggressor, blocker, group humourist, recognition seeker, avoider, politician, etc. (based on Benne & Sheats, 1948 cited in Barker et al, 1991). Keep to the responsibilities you were given – do what you said you would do. Ensure there is co-operation between members, if the team is to succeed. Listen to one another and acknowledge one another’s ideas and suggestions. Listen actively and you will hear.Buzan (2000) states that listening is a top management skill. So improve your listening skills now and you’ll be more prepared for any job interview! Listen and DON’T: Pretend to pay attention – do so! Do other things at the same time. Decide it’s uninteresting. Have your mobile on in meetings. Hogg the conversation – be aware of others’ need to talk. Be distracted by someone’s way of sp eech or mannerism. Get over-involved and so lose the thread of conversation. Let emotion filled words arouse personal anger, antagonism, etc. Focus on distractions instead of what’s said.Take linear one colour notes (instead, use different coloured pens, draw diagrams, mind maps, lists, tables). Just listen for facts (also consider the speaker’s emotions, feelings, body language). Turn off when it is complex or difficult. Plan what you’re going to say next. All group members need to agree any changes, e. g. to meetings, content of the assignment, etc. if the group is to be successful. Keep to the deadlines given. If you cannot manage your time well, be aware that you are letting others down. Meet and keep in contact regularly, where progress and any changes are tracked.Cohesiveness, good communication, commitment and cooperation are essential. Misconduct, unethical behaviour, rule breaking, must be avoided. At times the group will be affected by pressures of dea dlines, absence of an influential member, a traumatic experience, or a new member joining. Disperse any cliques that may form. There should be no ‘outsiders’ involved in the group or have input in the group. Antagonistic or contentious individuals need to be dealt with by the group early on, so conflict is avoided. Consensus in decision making helps make all group members feel they have a say. Try the questionnaire ‘Are We a Team? in Appendix 5 to assess the extent to which your group is cohesive and how well you work together, at some stage in the second half of the process. Groups can access a small room for their meetings, by booking a study room. Virtual meetings may form part of your plan and if so, you need to make sure that everyone has suitable access. An agenda has to be agreed by the group for each meeting, otherwise the group may waste valuable time during the meeting by chatting or straying from discussing the issues. Decide how long you will spend dis cussing each item. Respect one another’s opinion – everyone is entitled to their say.A ‘talking stick’ could be used during meetings, where the person holding the stick gets to speak. Others must listen until another person gets to hold the stick, and has his/her say. Another useful idea for effective discussion at meetings is to follow de Bono’s Six Hats Model (1985). See Appendix 6 for the full details. The ‘6 Thinking Hats’ helps generate critical thinking, to brainstorm or reflect, as these six ‘hats’ are metaphors for thinking about different aspects of a task/experience, at different times. Break down your thinking into 6 areas; use all six hats, to explore effectively and thoroughly with less confusion.De Bono considers that the emphasis should be on designing a way forward all the time. The hats are directions of how to think and not descriptions of what has happened. He says this parallel thinking method allows the subject to be explored fully by considering one view at a time and accepting that they can be viewed as parallel, not necessary contradictory. It can be used constructively by all cultures. It allows you to find positive or constructive elements in negative or difficult situations and so helps to create a sense of perspective about it.A variant of this technique is to look at problems from the point of view of different professionals, or roles, or customers. Evaluate your progress as you go and keep a record of the meetings, which will be useful later when you have to carry out reflective writing based on the group work. If a group member is going to be absent (with good reason), let the group know beforehand. Ask questions of the other group members in order for you to proceed with your task or to clarify an issue. Be honest with peers – if you do not know something, say so or if you are not on target with your work, tell the group.The group will not function if everyone is not working openly, together towards the same goal. Behaviours serving task needs: †¢ Clarifying objectives †¢ Seeking information from group members †¢ Giving relevant information †¢ Proposing ideas and building on ideas or proposals contributed by others †¢ Summarising progress so far †¢ Evaluating progress against group objectives †¢ Time keeping †¢ Identifying a group member to take responsibility to ensure agreed actions are taken †¢ Setting up a way of reviewing progress after the meeting Behaviours serving group needs: Encourage members to contribute and value all contributions. †¢ Check that you have understood a point by summarising that understanding, before giving reasons for disagreeing †¢ Help to resolve conflict without making others feel rejected †¢ Change your view in light of arguments or information given by others †¢ Help to control those who talk too much †¢ Praising group progress towards obj ectives †¢ Dissuading group members from negative behaviour Behaviours interfering with task or group needs: †¢ Not preparing for the meeting/not doing your job Talking too much and/or focusing your attention on yourself †¢ Reacting emotionally to points made †¢ Attacking others points by ridicule or unreasoned comments †¢ Not listening to others †¢ Interrupting others and/or talking at the same time as them †¢ Introducing a completely different point of view while productive discussion of something else is taking place †¢ Chatting to others privately during the meeting †¢ Using humour to excess †¢ Withdrawing from the group and/or refusing to participate †¢ Being late for meetings/not turning up at all/leaving early Cameron (2005) BrainstormingBrainstorming is a useful way of generating ideas as well as problem-solving. A ‘facilitator’ needs to be appointed for the session. S/he will write everyone’s ideas d own and encourage all members to participate. Then, collect ideas from all members of the group. Ideas or opinions should not be criticised or rejected at this stage. Acknowledge and record all ideas and suggestions. Once the brainstorming has been exhausted, move on to link ideas and themes, and synthesise them. The group should then agree on which ideas should remain and which should be discarded. Using Post-its and Flip ChartsPutting things down on paper is an essential part of keeping the group going. †¢ Brainstorming session: one member of the group puts ideas on the flipchart OR individuals note their ideas on post-its and these are collected and examined. Ideas are easily prioritised using post-its as they are easily re-arranged. †¢ Resolve conflict: each member notes their opinion on a post-it and posts it on the board. The group can examine and consider the points made by the group. †¢ Equal opportunities: all members have a ‘say’ by writing down their ideas and suggestions, rather than a dominant vocal member ‘taking over’ the session.Virtual Group Work It is not always easy for groups to meet regularly; however, an arrangement must be made to keep in regular contact. There is no excuse if students cannot meet face-to-face, because they can meet virtually. There are a number of ways they can do this: You could chose email updates, a which anyone can set up through ‘Your Groups’ in the top black menu. For instructions to set up a group discussion forum, see Appendix 7. The wiki facility in ‘Your Groups’ could be a useful way of developing your work in such a way that all members have access to it.See YouTube – Wikis in Plain English for a quick demonstration of a wiki in use for a collaborative group task. Or you could all agree to use a social networking site, such as Facebook, to work on. Lecturers sometimes monitor and assess the level of communication that occurs in these gr oups. E-mails can be sent to group members, with files attached to share your part of the task with the other group members. Note: Virtual group work should NOT replace regular face-to-face meetings; rather it should be used in addition to it and as a way of keeping in contact between meetings to support one another.Group Diversity Be aware that some people initiate ideas, motivate, co-ordinate, maintain standards, seek opinions, and keep the group working towards their goal. Personality clashes, cross-cultural differences, discrimination, bullying and blocking people out can be issues that arise in groups. Difficult team members can be aggressive, try to be the centre of attention, waste time joking around, compete with other members, reject ideas without good reason, be ‘hard done by’. Cross-cultural differences can sometimes cause conflict.Hofstede (1991) and Morrison et al, (1994, cited in Levin, 2005: 89-91) identify cultural traits that may cause conflict: |Indivi dualism Vs Collectivism | |People brought up in individualist cultures see themselves as individuals, taking it for granted that they can say what they think, take decisions on | |their own and confront others with their view. | |People brought up in a collectivist culture view themselves as members of a family and/or wider group.To them, the preservation of harmony within the | |group is very important. Decisions are made by consensus within the group and confrontation is avoided. | |Tolerance of Uncertainty | |In some cultures there are authority figures to whom everyone else defers, everyone knows their place and rote learning is the method of education. | |People from this culture would feel uncomfortable in situations of uncertainty, or when they do not know where their place is and what the rules and | |regulations are, and where there is no ‘right answer’. |On the other hand, there are cultures where authority comes under challenge, and independent and critical thinking are encouraged. People do not have a| |clearly defined place in society, rules and expectations of a ‘right answer’ are absent but this is seen as an opportunity and a challenge. | |Issues of Embarrassment and ‘loss of face’ | |Embarrassment and loss of face are to be found in all cultures.However, the reasons for embarrassment vary. People from some cultures may find it hard| |to admit they are unable to perform a particular task whereas a person from another culture would not be embarrassed by this. Revealing emotion may be | |unnatural; to express disagreement; to refuse something; to be able to understand something said to you more than once; to be discovered to have lied; | |and/or to renegotiate an agreement in the hope of getting a better deal. |In some cultures losing face happens when you feel challenged, when your contribution to a discussion is not acknowledged, if someone makes a joke at | |your expense or if you suffer a public-let-do wn. What one person feels as teasing, another might feel it as insulting. | |Gender Issues | |In every culture roles and places are assigned to men and women. People from different cultures have different assumptions, expectations and habits | |towards men and women.Some men may find it difficult to deal with assertive women and some women may find it difficult to be assertive. Often people | |feel more comfortable in same gender groups where they can say what they think and feel. | |Codes of Behaviour | |There are codes of behaviour in all cultures. Certain behaviour is seen as acceptable in one culture but unacceptable behaviour in another and is | |viewed as rude, immodest, lacking respect, etc.Some examples are: | |Standing very close to someone you are talking to | |Gesturing a lot when talking (moving your hands and head) | |Expressing impatience | |Confrontational behaviour, especially outright disagreement | |Interrupting someone who is speaking | |Boasting | |Silence during a conversation. Failure to respond immediately may cause discomfort or may imply agreement or disagreement. | |Failure to make eye contact with someone who is speaking or listening. This could be mistaken for insincerity or lack of attentiveness, whereas it is | |intended to show deference. |Lack of punctuality | Other differences may be how a person is treated according to their age, social status, occupation and/or educational background. Working with people of other cultures and ethnic backgrounds is a great opportunity to learn about others, and indeed learn about yourself. Make ‘understanding group members’ backgrounds and points of view’ an explicit group objective. Care will have to be taken with group rules (ways of operating) where less assertive students will have their say, and regular checks on how members feel about other members’ responses to their contributions. Addressing ConflictDue to groups involving people of different personal ities, cultures, gender, etc. it is quite common for conflict to occur. Problems should be discussed in the group, i. e. a group member not working, non-attending group member, etc. and decisions on how to proceed should be considered in light of the ground rules set in the first meeting. This needs to be resolved without creating bad feeling amongst group members. Resolution is achieved by addressing the issues through discussion amongst the whole group. Do not leave problems to fester and grow. It is important that the group tries to address this conflict themselves before involving a third party, i. e. your lecturer or an ASU adviser.Here are some steps to try to resolve the conflict within the group, before seeking a negotiator: †¢ Set a rule of how disagreement will be resolved, i. e. if someone is not participating, if someone misses meetings, if there is a personality clash, etc. †¢ Encourage an environment of openness and honesty – say if you are unhappy/wri te it in the group site. Be honest about where you are at with your task. †¢ Agree for all members to participate fully – always put your view forward. Consider other members’ feelings. †¢ Agree to put group needs before personal needs. Others are depending on you to provide your input and complete your task. †¢ You do not have to like people to work with them – however, you have to learn to work with them in the group.This will help you to develop good interpersonal skills. †¢ Develop and practice listening skills – everyone deserves to be heard, even if you disagree with their point-of-view. †¢ Keep to deadlines – others are depending on you. †¢ Keep track of progress, so things do not fall behind and thus putting the group under pressure. †¢ Establish the nature of the disagreement. Do members perceive facts differently? Do they disagree about ways of working? Are members operating with different values? By exp loring the cause of the disagreement, the group may be able to come to a better understanding of the task and its context. Solutions can then be suggested by the group.In dealing with conflict you need to use your talking, listening, assertiveness and interpersonal skills to reach a resolution. Try not to give up until you have resolved the issue(s) as a group. If you are unable to resolve the conflict, then you MUST speak to your lecturer about it. Do NOT put it off until your report is due in or until the day of presentation. Group Presentations It is important that the group present themselves as a team. This can be done in the following way: †¢ Prepare the slides using the same format and ensure the presentation is well structured. The team will need to meet regularly to ensure this occurs. †¢ Practice the presentation together so you can ensure your presentation is completed within the time limit.By practicing regularly as a group, the presentation should be coherent, polished and well executed on the day. †¢ Have a back up plan incase one of the group is absent on the day; is unable to present their section or takes too long presenting their section of the talk. †¢ The first presenter should introduce the whole group and say what they will talk about. †¢ Be supportive to other students in your group while they are presenting by looking interested; using positive non-verbal communication, i. e. nod; help with using visual aids. You should not sit down after your section has been done. †¢ At the hand-over stage, the current speaker must introduce the next presenter and what they will say.The next person to speak should thank the previous speaker before beginning his/her part of the presentation. Group Reports †¢ Advice given above on group roles, meetings, etc. applies when preparing your report. †¢ You need to meet regularly to assess progress and to put the tasks together. †¢ The report must be compiled as one piece of work, rather than having obvious separate parts of different font styles and writing style. At the end†¦ Ensure the group meet before presenting/submitting their work to check that the work is well structured, clear and coherent and shows that you worked closely as a group. Submit on time. Reflection on Group WorkYou may be asked to reflect on what happened, your role within the group, what you have learned from it and what you need to work on in the future. Ensure you have clarified with the lecturer what is expected of you and what the assessment criteria is. Complete the reflection by considering the following questions: †¢ What went well? Why? †¢ What went wrong? Why? †¢ How did you solve it? †¢ What would you do differently next time? †¢ What contribution did you make? †¢ What did you learn from others? †¢ What did the other members learn from you? †¢ What strengths did you identify? Did the group utilise your strengths? â € ¢ What weaknesses did you identify? How did you and the group address them? Did you improve on your weaknesses to turn them into strengths? †¢ What do you plan to do about the weaknesses you have identified? †¢ How does this link to the theories on successful group work? Who did what, when, problems or difficulties encountered, etc. Analyse the group activities: (What was the group trying to achieve? What were the different views? Who said what? What was left unsaid? How were decisions made? How did you feel about this? How did the others feel? What was the energy levels and motivation like? Did anything unexpected happen? ). Action planning: Identify what you contributed to the group, difficulties you experienced, and from this assess your strengths, weaknesses and action points.Focus on critical incidences – which were turning points for the group or which demonstrate particular difficulties / successes. Use the checklist in Appendix 9 at the end of each meeti ng to reflect on strengths and weaknesses. Avoid Academic Misconduct When participating in group work, you must avoid any academic misconduct, i. e. you must not plagiarise (use another’s work as your own by not acknowledging it by making reference to the author’s work in your assignment) or you are not accused of collusion (you work it not your own individual work but rather it has been undertaken jointly with another students, where you shared ideas or your material with another student and their work (or any part of it) is a replica of yours).Academic misconduct is identified when your coursework is passed a software programme that detects and identifies cheating. Such misconduct can occur when you ‘share’ your work with another student, where you may send him/her an electronic version of your work, share materials or you do your write-up together. References Barker, L. , Wahlers, K. , Watson, K. & Kibler, R. (1991) Groups in Process. 4th edn. New Jerse y: Prentice Hall. Belbin, R. M. (1993) Team Roles at Work. Oxford: Butterworth-Heinemann. Belbin, R. M. (1981) Management Teams: why they succeed or fail. Oxford: Butterworth-Heinemann. Benne, K. D. & Sheats, P. (1948) ‘Functional Roles of group Members. ’ Journal of Social Issues. 4. pp. 41-49. Blundel, R. 2004) Effective Organisational Communication. 2nd edn. Harlow: Pearson Education Limited. Buzan, T (2000) Use Your Head. London: BBC Active Cameron, S. (2005) The Business Student’s Handbook. 3rd edn. Harlow: Pearson Education Limited. De Bono, E (1985) Six Thinking Hats. Harmondsworth: Viking Elluminate (2010) Window Descriptions. Available at: http://www. elluminate. com [Accessed: 18 October, 2010] Hofstede, G. (1991) Cultures and Organisations: Software of the Mind. London: McGrawHill. Levin, P. (2005) Successful Teamwork! London: Open University Press. Morrison, T. , Conaway, W. A. , Borden, G. A. (1994) Kiss, Bow or Shake Hands: How to do Business in Six ty Countries. Adams Media.Race, P. (2000) 500 Tips on Group Learning. London: Kogan Page. Stuart, R. , (1998) Team Developmental Games for Trainers. Gower Publishing Limited. In Levin, P. (2005) Successful Teamwork! London: Open University Press. Appendix 1 – Assessment of Group Work Group work is not always formally assessed. However, in some modules at the overall assessment of a group report or group presentation may include an assessment of the process of preparation. This may include the following considerations: †¢ Progress of preparation (e. g. meeting of milestones; numbers of meetings; progress of preparation) †¢ Relative inputs of members of the group (e. g. ocumentation of input; peer assessment of input) †¢ Roles of group members in preparation (e. g. project manager; reporter, etc) †¢ Resolution of conflict situations †¢ The level of team building Appendix 2 – Icebreakers The following icebreakers are a quick way of helping members of a group get to know one another a little better. †¢ What’s you name? Members of a group tell what their name is and provide the group with a little background of why they were given that name. †¢ What I like and what I hate – Members of the group introduce themselves and share a like and a dislike they have, i. e. I love coffee but I hate people who talk too much, I love jazz music but I hate queuing, etc. †¢ What’s your hidden secret?Each member of the group introduces themselves and tells the group one thing not many people know about them, i. e. I met Madonna, I play the piano, I dived in the Red Sea, I walked the Great Wall of China, I ate frogs legs once, etc. †¢ Triumphs, traumas and trivia* – Each member of the group identifies a triumph, a trauma and a trivia about themselves, which they will share with the group, i. e. I won a gold medal for running at school, I was in a car accident when I was 12, I do crosswords; I won ? 10 in the lotto last year, I lost my suitcases when I came to the UK, I tell terrible jokes; etc. *Note: Care needs to be taken with this activity as deep feelings can emerge about traumas suffered. Interview your neighbour* – Group splits into pairs and one member of each pair spends about three minutes listening to the other tell some of the above mentioned information, as well as the person’s background information. Notes should be taken. Swap roles for next three minutes. Then each person feeds back to the group some information about their neighbour. * Note: Care needs to be taken not to ask questions that may intrude on an individual’s privacy and the amount of information s/he wishes to divulge about themselves to the group. †¢ What do you already know about the topic? Members of the group jot down the most important thing they know about the topic on a Post-it and put it on a flipchart. Members can read what they know about the topic or the group c an read it from the flipchart. This is a useful starting point for the task.Adapted from: Race (2000:37-39) Appendix 3 – Ground Rules Here are some suggested rules to be set by a group – these are by no means the only rules a group can adopt. Honesty and truthfulness is fostered in the group. †¢ You do not have to like someone to work with them. Members have to work together despite their personal feelings about individuals in the group. Affirm collective responsibility. Once issues have been raised, aired, and solutions provided, the group lives with the decisions made by the group. †¢ Everyone listens while someone speaks and everyone has a say. Members are entitled to their opinions, which should not be ignored, put down or belittled by others. Full participation is required. All members need to participate in discussion, complete their tasks, etc. †¢ Fair share – everyone participates equally in the task. †¢ Meet deadlines. †¢ Agree and set up a regular programme of meetings. †¢ Keep records. Record progress and milestones reached, minutes, agendas, self reflective logs. †¢ Flexibility in meeting members’ needs. Sometimes a member’s personal needs may interfere with the group working – allowances must be made. Dealing with conflicts in the group. Appendix 4 – Group Work Log Module: _______________________________________________________________________________________________________________Assessment Aim: _______________________________________________________________________________________________________ Group Objectives set: 1. ________________________________________________________________________________ 2. _____________________________________________________________________________ ____ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ 5. _______ __________________________________________________________________________ The group should agree roles for each of the members at the beginning of the task and this group log should be complete by the end of the task. |Member’s Name |Role/s |Assigned Tasks |Deadline date |Deadline met |No of meetings attended |Individual comments | |1 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |2 | | |- | | | | | | | | |- | | | | | | | | |- | | | | |3 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |4 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |5 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | Details of all group meetings |Meeting Date |Discussion topic/s |Actions & deadlines agreed |Attendees signatures/date | |1. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |2. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |3. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |4. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |5. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |6. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | Appendix 5 – Questionnaire: Are We a Team? First, each individual member of the group fills in the questionnaire below. Then the sheets are collected and the scores collated to the table below. = never; 2 = rarely; 3 = sometimes; 4 = mostly; 5 = always 1) We all show equal commitment to our objective1 2 3 4 5 2) We all take part in deciding how the work should be allocated1 2 3 4 5 3) We are committed to helping each other learn1 2 3 4 5 4) We acknowledge good contributions from group members1 2 3 4 5 5) We handle disagreements and conflict constructively within the group1 2 3 4 5 6) We are able to give constructive criticism to one another and accept it1 2 3 4 5 7) We all turn up to meetings and stay to the end1 2 3 4 5 8) We are good at making sure everyone knows what is going on1 2 3 4 5 9) When one of us is under pressure, others o ffer to help them1 2 3 4 5 10) We trust each other1 2 3 4 5 11) We remain united even when we disagree1 2 3 4 5 12) We feel comfortable and relaxed with one another1 2 3 4 5 13) We refer to our ground rules and review them when necessary1 2 3 4 5 Stuart (1998, cited in Levin, 2005) |1 |2 |3 |4 |5 |TOTAL | |1. We all show equal commitment to our objective | | | | | | | |2. We all take part in deciding how the work should be allocated | | | | | | | |3. We are committed to helping each other learn | | | | | | | |4. We acknowledge good contributions from group members | | | | | | | |5.We handle disagreements & conflict constructively within the group | | | | | | | |6. We are able to give constructive criticism & accept it | | | | | | | |7. We all turn up to meetings and stay to the end | | | | | | | |8. We are good at making sure everyone knows what is going on | | | | | | | |9. When one of us is under pressure, others offer to help them | | | | | | | |10.We trust each other | | | | | | | |11. We remain united even when we disagree | | | | | | | |12. We feel comfortable and relaxed with one another | | | | | | | |13. We refer to our ground rules and review them when necessary | | | | | | | Action planning can occur as a result of the findings. Appendix 6 – De Bono's (1985) ‘6 Thinking Hats’ ModelEdward de Bono considers that the emphasis should be on designing a way forward all the time. The hats are directions of how to think and not descriptions of what has happened. White Hat:[pic]Facts, figures, laws, information, neutral, objective†¦ With this thinking you focus on the data available and are non-judgmental. Look at the information you have, and see what you can learn from it. Look for gaps in your knowledge, and identify what you need to get or take account of. You consider past trends and historical data. You may consider philosophical aspects such as whose truth it is, whose fact is it? Data may need to be supported by evidence.R ed Hat: [pic]Feelings, emotions, hunches, intuition about †¦ Wearing this hat, you consider the issues using intuition, gut reaction, and emotion. This may be feedback about your feelings and preferences but also consider how other people might react emotionally. Try to understand the responses of other people who do not have the same information or understanding as you. Black Hat: [pic]Negative, drawbacks, disadvantages, careful, cautious, defensive†¦ This highlights the weak points in a situation or plan. By identifying them, it allows you to eliminate or alter them, or prepare contingency plans to counter them. Consider why something might not work (give reasons, consider past evidence).Black Hat thinking may play ‘devil’s advocate’. It helps you to plan carefully, be prepared and more resilient. This way of thinking helps spot fatal flaws by considering safety and risks before embarking on a course of action. (Some successful people get so used to t hinking positively that often they cannot see problems in advance. This leaves them under-prepared for difficulties. ) Yellow Hat: [pic] Positive, speculative, advantages, benefits, savings of†¦ Consider what is right, why it is good and be constructive. Even in a very difficult or stressful situation find positives, e. g. learning will have taken place. It is an optimistic, sunny viewpoint that is often speculative.It helps you to see the benefits of a situation/decision and the value in it. Yellow Hat thinking is supportive when things seem gloomy and difficult. It finds reasons and logical support, and often links to creativity. Green Hat: [pic] Creativity, ideas, innovation, growth, exploration, alternatives†¦ Green Hat thinking is developing creative solutions to a problem. It may generate completely new ideas and developments or consider possible changes to a situation. It is a freewheeling, non-judgmental way of thinking. Blue Hat: [pic] Organise, control, plan (pro cess, people, agendas)†¦ This hat is often the view of a director or the chair at meetings.They often choose the order or process, summarise the situation and offer conclusions which can be put into practice in the future. This way of thinking is generally cool and considered. When others’ ideas cease, Blue Hat thinking may direct activity to other hats! For new ideas Blue may pass to Green Hat or when contingency plans are needed Black Hat thinking will be engaged, etc. | | Appendix 9: Group Work Check List (to be used after every meeting) Please reflect on the group meeting and check/cross the boxes as appropriate, in order to identify strengths and weaknesses: ? Each member was present at the meeting ? Everyone turned up on time Every member did their part of the work & brought it along ? Every member took a role in the meeting ? Each member in the group had a turn to speak ? Each member in the group participated ? The group members respected and appreciated one anot her’s contributions ? Members of the group were polite to one another ? Disagreement / conflict in the group was resolved during the meeting ? Everyone was clear what they had to do next ? Everyone was clear what they had to bring / present at the next meeting ? It was clear how members could communicate with one another between meetings ? The next meeting date, time and venue was agreed by all members

Mba 653

MTV ARABIA – Case study MBA -653 Table of Contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 SWOT Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Challenges†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Strategies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦.. 9 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 ABSTRACT MTV Networks (MTVN) had over the years developed a reputation for its ability to provide localized content without diluting what MTV stood for.However, the company faced the most challenging test in late 2007 with its launch of MTV Arabic in the Middle East, which some experts considered as the biggest launch in the channel’s history. While the market in the Middle East offered MTVN with huge opportunities due to its huge youth populace, MTV’s controversial content that was known for angering religious, political, and conservative communities could easily backfire in the conservative environment prevalent in the region. On the other han d, too much localization to suit the tastes of the region could dilute MTV’s global brand.The case discusses in detail the strategy adopted by MTVN to enter and expand in the Middle East and also the challenges faced by the channel. 1 SWOT Analysis 2 1. Experts felt that one of the biggest challenges faced by MTV while launching MTV Arabia was the prevalent culture in the Arab world. Discuss the Arab culture. How is it expected to pose a challenge to MTV? The Arab world stretches from Morocco across Northern Africa to the Persian Gulf. The Arab world is more or less equal to the area known as the Middle East and North Africa (MENA).It can also be defined as those countries where Arabic is the dominant language. Arab countries are religiously and ethnically diverse with Islam being the dominant religion in most countries. 22 Arab countries/areas: Algeria, Bahrain, the Comoros Islands, Djibouti, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Morocco, Mauritania, Oman, Palestine, Qatar, Saudi Arabia, Somalia, Sudan, Syria, Tunisia, United Arab Emirates, and Yemen. The Arab Culture is divided into three main parts, the Urban Culture (Al-Hadar), the Rural Culture (Al-Reef), and the Nomad Culture (Al-Badow).Typically, countries like Egypt, Iraq, Syria, Yemen, Sudan, and Morocco are considered Rural Cultures, while Arab states of the Persian Gulf, Libya, Mauritania and Jordan are considered Badow (Bedouins), while finally the Lebanon, Palestine, Tunisia, Algeria are considered Urban, yet most of the Arab Major Cities are recognized with Urban Cultures, like Cairo, Rabat, Baghdad, Alexandria, Damascus, Marrakech. The Arab countries are religiously and ethnically diverse. The Arab world is a location of several world religions (Islam, Christianity, and Judaism) and a multitude of ethnic and linguistic groups.However, the predominant religion is Islam and Arabic the dominate language. To be an Arab, like an American, is a cultural trait rather than racial. An Arab worldview is based upon the below concepts: 1. Atomism: Arabs tend to see the world and events as isolated incidents, snapshots, and particular moments in time. Westerners tend to look for unifying concepts whereas Arabs focus on parts, rather than on the whole. 2. Faith: Arabs usually believe that many, if not all; things in life are controlled by the will of God (fate) rather than by human beings. . Wish Versus Reality: Arabs, much more than Westerners, express emotion in a forceful and animated fashion. Their desire for modernity is contradicted by a desire for tradition (especially Islamic tradition). 4. Importance of Justice and Equality: Arabs value justice and equality among Muslims, and to a lesser degree to others. All actions taken by non-Arabs will be weighed in comparison to tradition and religious standards. 3 5. Family versus self: Arabic communities are tight-knit groups made up of even tighter family groups.Family pride and honor is more important than individual hon or. 6. Paranoia: Arabs may seem paranoid by Western standards. Many are suspicious of any Western interest or intent in their land. 7. Shame and Honor: Admitting, â€Å"I don’t know† is distasteful to an Arab. Constructive criticism can be taken as an insult. Be careful not to insult. And women wear headscarves as a show of respect, even if wearing Western clothing. 8. Family: Family is the center of honor, loyalty, and reputation for Arabs. And males are always the head of the Arab family. 9.Personal Space: Most Arabs DO NOT share the American concept of â€Å"Personal space† in public situations, and in private meetings or conversations. It is considered offensive to step or lean away! Women are an exception to this rule. DO NOT stand close to, stare at, or touch a woman. 10. Socialization and Trust: When conducting business, it is customary to first shake the hand of all males present, taking care not to grip too firmly. Allocate plenty of time for refreshmen t before attempting to engage in business. It is important to first establish respect and trust.Arab Perspective vs. Western Perspective Arab Western Family Considered the foremost, where the father is patriarchal Important, but not as central to the life of the individual Friends Part of life, but considered more periphery Core to a few, but mostly important in life Honor very important amongst Arabs. Honor will be protected and defended all costs. Typically not as important ShameAvoided as much as possible, especially in relation to family, where gossip, insults and criticism taken to heart typically not as important time less rigid.Approach to time is much more relaxed and showed than that in Western cultures. Very structured, deadlines must be met. Religion is central to all things varies with individuals, very personal, not discussed in polite conversation. SocietyFamily tribe is most important individual rights. Government Most governments are secular, but still emphasize reli gion. Purpose is to protect rights and improve standard of living. Age and wisdom honored. Youth and beauty praised. Wealth respected. 4 Some of the key differences identified are given here: Western youth were found to be generally pessimistic about the future, while Middle Eastern youth were generally optimistic. * Religion was seen to be â€Å"enormously important† to Middle Eastern youth when compared to their Western peers. * National identify and traditional values were extremely important to Arab youth, but not to their peers in the West. For Arab youth, â€Å"loss of traditional values and culture† was identified as one of the top three biggest challenges facing the world today, along with rising cost of living and corruption in government. Arab youth generally admired political, religious, and business leaders, while Western youth do not. * Arab youth wanted to â€Å"make a difference†, while Western youth mostly wanted to â€Å"get ahead†. * Mid dle East and Western male youths had very different opinions about gender equality in the workplace, with less than y in 10 Middle East males favoring it. MTV and the challenges posted by the prevalent culture As a result the Arab culture is known for reacting, and some think over reacting negatively to controversial content. The Middle East offered a huge population of youth with a rich and diverse culture.In an effort to adopt the strategy of â€Å"Think Globally, Act Locally† MTVN (Music Television Networks) executives made it a point to learn the cultures and make shows that relate to the cultures as oppose to exporting the American culture. In order to achieve this goal the channel adopted a decentralized structure and gave commercial and creative autonomy to the local staff. This venture was considered to be one of the biggest launches in MTV’s history because of the potential audience. MTV hoped to provide a culturally unifying agent within a region that has bee n known for its political tensions.Also, this channel may correct some misconceptions of the region and reduce tensions. The target audience for the channel would be the Middle East youth; providing them with access to music via mobile, broadband, and television. The challenges MTV expected to encounter included: the reputation of MTV airing sexually explicit programs and images in direct contrast of the socially conservative culture of the Middle East. Adjusting content to be suitable for each region may prove to be very challenging. For example, what is acceptable in Dubai may not be acceptable in other parts of Saudi Arabia.MTV also had to be careful not to lose the vision of their brand in its attempts to conform to localization. 5 In addition, issues such as the US invasion of Iraq complicated relation among the Americans and Arabs. There were also competitors that had already created a niche for them in the region. So, it’s not particularly difficult to see why MTV had a major challenge on its hands. Its content (music, videos and reality shows) could offend the cultural sensibilities of people in the Arab world especially in terms of * Too much skin show * Intermingling of genders * Use of disparaging or swear words References to alcohol * Discussion on religion or politics * Unaccepted gestures such as finger pointing, showing the soles of feet, etc. Another challenge before MTV was that the Arabs were generally considered paranoid by Western standards and they tended to be suspicious of any Western interest. MTV, in a way, stood for what the Arab world most reviled about Western / American culture. While MTV might argue that the values that it stood for were relevant to youth throughout the world, it may still be perceived as something contrary to Islamic ideals and the Arab culture.The launch of MTV in the Arab world could easily be perceived as an imposition of Western culture. Fanatics, or those who pretend to be guardians of Islam, could ea sily rake up the issue and create a lot of trouble for MTV. To complicate matters, the anti-American sentiments prevalent in a section of the Arab world too could pose step challenges to MTV. One may argue that with globalization and the advancements in information and communication technology, youth across the globe share similar aspirations and consumption behavior. And that a section of the youth population in the Middle East did want MTV.However, ignoring the cultural differences is fraught with danger, as the Arab youth consider religion â€Å"enormously important â€Å"and â€Å"loss of traditional values and culture â€Å"as a key challenge. 6 2. MTV’s Strategy in the Middle East . Do you think MTV will be able to succeed in this market? Our team was required to analyze MTV’s strategies in the Middle East and anticipate its success in this market. We believe that the company will do well due to its scientific approach to overcome the major challenges faced i n the region and efficient managerial decision making.Firstly, it was a good start to establish profitable relationship between AMG and MTV, where each of the sides will benefit from its correlation in terms of earnings, great name and people that provide MTV Arabia with a lot of resources. Secondly, Arabs have different tastes and preferences compared to US audience. These differences in taste transfer to all areas including music networks. However, MTV had taken the decision before launching new products to population of the Middle East to adapt the product to fit local taste.Thirdly, the extensive market research was conducted by the company in order to minimize the risk of failure by the determining the needs of the population and developing the product that will satisfy their needs. Same research revealed that Islamic biases toward Americanization will not affect development of the company within the region since majority of the participants’ associated MTV brand with ot her countries rather than US. In addition, the study helped to find vacant niche that could be served to attract larger part of the population and generate more profit. Strategies used by MTV: 1) Segmentation strategy: (a) Geographic segmentation: Targeted region: Middle East Saudi Arabia, Egypt, United Arab Emirates, Bahrain, Jordan, Kuwait, Oman, Qatar, Yemen, Palestine and Syria. (b)Demographic segmentation: Targeted Population: About 65 percent of the Arab population consisted of youth under the age of 25. (2) Targeting strategy: Before launching the channel, the extensive survey of the region was conducted to understand what people wanted. The survey team targeted people in the 18-24 age groups and travelled around the region to schools and universities canvassing opinions. (3) Positioning strategy: During MTV’s 25th anniversary, the company said that it would provide the audience in the region content that would be different from that offered by popular Arab music chann els. Though, the Arab market was crowded with more than 50 channels, none of them provided a global platform to export the musical talent of the local youth. (5) Niche strategy: To overcome competition, the channel proposed to establish itself as a platform wherefrom the Arab youth could voice their local concerns as well as advertise their music talent.For instance, MTV Arabia’s flagship show â€Å"Hip Hop Na†, where the winner from each city would get a chance to record a track for a compilation CD produced by Fred Wrecks. (6) Product strategy: Product provided: The channel’s programming was to have a mix of music videos, music-based programming, general life-style and animated programs, reality shows, comedy and dramatic series, news specials, interviews and documentaries where the key is obviously the language. About 45 percentage of MTV Arabia’s content was too produced locally, with the rest translated.New products were developed: MTV Arabia designe d new shows in Arabic to cater to pan-Arab youth audience. There would be a localized version of popular shows such as â€Å"Made†( Al-Helm) and â€Å" Boiling Point† (Akher Takka). (7) Promotion strategy: Celebrity attraction marked the launch of MTV in the Middle East. The launch featured performances by eminent stars as Akon, Ludacris and Karl Wolf along with local hip hop group Desert heart. (8) Distribution channels strategy: The Middle East had the potential to offer MTV numerous media like mobiles and the Internet to reach its end consumers.MTV Arabia wants to provide Middle East youth with the opportunity to watch MTV on mobile, on broadband, and on television. 8 (9) Technical innovative strategy: Products such as MTV Overdrive in which the user could download the video at broadband speed, and MTV Flux in which the online users could create their own TV channel were expected to help in luring the various Internet service providers in the region. (10) Marketâ₠¬â„¢s Entry strategy: MTV entered Middle East by tying up with a local partner; the Arab media group (AMG) (11) Investment and control strategy:The channel MTV Arabia was formed as a result of a licensing arrangement between MTV and AMG. MTV would earn an estimated US $10 million annually in licensing fees from AMG for 10 years. (12) Hybrid approach Refers to company’s ability to fit in local environment with its culture, traditions values, and perception of the reality. MTV Arabia was there to entertain people within the limits of Arab traditions and had no intention of showing disrespect to the local culture. It would be a channel for the Arabs and made by Arabs, where the launch team comprised a mix of Saudis, Palestinians, Emiratis, Iraqis and Lebanese.Conclusion This case gave us an understanding of the issues and challenges in entering and expanding operations in new markets which were culturally different from the organizations home/traditional/existing markets, Unders tanding the pros and cons of entering a new market with a standardized/adapted product to suit local preferences and made us go further in analyzing MTVN’s strategy in the Middle East, identify challenges and explore strategies that the channel could adopt in the future.This case was very useful it made us realize how MTV and other channels experience in global markets. And how localize strategies in various markets. The challenges MTV faced while launching in the Middle East also were disclosed we analyzed those challenges it faced in expanding its operations in the region and the strategy adopted by MTV in the Middle East. 9 References: http://www. arabianbusiness. com/the-revolution-will-be-televised-197356. html http://news. bbc. co. uk/2/hi/middle_east/7100252. stm ttp://www. businessweek. com/stories/2007-10-21/online-extra-mtv-presses-play-in-the-middle-east https://www. inkling. com/read/international-management-helen-deresky-7th/chapter-5/part-ii-comprehensive-case-4 http://www. businessweek. com/stories/2007-10-21/online-extra-mtv-presses-play-in-the-middle-east www. mtv. com WWW. mtvme. com http://www. arabianbusiness. com/ WWW. hrbusinees. com www. cnn. com www. bbc. com www. businessweek. com www. icmrindia. org/casestudies/catalogue/ www. hollywoodreporter. com

The Body Is a Temple

The body is a temple, a saying in the bible that most know even if they have never read the bible. It is a statement that most have taken into account though and lived by religiously; no pun intended. During interviews, an average, or generalized ideal body could be found within what each candidate had to say about themselves and others. This ideal body was identified to be a â€Å"fit† body, but the definitions of fit were somewhat construed. Most people interviewed saw their body as fit, but wanted more change to their body.Others were content with their bodies; they knew they could change for better, but the change was something that was not important because they were set with the bodies they had. What is most important is the fact that the definition of fit can be interchangeable and for different reasons. One definition was recognized as the disciplined lifestyle of becoming toned and exercised within a gym or some other environment; this body type was more ‘enhanc ed’ looking and more appealing to the majority of society.The other definition described a body that could get through a day without being uncomfortable and could handle most physical activity, but this body type was of those that did not go to the gym every day and did not exercise often. What could be concluded was the fact that both parties that represented each definition wanted change to their body regardless of how they looked. Over the last few weeks, observations were made of how people carried their bodies around on a daily basis.Women wear their makeup, flashy clothes, and seem to put how their bodies look on a pedestal. What this means is that the ideal body type for them is almost unobtainable. Men on the other hand though did not care as much about their outer appearance, but more on what their body shape looked like. One interviewee for example, whose name is William, had a toned body, but still did not see himself as looking good enough. Majority of people woul d agree in saying that his body type was ideal and that he was good looking enough, but to him, he saw that he needed more change. I like my body, but I do not like it enough, I need more muscle in order to be satisfied in how I look†, these were the words of William; they reflect a self-conscious side to his personality. Since he does not see what others see, he wishes to keep growing through his workouts until he has reached a peak where he can be happy. His wardrobe did not reflect this self-conscious side though; he tries to dress nicely, but does not mind what he wears everyday. In other words, he does not always dress to mpress, but rather wishes to impress with his body shape and physique. Other men interviewed, also agreed that the physique was the most important part to their overall image. Benjamin said, â€Å"I have always been a small guy and this has bugged me, I have always wondered if I was good enough for girls because I was not as ripped or as big as other gu ys out there. † Benjamin seems to be a confident guy, but this underlying worry did bother him enough to start working out every single day at the Recreational Center.His fashion consisted of jeans everyday and a sweatshirt; he has gauges in his ears and does not go clean-shaven most times. This observation seems to solidify that men do not care about their outer appearance, but more what is underneath. The Recreational Center seems to be a hot spot for men to be found because they want to tone their bodies over anything else in order to feel desirable. Fashion, makeup, and the outer facade that women put on seems to be the priority of a woman’s conscience, if these components are not pristine, then it seemed as if most women were not satisfied.The women interviewed unanimously agreed without hearing others’ opinions that fashion was important to their success in feeling comfortable with themselves, but because their bodies would ‘never’ fit the bill . Even if they had a good body type, there was still something that was not good enough about them, but the opposite gender would disagree. This is why fashion for women is key; the makeup they wear and their perfect outfits cover up the blemishes they feel they have underneath the outer-layers. When it comes to girls and how they dress on campus you can see a stereotypical set of fashion appear per season.When it comes to fall time, Yoga pants are a must. During interviews, most women asked said they wore Yoga pants because they were comfy, but it can be inferred that it also is because it outlines the woman’s body more and women want to show off when they can. Fall fashion also consists of different articles of clothing, but this seems to be the most worn article. Women want to attract men in whatever ways they can, and since the body is the first thing that is judged, the most bodacious of clothing is worn. Such was also seen on Halloween night, scandalous costumes were wo rn to make seen what types of bodies girls had.Even if girls were not in shape they still tried to look as ‘naughty’ as possible. This was confusing because it really scuffed the respect that women should receive for their hard work to achieve such fit bodies because they were lowering themselves to such a desperate level to impress the guys around campus. Seeing this behavior strikes up the point that women do feel that their bodies are important, but it seems random amongst women. Some like their bodies, but majority feel they have not achieved the perfect body when in fact they have.Discipline is seen in the women because of all the effort that is put into their outer appearance, their bodies are important, but compared to men it is not what matters most to them. â€Å"I spend almost an hour to two hours sometimes to prepare my makeup and hair before I go to class or go out on the weekends. † Words from Lex which were surprising to hear because it does not tak e much time at all for a man to get ready for the day. She also said, â€Å"My body is never good enough, I need to lose a lot of weight before I can feel good-looking enough for guys out there. This was also surprising to hear because Lex is a good-looking woman and does not look unfit at all. After hearing what each woman had to say it was obvious that being perfect was something they all strived for, but felt like they could never achieve it. There are too many ‘perfect’ people in the world that they look up to and it demeans their success when they really are perfect in many ways. Idolization is more than likely a major cause for people getting their bodies to look the way they do. Celebrities, models, gym junkies, and more all create an image that for some is impossible to reach.But one group that does not need these sorts of images is the people of the Nacirema. A bizarre bunch of men and females, but what they lack is what makes them succeed their own sort of pe rfect or ideal body. The Nacirema go through tortuous processes in order to achieve what they think is the ideal body. This society believes that the body is ugly and its natural tendency is to debility and decay (Horace Miner). Achieving an ideal body all starts with the shrines and charms they use for different parts of their body.Shrine walls are built within the houses and many charms and potions are kept in these shrines (Horace Miner). There are an abundance of charms and what can be inferred is that keeping these charms helps to reassure that they are still serving their purpose even after they are used up. The practice of using these charms is only a minor step in ridding the body of impurities; a temple where medicine men take members of society is the final step to purification. Bodies are put to the test as grueling activities such as drilling out teeth take place and are filled with random assortments of herbs that supposedly prevent decay.People that enter the temple ma y not come out because death is certainly possible. Each person’s body is pushed to the extreme, but it is only to prove that they hold the power to be perfect. Something this extreme is not needed in societies around the world, but for the Nacirema people it is necessity. They supersede other cultures because they do not idolize a certain body type and after the rituals have been performed, they know inside that they are worthy of the body they have and to be a part of the people in their society.If cultures such as the one seen at Washington State University could appreciate this sort of lifestyle and not hold celebrities and models at such a high status, then the world would see many more confident people with bodies that they would be proud of. It is part of life to try and obtain a body that majority sees as fit, but seeing how everyone interviewed needed something different to happen with their body in order to feel confident, it is almost as if this sort of peace of mi nd will never occur.Life today is filled with people battling self-confidence issues. The image of an ideal body is not obtainable because people do not want to see the beauty they behold already. Women wear a mask to cover what they think is ugly, and men hit the gym more than they need to just to achieve a rock hard body that is unnecessary. If more were to hold the values of the Nacirema on a lessened level and boost their self esteem through different acts, then society today could see a much different and possibly brighter mentality that would be shared amongst many.Fashion is an amazing thing and can be appreciated for its many artsy and beautiful additions to how the body looks, but when it becomes only a tool to cover up the inner beauty of the body because of false self-accusations, it cannot be looked at as something spectacular. The body is a temple, how one adorns it, treats it, and appreciates it, is completely up to the person that lives within the body; but when other s influence how one’s temple is treated and decorated, that temple can be considered desecrated. Every persons’ body should be respected and loved for what it is because only the thoughts that one creates are important.

Response paper Essay Example | Topics and Well Written Essays - 1750 words

Response paper - Essay Example s a norm against the lower class; how heterosexuality is the norm against which homosexuality is judged and even how the white people establish the norm against which the color skinned groups are judged (Lehman & Luhr, 2003). Mass media is able to promote new definitions of who people are and what they can be. The images of racial minorities and ethnic groups are limited in the media, along with those of women. A large majority of the characters shown on TV and films are males and women are depicted in stereotype manner or as a mere object of affection for the males. The minorities who are also an audience for films and television represent a small minority on the screen. These individuals also have certain stereotyped characters which they are limited to. Latinos are shown mostly as criminals or passionate lovers, African American men are shown mostly in the roles of athletes, entertainers or criminals whereas the African American women are shown as those being domestic or sexual objects (Anderson & Taylor, 2006).Class stereotypes are also depicted in a similar manner. In some of the movies the women are shown according to their stereotypical roles whereas in others they manage to escape these stereotyp es and take on more masculine roles. This paper looks into the issues of race, gender and cultures which are highlighted in director and producer Robert Rodriguez’s films. The three films considered for this response paper include Desperado form the Mariachi trilogy, the vampire movie From Dusk till Dawn and lastly the Spy Kids trilogy. The paper analysis how each of these issues are presented in the movies and how they differ from each other. Robert Rodriguez, born in 1968, is one of the best known film directors and producers in Hollywood. He is well known in the movie industry for his creativity and innovation talent. In all of his films Robert Rodriguez mixes solid action film making with Chicano characters, cultures and settings (Benshoff & Griffin, 2004).

Supreme court justices- controversial case Essay

Supreme court justices- controversial case - Essay Example Most commonly, the separation of church and state applies to autonomous maintenance of both secularity and religious exercise. In recent news, Chief Justice Samuel Alito has repeatedly proven himself unfit for the position he has thus far occupied. As per a specific chain of events that led to his forced resignation, I have taken over his position on the Supreme Court. As most are aware, the former Chief Justice Samuel Alito maintained constant sway toward the conservative right, often tying up verdicts due to his obvious religious views and allegiance to the republican party. Alito was nominated to fill the position once occupied by Sandra Day O’Conner, by President George W. Bush on October 31, 2005. He has maintained a consistent record of conservative rulings since that time including cases such as C.H. versus Olivia et al and the case of ACLU versus Schundler. Both of the afore mentioned cases were ruled in favor of religion versus separation of church and state. Generally, conservative rulings are rulings that are in favor of the government or the large corporations as opposed to liberal ruling s which focus on civil rights and the ruling in favor of the individual or smaller organization. As per the resignation of Chief Justice Alito, I have been appointed by the new President of the United States, Barack Obama. Just recently, a case has come before me which revisits the notion of separation of church and state. This case is known as Smith-Jones vs. the state of Pennsylvania. In this case, Jack Smith and Larry Jones have joined in matrimony under the authority of a Buddhist religious leader via a private ceremony. However, the existing laws do not favor same sex marriages when it comes to filing taxes (or anything else for that matter). The dilemma faced by Mr. Smith-Jones and Mr. Smith Jones is that when it became time to file taxes, the Smith-Jones couple was not able to file as

Foundation of lawwriter 1 Essay Example | Topics and Well Written Essays - 1500 words

Foundation of lawwriter 1 - Essay Example s (1953) 1 QB 401, display of goods is a willingness to conduct business or commence negotiations thus is considered as an invitation to make an offer (Mulcahy 2008). Mulcahy (2008) points out that the law of contract requires a valid offer and acceptance. An offer is an expression of willingness to enter in to a contract with the intention of creating legal obligations upon acceptance. An offer has to be communicated since there can be no ‘meeting of the minds’ the offer is not communicated. In this case, Harry has made an offer of  £1,000. According to mirror image’ rule, the acceptance by Paul must be done according to the terms of the offer. The case of Day Morris Associates v. Voyce (2003) clarified that acceptance by either words or conduct of the other party gives rise to the inference that the offeree assents to the offeror’s terms thus a valid acceptance must be done according to the terms of the offer for a legally binding contract to be formed (Mulcahy 2008). In this case, Paul has not accepted the offer from Harry since he asserts that he will accept  £1,500 thus he has made a counter-offer that extingui shes the original offer by Harry. In this case, Harry is required to make a valid acceptance that mirrors the terms of the offer from Paul. According to the court of appeal in the case of Butler machine v. Ex-cell-o (1979) 1 WLR 401, the ‘last shot’ or last offer wins the ‘battle of forms’ in instances where one party makes an offer and the other makes a counter-offer (Stone and Quinn 2007). Generally, silence is not deemed an acceptance, and thus Harry requests for three days to think about the acceptance. Although Harry has requested for three days to think about the offer, Paul has not cancelled the offer. Accordingly, the power of acceptance does not terminate if it is qualified in form, but not in substance. Paul’s offer can only be terminated through acceptance, rejection, lapse of time, counter offer and revocation. According

An analysis of the culture of an organization Essay

An analysis of the culture of an organization - Essay Example It also has an influence on group’s interactions. Ben and Jerry’s is an organization that has been in operation for over 30 years since its inception. It is an organization whose culture has been integral for its survival in a market where it faces so much competition from other heavy weight organizations such as McDonalds. It has innovative management strategies and they have brought much success for the organization. Its ice cream is said to be the richest in terms of flavors and calories (Andy, 2003; Liddle, 2011). In addition, the company sells its products at a price that is favorable to many customers (Heidrick & Struggles, 2000). A brief background to the organization and its environment Ben and Jerry’s is a company in the United States that manufactures and sells ice cream. The company also manufactures sorbet as well as frozen yogurt (Datamonitor, 2010). The company, founded in the year 1978 by two men, Ben Cohen and Jerry Greenfield has its headquarters at Burlington, Vermont in the U. S. Its factory is in Waterbury, Vermont. The two guys had met in a gym class in the year 1966. Jerry wanted to be a medical doctor but after failing to succeed joining a medical school after a number of trials, he decided to take a course in ice cream making. They pursued the course with Ben who had lost several McJobs. This was in the year 1978. After the course they opened an ice cream shop in a gas station in Burlington, Vermont. They produced the finest ice cream and this made helped them become finest (Heidrick & Struggles, 2000). Ben did not have a sense of taste. As a result, he was relying on mouth feel. This resulted to the trademark they use to date which is big chunks of chocolate, nut and fruits. At times, they could disagree on the size of chunks. However, they both wanted to enjoy themselves and this kept them moving. The two were poor book keepers and therefore they were not able to account properly for their sales. As a result, they closed for some time claiming that they wanted to figure out if they were making money in their business. It was a period of learning and when they reopened in the year 1979, they started wholesaling ice cream. Since then, the company has grown to become one of the best ice cream selling companies in the United States of America. Ben and Jerry’s is part of the Unilever Group (Hays, 2000). It was acquired by Unilever in the year 2000 for a reported $326 (Glass, 2009). Introduction to the focus of the report Culture of an organization is an important issue in the business world since it has an influence on the organizational performance. Culture can be studied using a number of approaches. In the wake of globalization, it is important for business people as well as academicians to understand the culture of different countries. This is especially important for multinationals since they operate in different countries which have varying cultures. All the concerned parties have to see business as well as personal issues from a perspective other than one’s own cultural perspective. It is therefore imperative that studying culture from various frameworks will be highly helpful. This report focuses on the culture of analysis of an organization in the United States of America known as Ben and Jerry’s. The report will apply a theoretical framework to try and understand the cu

Socrates Essay Example | Topics and Well Written Essays - 500 words - 1

Socrates - Essay Example listening to both sides of the argument rejects the study of language altogether declaring it shallow and shoddier than the study of things themselves. If we go into the details of this argument, Plato’s seems to argue that nothing significant can be known about a particular thing by examining its name Keller(2000,pp. 285-305) . The actual worth of a thing lies in itself which seems convincing to some extent. However, at the same time, it seems a bit irrational to assume that the words or names have an intrinsic relation to the things they signify .A same thing can be viewed differently by different individuals depending on his mind set. It certainly will not be wrong to say that it is all a matter of perception. For instance, the word ugly sounds ugly but it certainly does not signify the essence of the thing it is referring to and it sounds ugly only because it has been inculcated in our minds from the beginning of our lives thereby making Hermogenes’ argument stronge r Robinson(1956,pp. 325). Even the educational psychology reveals that it is not the verbal utterances but the behavioral patterns that have a deep impact on a person’s mind. Socrates argument, on one hand, sounds convincing but on the other hand, the importance of language cannot be denied altogether and I firmly believe that the two of them go hand in hand. It is indeed more important to go into the depth of the thing itself in order to study it extensively, however, language is an essential medium to give one’s thoughts a voice with interesting corollary which basically is the most significant attribute of mankind and giving them equal importance sounds a lot better than the Socrates’ argument of rejecting the language altogether. Hence, it can be said that the name of a thing may not be as important as the thing itself but a thing without any apparent identity of its own makes it hard to describe. In fact, the plot of the argument shows a contrast between wh at Socrates is defending in

Professional Portfolio Essay Example | Topics and Well Written Essays - 4000 words

Professional Portfolio - Essay Example Mission Statement To carry out my leadership role with integrity and honesty, showing dignity and respect for others as well as myself, and to consider all constituents involved in decision-making processes. Leader Philosophy Establish a personal leadership philosophy that motivates oneself to achieve one's best when leading others. Develop a flexible leadership style that incorporates a range of leadership models that can be tailored to the situation at hand, and that complement and reinforce one's leadership strengths. Effective leadership champions the five principles of: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart. Demonstrate an unwavering commitment to a clear set of values; transparency is an essential quality of an effective leader, and so one must be ready to logically justify the choices made and the actions taken. Promote one's willingness to make a positive difference in the world. Envision the successes to be achieved, and keep this goal at the foremost of one's consciousness, cultivating one's inner voice to motivate and maintain one's momentum towards the vision. Delegate effectively, by way of selecting and matching staff to the tasks that best suit their ability to achieve. Provide praise as a creative method to motivate the best performance from staff. Effectively and efficiently monitor the progress of implemented plans, in regards to adherence to objectives, evaluation of outcomes and the level of work satisfaction among staff. Support of equality and freedom and the development of social evolution, by way of encouraging staff to enjoy their work tasks, and in supporting their personal, emotional and relational development. Cultivate a...Each piece was chosen to reflect a step in my journey through my degree, and my commitment to continued professional development as a leader in my occupational and personal roles. Demonstrate an unwavering commitment to a clear set of values; transparency is an essential quality of an effective leader, and so one must be ready to logically justify the choices made and the actions taken. Aggressive results-driven professional with a proven track record of successful sales, marketing, and management experience in all areas of sales, sales management, marketing, and territory and new business development. Ability to conceptualize new opportunities, embrace change, and proactively meet challenges in a competitive and changing marketplace. High energy, idea generator, and forward thinking focused team player who is able to work independently. Confident business solutions decision maker. Ability to handle multitude of challenges simultaneously. Key strengths include: 2003 Inductee - Mars Incorporated Tie Club for long and distinguished service to Mars, Inc., personifying the Five Principles of Mars, and exemplifying the essence of good corporate and community citizenship Provides the strategic and operational leadership to the field sales organization, responsible for overall resource and budgetary management; to ensure profitable business growth via the achievement of specific gross sales volume, market share, brand, pack and profi

Mngement of high performnce tems nd time limits Essay - 1

Mngement of high performnce tems nd time limits - Essay Example For Shiseido, its s 50th Ð °nniversÐ °ry wÐ °s one of the remÐ °rkÐ °ble events in the history of the compÐ °ny. The compÐ °ny mÐ °nÐ °gement hÐ °d limited time to prepÐ °re this celebrÐ °tion Ð °nd needed high performÐ °nce teÐ °ms for this project. Shiseido’s mÐ °nÐ °gement wÐ °s Ð °frÐ °id thÐ °t on bÐ °dly plÐ °nned projects this stÐ °ge often involved considerÐ °ble negotiÐ °tion Ð °nd Ð °lterÐ °tion to the plÐ °n. It wÐ °s likely thÐ °t Shiseido’s wild hÐ °ve lots of chÐ °nges to mÐ °ke to the plÐ °n Ð °nd thÐ °t the mÐ °nÐ °gers did not reÐ °lly understÐ °nd the plÐ °n (Shiseido Home PÐ °ge 2007). The problem wÐ °s thÐ °t the Ð °nniversÐ °ry wÐ °s coming but nothing wÐ °s reÐ °dy for the celebrÐ °tion (Burkun, 2005). 2. To Ð °void too much chopping Ð °nd chÐ °nging Ð °t this stÐ °ge, Shiseido decided to involve the mÐ °nÐ °gers so thÐ °t this Ð °pprovÐ °l stÐ °ge becomes Ð ° formÐ °lity. To improve the situÐ °tion Ð °nd ‘sÐ °ve’ the project, Shiseido motivÐ °tes its workers finÐ °nciÐ °lly Ð °nd personÐ °lly, Ð °nd sets reÐ °listic objectives. The new objectives hÐ °ve motivÐ °ted Ð ° teÐ °m running the project, Ð °nd motivÐ °tion wÐ °s creÐ °ted by setting reÐ °listic tÐ °rgets thÐ °t the project teÐ °m. Its executive teÐ °m spent time with the people involved getting them to tell how things will work (FrÐ °me, 2002). 3. This situÐ °tion provides the opportunity Ð °nd motivÐ °tion for the compÐ °ny Ð °nd its employees to think Ð °heÐ °d Ð °bout the project they Ð °re undertÐ °king. This process tends to reveÐ °l problems Ð °nd therefore helps find solutions to them. Problems get solved while they Ð °re still smÐ °ll, remote problems (GrÐ °y Ð °nd LÐ °rson 2003). Few problems Ð °re overlooked Ð °nd left until they loom lÐ °rge. The more people thÐ °t the compÐ °ny gets involved in this thinking-Ð °heÐ °d process, the better the project will be. Shiseido cÐ °nnot get someone else to do it.