Breaking a Gender Norm Essay Example | Topics and Well Written Essays - 500 words

Breaking a Gender Norm - Essay Example Since culture defines expectations of a man, a man wearing a dress goes against the norm and is viewed as feminine because of wearing a dress; although, men in west Africa wear overall dresses in official and unofficial occasions (jewa6961, 2011). College shows double standards between men and women because men feel the desire to exercise dominance for them to be accepted in society. Although I found it easy to violate the male norm of dressing, the feelings of violating the dressing norm in men in a public place is quite uncomfortable regardless of the fact that women are proud of their appearance. I felt the need to act in a way that would conceal my feelings in an attempt to avoid consequences associated with violation of the norm. I had a feeling of fear regarding the way the people around would receive the gender deviant behavior because I knew there would be social penalties because I was behaving in way that is incongruent to the norm regarding male dressing. Due to preferred male dominance in the country, dressing like a woman exposed me to the double standards in violating the male dressing norms; moreover, acting in this way made me feel like I managed to break away from standards set out by the society. By wearing a dress evoked stereotype judgment aimed at me due to the violation of expected genders norms associated with men dressing because dressing in men is essential in showing their masculinity. However, to a certain extent I felt that people could be embracing actions of deviance aimed at gender norms because some people showed signs of comfort even when I broke norms of men dressing. However, traits related to gender can vary in accordance with culture, gender norms being what is considered socially acceptable in all genders advocates strict adherence to the norms in each gender. By violating the dressing norm in men I developed feelings of being socially unpredictable, confusion regarding norms, undermined trust regarding

Deism as a Worldview Essay Example | Topics and Well Written Essays - 2750 words

Deism as a Worldview - Essay Example divine revelations and holy books of revealed religion. Essentially, through the use of Reason, a belief in God is determined by the observation of the order and complexity found in nature and our own personal experiences of nature. The nature of God has been a point of contention for Deism because it has been defined as a religion that acknowledges a specific nature of God but in actuality it does not and leaves it up to the individual Deist to determine what they believe that nature to be. Overall, Deism is not a hard concept to understand as Deists use Reason and rational thought to develop their view on God, morals and life. [3] History : Deistic thinking has existed since ancient times (e.g., in philosophers such as Heraclitus and most especially Plato, who envisaged God as the Demiurge or 'craftsman') and in many cultures. The word Deism is generally used to refer to the movement toward natural theology or freethinking that occurred in 17th-century Europe, and specifically in Britain. Natural theology is a facet of the revolution in world view that occurred in Europe in the 17th century.[4] The 17th century saw a remarkable advance in scientific knowledge: the scientific revolution. The work of Copernicus, Kepler, and Galileo destroyed the old notion that the earth was the center of the universe and showed that the universe was incredibly larger than ever imagined. These discoveries posed a serious challenge to biblical authority and to the religious authorities, Galileo's condemnation for heresy being an especially visible example. In consequence, the Bible came to be seen as authoritative on matters of faith and morals but no longer authoritative (or meant... Deistic thinking has existed since ancient times and in many cultures. The word Deism is generally used to refer to the movement toward natural theology or freethinking that occurred in 17th-century Europe, and specifically in Britain. Natural theology is a facet of the revolution in a worldview that occurred in Europe in the 17th century. The 17th century saw a remarkable advance in scientific knowledge: the scientific revolution. The work of Copernicus, Kepler, and Galileo destroyed the old notion that the earth was the center of the universe and showed that the universe was incredibly larger than ever imagined. These discoveries posed a serious challenge to biblical authority and to the religious authorities, Galileo's condemnation for heresy being an especially visible example. In consequence, the Bible came to be seen as authoritative on matters of faith and morals but no longer authoritative (or meant to be) on matters of science. Isaac Newton's discovery of universal gravitati on explained the behavior both of objects here on earth and of objects in the heavens. It promoted a worldview in which the natural universe is controlled by laws of nature. This, in turn, suggested a theology in which God created the universe, set it in motion controlled by natural law, and retired from the scene. The new awareness of the explanatory power of universal natural law also produced a growing skepticism about such religious staples as miracles (i.e., violations of natural law) and about books, such as the Bible, that reported them.

Business Strategy Essay Example | Topics and Well Written Essays - 5000 words

Business Strategy - Essay Example This paper is going to look at the strategic planning process of TNT as well as the formulation of a new strategy. Strategic planning is a significant aspect when it comes to the operations of any organization. It is important for an organization to have a clear understanding on the process of strategic planning in order for it to implement it successfully (Johnson, 2004). This section is going to focus on the mission, objectives, vision as well as the core competencies of TNT, the issues that are involved in the process of strategic planning and lastly, the different planning techniques. A strategy can simply be defined as a long-term direction for any organization. According to Johnson et al, a strategy has the long-term direction that is required in achieving the set organizational goals (Johnson, 2004). In the case of TNT, the organization has established its own practical measures based on three aims. These aims are customer relationship, innovation and operational excellence. These measures in this context can be classified as the long term direction goals for TNT. The vision statement of an organization is simply focussed with the state of an organization that is desired based on future forecasting (Simerson, 2011). A vision statement for any organization should look at what the organization wants to achieve at present and in the future. The core competencies simply differentiate an organization from the competitors in the same industry. The resources, activities and skills which cannot be copied by the competitors may be regarded as the core competencies of that organization. TNT is known to have many core competencies in the industry and thus it has been able to gain a competitive advantage over its competitors through the available resources. According to Sadler et al, strategic planning is a form of systemized procedure that is used to develop a strategy for an organization. This

Mobile marketing is more effective than e-mail marketing Essay

Mobile marketing is more effective than e-mail marketing - Essay Example The researcher states that this era is known as the era of information technology in view of the fact that the innovations brought by the information technology have not only modernized the ways businesses and individuals carry out their tasks but also improved the living standards. With the emergence of the Internet, the majority of people started using it for email and communication purposes. But soon it was replaced with mobile technology. Now the majority of people use mobile phones to complete their daily tasks. Seeing the increasing interest of people in mobile technology, business marketers have started using it for marketing and promotion of business contents. Mobile marketing is a process through which traditional marketing activities are carried out using a mobile phone. Basically, the mobile marketing is the process of using mobile phones to provide customers with location and time specific, custom-made information, which promotes goods, services, and ideas. However, the q uestion is that in this technology based era how effective is mobile marketing. This paper presents a comparison of mobile and email marketing strategies. The basic purpose of this research is to prove the claim that mobile marketing is more effective than email marketing. According to Roach, the current position and modern characteristics of the mobile technology as a one-to-one communication device define that mobile marketing is evocative of an inventive kind of direct marketing. Up till now many researchers have carried out extensive research to determine the factors which have an effect on consumer acceptance of marketing contents distributed through mobile marketing. In addition, various researchers such as (Barnes and Scornavacca), (Barwise and Strong) and Leppaniemi and Karjaluoto) discuss similar ideas. Additionally, their research is based on three key components: first of all there is a need to see that the user has given their approval to take delivery of marketing conte nts to their mobile phone; the level of authority the service provider maintains throughout the transaction, and the level to which the mobile user has trust on the brand being marketed. In the same way, (TRAPPEY and WOODSIDE) and (Merisavo, Kajalo and Karjaluoto) also discuss the features and elements of the marketing material and distribution. They have discussed various factors driving the consumer's level of acceptability (Merisavo, Kajalo and Karjaluoto) and (TRAPPEY and WOODSIDE). On the other hand, thus far, there has been little research committed to discovering the characteristics of this medium, and whether they have an effect on a customers’ decision to agree to or refuse marketing communications delivered straightforwardly to their mobile phone (Roach). Research Methodology This research will be based on the qualitative research methodology. For this purpose, I will collect data from academic journals, marketing books, newspapers and online promotional material in an attempt to support my research. I will analyze some of basic aspects that demonstrate superiority of mobile marketing methods for business promotion. This research will qualitatively assess some of the major aspects to prove how mobile marketing is more efficient than email marketing. Results and Discussion The one of the major problems with trying to reach customers through email is that the majority of business organizations had already made use of this strategy that it can without doubt be considered as spam by the target customers. In this scenario, mobile advertising and mobile marketing are a brilliant way to reach customers, in particular when business

Castrol and Its Distributors Essay Example for Free

Castrol and Its Distributors Essay We had to undergo summer training in the corporate sector for hands on experience, where we get an opportunity to put into practice the knowledge gained during the entire first year. Hence, the organizational study was conducted at Shekar Agencies, Bangalore, for a period of 5 weeks. The organization was studied on an overall basis. The objective of our study was to: * Understand the structure of Shekar Agencies and how it functions. * Understand the different facets of the environment in which the organization operates. * Understand the culture of Shekar Agencies. Know about the decision-making processes in Shekar Agencies. It may also have the function of transporting foreign particles. The property of reducing friction is known as  lubricity. 1. 2. 2 Manufacturing Process of Lubricating Oil Lube oil is extracted from crude oil, which undergoes a preliminary purification process (sedimentation) before it is pumped into fractionating towers. A typical high-efficiency fractionating tower, 25 to 35 feet (7. 6 to 10. 6 meters) in diameter and up to 400 feet (122 meters) tall, is constructed of high grade steels to resist the corrosive compounds present in crude oils; inside, it is fitted with an ascending series of condensate collecting trays. Within a tower, the thousands of hydrocarbons in crude oil are separated from each other by a process called  fractional distillation. As the vapours rise up through the tower, the various fractions cool, condense, and return to liquid form at different rates determined by their respective boiling points (the lower the boiling point of the fraction, the higher it rises before condensing). Natural gas reaches Crude oil distillation process A good lubricant possesses the following characteristics: * High boiling point. If one thinks of lubricants today, the first type to come to mind are mineral oil based. Mineral oil components continue to form the quantitatively most important foundation of lubricants. Petrochemical components and increasingly derivatives of natural, harvestable raw materials from the oleo-chemical industry are finding increasing acceptance because of their environmental compatibility and some technical advantages. On average, lubricating oils, which quantitatively account for about 90 % of lubricant consumption, consist of about 93 % base oils and 7 % chemical additives and other components (between 0. and 40 %). Worldwide, there are 1380 lubricant manufacturers ranging from large to small. On one hand there are vertically-integrated petroleum companies whose main business objective is the discovery, extraction and refining of crude oil. Lubricants account for only a very small part of their oil business. At present, there are about 180 such national and multinational oil compan ies engaged in manufacturing lubricants. The 1200 independent lubricant companies mainly concentrate on the manufacturing and marketing of lubricants and view lubricants as their core business.

Value Chain Management Essay Example for Free

Value Chain Management Essay Explain how operations strategy is influenced by customer and business prospective and where in a standard value chain you would expect to see your chosen topic addressed. INTRODUCTION Every organization’s operations strategies are concerned with getting things done; ie producing merchandise for customers. However, most people believe that operations management is only concerned with short-term, day-to-day issues. In essence, all business organisations are concerned with how their business will survive and prosper in future. In contemporary terms, most business strategies are recognised with a plan as part of or a set of intentions that will set theirr long-term directions of their actions that are needed to ensure future organisational success. Thus, no matter how strong their plan is or how noble their intentions, are, any organisation’s strategy can only become a meaningful reality, in practice, if it’s operationally instigated. Every organisation’s operations are equally important because most organisational activity comprises the day-to-day activities within the operations function. It’s the process of daily actions of operations, when considered in their totality that constitute the organisation’s long-term strategic direction. The relationship between an organisation’s strategy and the operations involved is a key determinant of its ability to achieve long-term success or even survival. Organisational improvement is only likely to result if short-term operations activities are consistent with long-term strategies and hence, make a contribution to competitive advantage. The relationship between corporate operations and the other business functions is similarly important. The objective of the operations function is to produce goods and services required by customers whilst managing resources efficiently. This can then lead to conflicts within an organisation. Conflicts between operations and selling functions are likely to centre on the marketing aspect to ensure that operations concentrate on satisfying customers. Whilst this may seem enduring, marketing will usually want operations to suit customer needs under usual circumstances. Therefore, this is likely to lead to demands to produce  bigger volumes, more varieties, better quality, a faster response, and so on, all of which are likely to lead to less efficient operations. Conflicts within the operations, the accounting and finance functions, on the other hand, are likely to centre on the desire of accounting and finance to want operations to manage resources as efficiently as possible. This will pull operations in exactly the opposite direction of that desired by marketing. Conflicts within operations and the human resource management function are likely to centre on issues of recruitment, selection, training, management and the reward of those employed within operations. For example, operational managers may want to vary organisation-wide policies in order to meet local needs; a move likely to be resisted by human resource managers. The operations function lies at the heart of any organisation and interacts with all the other functions. As such, achieving agreement about what decision areas lie within the remit of operations, and what should be the basis of decision-making within operations is an essential part of ensuring the consistency of action over time necessary for a successful organisational strategy. OPERATIONS STRATEGY My introduction towards operational strategic purposes has highlighted the strategic importance of operations to organisational performance. The importance of operational strategy is essential to an organisation as this will determine the extent to which its business strategy can be implemented, but also as its operations can be a source of competitive advantage within any businesses value chain. First I will outline what exactly is meant by the term operations strategy. Slack et al, argues that an operations strategy concerns the pattern of strategic decisions and actions which set the role, objectives and activities of operations. His use of this term ‘pattern’ implies a consistency in strategic decisions and actions over time. This concept is consistent with a theorist guru, Henry Mintzberg’s view of strategy as being a ‘pattern in a stream of actions’ (Mintzberg and Waters, 1985). Henry Mintzberg, views strategy as being realised through a combination of deliberate and emergent actions. An organisation can have an intended strategy, perhaps as a set of strategic plans. However, only some  of his intended strategy may be realized through deliberate strategy. Some of the intentions may be unrealized. Strategies which take no regard of operational feasibility are more likely to have low marketing prospects, remaining merely as a set of intentions. Strategies may also emerge from actions taken within the organisations functions, which over time form a consistent pattern. Actions of this kind will, almost inevitably, arise from within the operations of the organisation. So, whether intentionally planned or otherwise, the business operations are bound to have a major impact on the formation of organisational strategy. It’s often said that strategy is an issue which is somehow separate from day-to-day organisational activities. If taken to extremes, this can result in strategies being regarded as some kind of cerebral activity performed by superior’s who need to be removed from day-to-day operational pressures. Theorists such as Mintzberg is amongst those who point out to the dangers of managers becoming detached from the basics of the enterprise. Mintzberg and Quinn (1991) call this the ‘don’t bore me with the operating details; I’m here to tackle the big issues’ syndrome. They caution that, ‘the big issues are rooted in little details’. Operational strategy, the processes and content: A. Operational strategy processes: How an organisation sets about developing appropriate operation strategies and B. Operational strategy content: What the key decision areas are and what needs to be addressed in developing any operational strategy. OPERATIONS STRATEGY PROCESS As discussed above, operational strategies have a vertical relationship in the corporate hierarchy within business and corporate strategies, and horizontally with the other functional strategies, mostly recognised within marketing strategies. Operations strategy might come about in a top-down or a bottom-up process with regard to business and corporate strategies. Similarly, an operations strategy might be developed in response to market requirements (i.e. market-led) or be based on the capabilities of its operational resources (i.e. operations-led). As this gives rise to four  perspectives on operation strategy (Slack and Lewis, 2002). Each perspective places a different emphasis on the nature of the operations strategy process. Top-down The top down perspective is the operations strategy which it comprises of, and is supportive of the organisation’s business purposes; an operations strategy that the organisation uses to realise its business strategy within any value chain. This concept follows in line with the perspective of the Hayes and Wheelwright stage 3 organisational strategy process. According to this theory, the process of developing an operations strategy would follow Skinner’s approach of identifying an operation’s ‘task’ (Skinner, 1969). The task for operations would be determined logically from the business strategy. Using Slack et al.’s, five operations performance objectives theory, as one way of articulating the operations task. For example, if the organisation’s business strategy involves the offering of low pricing, then the operation’s task should be one of achieving low costs in operations. If the business strategy is based on offering customers fast delivery, then the operations task should be one of achieving speed in operations, and so forth. In a multi-business organisation, the top-down perspective emphasises operations strategy being linked to corporate strategy via the business strategy of each business unit. This then raises the question of whether it is possible to talk of ‘corporate’ operations strategy. If corporate operations strategy means commonality, in all aspects of operations, then this would only be possible if each business unit has similar business strategies and similar operations tasks. (Johnson and Scholes, 1999) However, some theorists such as Hayes et al would argue that any corporate operational strategy does not mean that every facet of operations must be the same in each business unit. Rather, operations decisions are considered enormously at the corporate level with a view to meeting corporate strategic objectives. A failure to do this means that operations decisions are taken only at the level of the business unit, with a view to meeting needs of that business unit. The dangers of doing this have been pointed out by theories, who caution against letting the needs of the business unit dominate strategic thinking. This can lead to operational competences being confined  within individual business units, thereby restricting their future development, which includes preventing their spread to other business units and limiting opportunities for synergistic developments across the corporation. This can be particularly important in multi-site, multi-national enterprises. ( Prahlad and Hamel, 1990) Bottom-up The bottom-up perspective is one which sees the operations strategy as an element emerging through a series of actions and decisions taken over time within operations. These actions or decisions might at first seem to appear to be somewhat risky as operations managers respond to customer demands, seek to solve specific problems, copy good practices in other organizations, etc. However, they usually coincide over time to form a coherent pattern recognisable as an operations strategy. The actions then taken within this kind of strategy are likely to be characterized by a continuous series of sporadic improvements rather than the large one-off technologically led changes that require large capital investments in new plant and machinery. The bottom-up perspective is one where the organisation learns from its experiences, developing and enhancing its operational capabilities as operations managers try new things out in an almost experimental routine using their workplaces as a kind of ‘learning laboratory’ (Leonard-Barton, 1992). Easy Jet Case Study Although EasyJet only undertook its first flight in 1995, when it operated two routes (London Luton to Glasgow and Edinburgh), ten years later, the budget airline offered 212 routes to 64 European airports and transported over 29 million passengers in 2005. EasyJet now carries more passengers within Europe than British Airways. Analysts expect EasyJet and its Irish based rival Ryanair, to both overtake all traditional airlines to become the largest short-haul operators in Europe by the end of the decade. The Luton based airline is known as continuously expanding, recently announcing the purchase of a further 20 Airbus A319 planes to service the ever increasing number of routes it operates. In 2005 EasyJet carried up to 30 million  passengers, up from 25.7 million in 2004, making it a  £1.3 billion business! Despite record high fuel level costs, profits were up and around 10 per cent to  £68 million. Passenger numbers rose 21 per cent to 29.6 million and the load factor, indicating how many seats are filled, was 85.2 per cent, reflecting the airline’s popularity. The low cost lines like EasyJet have revolutionised the airline industry in Europe. Modelled on South West Airlines in the USA, these airlines have not only helped create a whole new market of cost-conscious travellers but have taken market share from established operators like British Airways and become the most profitable airlines in Europe. To be profitable, these airlines have to achieve low costs to match the low fares, which are the main attraction to their passengers. With its head office as a large tin shed adjacent to the main taxiway at unfashionable Luton Airport, all of EasyJet’s operations are aimed at minimising costs. This is done in a number of ways: Use of the Internet to reduce distribution costs. EasyJet sells around 95 per cent of all seats over the Internet. Its online booking system uses a variable pricing system to try to maximize load factors.(Prices start very low – sometimes free, and rise as seats are filled.) The fuller the aircraft the lower the unit cost of travel. (Scholes and Johnson,1999, pg12) Ticketless travel Passengers are emailed with their travel details and booking reference numbers. This helps reduce significantly the cost of issuing, distributing, processing and reconciling millions of tickets each year. Neither does EasyJet pre-assign seats on board. Passengers sit where they like. This eliminates an unnecessary complexity and speeds up passenger boarding. No free on board catering. Eliminating free catering on board reduces cost and unnecessary bureaucracy. Passengers can purchase food and refreshments on board. Efficient use of airports. EasyJet flies to the less crowded airports of smaller European cities and prefers the secondary airports in the major cities. These also have lower  landing charges and normally offer faster turnarounds as there are fewer air movements. EasyJet’s efficient ground operations enable them to achieve turnarounds of less than 30 minutes. This means EasyJet can achieve extra rotations on the high-frequency routes, maximising the utilization of aircraft. EasyJet’s ability to offer point-to point travel means that it does not have to worry about onward connections for passengers and their baggage, further simplifying its operations. Paperless operations. EasyJet have embraced the concept of their paperless office, with all its management and administration undertaken entirely on IT systems. These can be accessed through the use of servers from anywhere in the world thereby enhancing flexibility in the running of the airline. (Scholes and Johnson,1999, pg12) Many of the manufacturing practices that are now considered leading edge such as JIT, TQM, Statistical Process Control, were developed in just; such a fashion by Japanese manufacturers responding to the constraints placed upon them in the aftermath of the Second World War. One of the problems associated with this perspective is that the organization may not recognize what its operations strategy is. Mills et al. (1998) have developed a technique that aims to overcome this by enabling managers to construct a visual representation of operations strategy as realized. It does this by tapping into the organization’s collective memory, whether written or verbal, to map all of their most significant events in operations over the previous number of years. This should enable managers to recognise the patterns that now make up the existing operation’s strategy. Market-led The market-led perspective is one where the operations strategy is developed in response to the market environment in which the organisation operates. There’s a number of approaches within operations strategy that suggest how this might be done. The best known of these theorists is that of Terry Hill (1985). He suggests that an organisation’s operations strategy should be linked to its marketing strategy by considering how its products and  services win orders in the market place. He believes it’s possible to identify two types of competitive criteria in any market. Market qualifying criteria are those factors that must be satisfied before customers will consider making a purchase in the first place. Order winning criteria, on the other hand, are the factors in which customers ultimately make their purchasing decision. For example, for many airline passengers, the order winning criteria is price, with criteria such as destination city, time of flights and convenience of travel to and from airports being market qualifying criteria. For others, notably business travellers, the order winning criteria may be factors such as in-flight service or total travel time. Consequently, an operations strategy should be developed which will satisfy market qualifying criteria, but excel at order winning criteria for the market segment that the operation wishes to serve. Platts and Gregory 1990, use an approach that audits the products or groups of products that the organisation offers to its markets. The aim is to identify any gaps between market requirements for particular products and services and the performance of the organisation’s operations in delivering those products and services. First the market requirements for the product or service are analysed in terms of various competitive factors (such as cost, quality, reliability). The performance of the organization’s operations against those factors are then assessed. An operations strategy should be developed which will enable operations to match the level of performance required by customers in each of the competitive criteria. Operations-led The operations-led perspective is one in which its excellence in operations is used to drive the organisation’s strategy. This is in line with the Hayes and Wheelwright stage 4 organisation and fits with the resource-based view (RBV) of strategy that currently dominates the strategic management literature. The premise of the RBV is that superior performance comes from the way that an organization acquires, develops and deploys its resources and builds its capabilities rather than the way it positions itself in the market place (Barney, 1991; Wernerfelt, 1984). Thus, the process of strategy development should be based on a sound understanding of current operational capabilities and an analysis of how these could be developed in  the future. This can then provide the basis for decisions about which markets are likely to be the best in which to deploy current and future capabilities, which competitors are likely to be most vulnerable and how attacks from competitors might best be countered (Hayes et al., 2005). Mills et al. (2002) have developed methods through which organizations can apply these ideas in practice. This involves undertaking an analysis of the resources that have underpinned the activities of a business unit over an extended period of time (at least the previous three to five years). Six resource categories, which are not mutually exclusive, are used: tangible resources, knowledge resources skills and experience, systems and procedural resources, cultural resources and values, network resources and resources important for change. The resources are evaluated against three criteria: value, sustainability and versatility. Resources that individually or collectively score highly in these criteria are considered to be important resources. They are sources of existing or potential competitive advantage to the organization. OPERATIONS STRATEGY: CONTENT What then are the key decision areas of operations management that need to be considered when an organization is developing an operations strategy? Although there are a number of classifications in use, operations management scholars generally agree (e.g. Leong et al., 1990) that the major strategic decision areas in operations can be conveniently divided into ten categories under two broad headings: structure (the physical attributes of operations; the hardware) and infrastructure (the people and systems of operations; the software). The structural decision areas comprise: Facilities: the location, size and focus of operational resources. These decisions are concerned with where to locate production facilities, how large each facility should be, what goods or services should be produced at each location, what markets each facility should serve, etc. Capacity: the capacity of operations and their ability to respond to changes in customer demand. These decisions are concerned with the use of facilities, for example through shift patterns, working hours and staffing levels. Decisions about capacity will affect the organisation’s ability to serve particular markets from a given location.  Process technology: the technology of the equipment used in operations processes. For example, the degree of automation used, the configuration of equipment, and so on. Supply network: the extent to which operations are conducted in-house or are outsourced. Decisions about vertical integration are also concerned with the choice of suppliers, their location, the extent of dependence on particular suppliers, and how relationships with suppliers are managed. Structural decisions often involve major capital investment decisions, which once made will set the direction of operations for many years to come. They invariably impact the resources and capabilities of an organisation, determining its potential future output. It may be prohibitively expensive to change such decisions once implemented, and hence these must be considered to be truly strategic decisions for the organisation. It may be much easier to change the organisation’s marketing strategy (e.g. its target markets, or its promotional activities) than it is to change its operations strategy with respect to the structural decision areas. Infrastructure decision areas comprise: * Planning /Control: the systems used for planning and controlling operations. * Quality: the use of quality management policies and practices. * Work Organisation: Business structures, responsibilities and accountabilities in operations. * Human Resources: recruitment and selection, training and development, management style. * New Product Development: the systems and procedures used to develop and design new products and services. * Performance Measurement: financial and non-financial performance management and its linkage to recognition and reward systems. These issues are important to every organisation as this involves the use made up of the operating hardware as discussed above. It is possible to change aspects of operations infrastructure more quickly and easily than the case for operations structure. Nonetheless the difficulty of doing so should not be underestimated or neither should the impact of making inappropriate infrastructural decisions parallel. Conclusion Organisational strategy is concerned with the actions a company takes in order to survive and prosper within the environment it operates over the long-term. Strategy can exist at three levels in an organisation: which are; corporate, business and functional. Any organisation’s operations strategy includes the totality of the actions and decisions taken within the operations function. The decisions or actions taken have a direct impact on the organisation’s business and corporate strategy. An organisation’s operations can be a source of competitive advantage if they are managed strategically in pursuit of a clear goal for operations. These are five possible operations objectives; cost, quality, speed, dependability and flexibility. It is unlikely that any operation can excel at all of these simultaneously, so competitive priorities must be determined on which to base the operations strategy. The process of operations strategy concerns the way in which an organisation develops its operations strategy. This might be top-down (i.e. formed in pursuit of its business and corporate strategy), bottom-up (i.e. formed from the actions and decisions taken with operations), market-led (i.e. formed in response to market requirements) or operations-led (based on the resources and capabilities within its operations). The content of operation strategy consists of the key decision areas concerned with the structure (i.e. the physical attributes of facilities, capacity, process technology and supply network) and infrastructure (i.e. planning and control, quality, organisation, human resources, new product development and performance measurement). Through a value chain, operations strategy would be placed in line with the company supply chain strategies and perspectives where business process are involved. This concerns the pattern of strategic decisions and actions which set the role, objectives and activities of operations. (Slack et al., 2004). References Johnson, g and Scoles, k Exploring corporate strategy, 6th Edition. England: Prentice Hall Ltd Miller, R Jentz, G (2009) Fundamentals of Business , 2nd Edition. England: Cengage Learning Soulsby, S Marsh, J (2002) Business , 8th Edition. London: Nelson Thornes Ltd Rush, J Ottley, M (2006) Business for students. London: Thomson Learning www.wikipedia.org Accessed: 15.20pm: 24.1.12

Effect of Teacher Empowerment on Student Learning Outcomes

Effect of Teacher Empowerment on Student Learning Outcomes The question that faces educational leaders in Pakistan is how to select and implement appropriate educational reforms that will move schools toward greater effectiveness and provide enhanced learning and work environments for both students and teachers. A vast literature addresses the importance of leadership in school organizations.(Leithwood, 1992; Pounder,2006; Merideth, 2007). However this leadership has to be distributed not only to the principal but to the other stakeholders that are the students and the teachers above all. Although these arguments have been largely mounted in western countries, they also have significance in the Pakistani setting. A supportive school organization typically is not present in Pakistani schools, where internal politics, lack of resources, disinterest in pupil learning and school improvement by management result in demotivating and ignoring the teachers. (UNESCO: Situation Analysis of Teacher Education in Pakistan) According to Pounder (2006), research on the subject of leadership has focused mainly on administrators, principals and district superintendents. Only recently the research focus has moved towards leadership of individuals in other roles, namely teachers. Research indicates that teacher quality, and supportive school organization and management, significantly influence school improvement, and eventually pupil learning. The bottom line, however, is that school improvement is about school learning. Student learning is the most important part of schooling (Harris, 2004) Teacher empowerment has become a popular term widely seen in many discussions on school restructuring or educational reform. Research on teachers professional growth, school organization, school leadership, or educational innovation all consider teacher empowerment as the term which is considered to be synonym and compatible to teacher leadership. According to Viviane et al (2008) the leadership dimension which is strongly associated with the positive outcomes is that of promoting and participating in teacher learning and development-that is empowering teachers, for enhancing students learning outcomes. This literature review will consider an important issue within the focus area: what impact teachers have on the students learning outcomes when they are empowered? The questions guiding this research are; Why is teacher empowerment emphasized upon in recent educational innovation? What does teacher empowerment mean? What is the role of administrators in empowering teachers? How can students benefit from the idea of teacher empowerment? WHAT DOES TEACHER ENPOWERMENT MEAN? Teachers are established as instrumental stakeholders in planning, implementing, and assessing curriculum. They may benefit from undertaking leadership roles.( Stone, Sandra J. (1995) Though faced with an enormous pressure of high level of expectations and demands, they can successfully integrate their knowledge and understanding with new leadership vision, and eventually into the learning experiences of their students.( Blase, J. and Blasà ©, J. 2001) Sheppard, B; Hurley, N; Dibbon, D,(2010) recognize a very positive impact of school leaders on student learning however they establish an indirect link between, the effects of school leadership and students. Their research is directed at identifying the leadership variables that influence student learning, teacher morale and enthusiasm being one of them.. Grant, C. et al (2010),discusses the restricted role of teacher leadership. He believes that although teachers possess the ability and vision of shared leadership, they are rarely involved in activities beyond their classrooms. Some collaboration with other teachers in curricular and extra-curricular activities is seen but there was substantially less teacher leadership in relation to school-wide as well as community issues. Paula M. Short (1994) defines empowerment as a process whereby school participants develop the competence to take charge of their own growth and resolve their own problems. Empowered individuals believe they have the skills and knowledge to act on a situation and improve it. Empowered schools are organizations that create opportunities for competence to be developed and displayed. She adds: Teacher empowerment is a complex construct. While empowerment generally is associated with site-based management and shared decision making Involvement in decision making, teacher impact, teacher status, autonomy, opportunities for professional development, and teacher self-efficacy. School improvement is not possible without the empowerment of teachers. Teachers who are empowered have the power to make decisions about curriculum, pedagogy and assessment, they become risk takers by experimenting with new ideas, reading new books, and attending and planning professional development activities. (McCarty, 1993). Heads and school leaders must provide assistance to provide sovereignty and freedom of movement to the teachers They also need to develop ways that promote teacher participation in the decision- and policy-making activities of the school. Empowerment is considered to be as important an attribute as are mutual trust, support and recognition to bring about a sense of professionalism, leading to the development of leadership qualities in teachers. (Mujis Harris, 2003).She suggested that teachers can develop into transformational leaders in their schools if all aspects of the system are re-aligned and re-examined. The responsibility of the administration and superintendent has been highlighted by many researchers in order to bring about this transformation. (Pounder, 2006) The leadership of the principal is necessary but not sufficient. Teachers make a big difference. How can teachers skills be developed? What professional difference will they make? Teachers need to work together and trust each other. It is very important that leadership is shared. (Harris, 2006) Teachers have an extraordinary opportunity to exercise leadership because they are the most powerful influence, next to students, on other teachers practice (Darling-Hammond, 2003). York-Barr and Duke (2004) reported, In this day of high accountability, the need and potential for teacher leadership as well as the press for results, has probably never been greater. Because teacher leaders work within a system that either supports or acts as a barrier to its success, the roles of administrators are important to review According to these researchers, teacher leadership is the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school communities to improve teaching and learning practices with the aim of increased student learning and achievement. Such team leadership work involves three intentional development foci: individual development, collaboration or team development, and organizational development. Empowered teachers and children become risk-takers, collaborators and self-evaluators.(Stone and Sandra, 1995) They emerge as intrinsically motivated, responsible and independent individuals. WHAT IS THE ROLE OF PRINCIPALS IN ENPOWERING TEACHERS? A variety of research articles and their findings are present in the field of education in USA and UK. Most of them agree on the key leadership roles assumed by the school principals to help teachers to develop as professionals who are confident and committed, possess specialized knowledge and expertise, collaborate with colleagues and undertake leadership roles both within and outside their classes.( Harris, A. and Lambert, L. 2003) Principals are the promoters of a environment which results in a paradigm shift of powers from those at the top of pyramid to those who are working in close collaboration with the learners- that is the teachers. This mode of shifting responsibilities and power to teachers results in shared decision-making, which is essential to school reform and to the changing demands in a global world. Results of various studies indicate that teacher empowerment is most closely related to principals social attractiveness (perceived similarity to teachers) and trustworthiness (perceived willingness to suppress ones own self-interest for the benefit of the school (Blase, J. and Blasà ©, J. 2001). The role of the leaders is to facilitate the development of teachers so that they will have the power and ability to determine important things about their work and schools. As indicated above, recent development on school reform, organizational studies, teachers professional development, and school leadership all point to the importance of teacher empowerment. Empowerment is not easy and it can not be accomplished in a short span of time. However, it can invoke real thinking and learning as well as meaningful action. If teachers are directly involved in leading the improvement effort they, would act as leaders without occupying any formal leadership roles. (Ghamrawi N.2010,). Schools need to cultivate this largely untapped resource for change and improvement in schools by providing teachers with leadership opportunities, appropriate training, and professional support empowerment in short. (Rizvi M.,2008) .An active and effective teacher leader can directly impact the school, its teachers and most importantly the students. There seems little doubt that both district and school leadership provides a critical bridge between most educational-reform initiatives, and having those reforms make a genuine difference for all students. Such leadership comes from many sources, not just superintendents and principals. But those in formal positions of authority in school systems are likely still the most influential. Efforts to improve their recruitment, training, evaluation and ongoing development should be considered highly cost-effective approaches to successful school improvement. School principals have an important role to play in building teacher leadership capacity by promoting teacher leadership learning teams, helping them clarify their vision, and encouraging them to develop habits that will enable them to make the most of their collaborative efforts. Many researchers have tried to develop a link between the distributed leadership of school heads and principals and consider it an important step towards empowering the staff. (Harris, 2003). They consider that the leadership of the principal is necessary but not sufficient. The principal is also more likely to be seen by staff as a source of instructional advice, which suggests that they are both more accessible and more knowledgeable about instructional matters than their counterparts in otherwise similar lower achieving schools Ash and Persall (2000) also in agreement to the view that principals must create an environment that supports collaboration among teachers; provides time for teachers professional development; and recognizes, rewards, and celebrates the concept of the teacher as leader The crucial role of principal is evident from the survey reports of The American Teacher: An Examination of School Leadership (2009) which reports that many teachers fear their chances to influence decisions about their profession are eroding. Teachers believe that principals spend more time on reporting and compliance than on guiding and motivating teachers, but principals report that the reverse is true. Principals must change this perception so that teachers feel empowered as school leaders. IMPACT OF TEACHER EMPOWERMENT ON STUDENTS Empowerment is important for children, as well. If empowerment changes how teachers view their work, empowering children should improve their view of learning. The foundations needed for empowering teachers and children include respect, validation and success. Once empowered, the individual changes. Research confirms the important influence of the classroom teacher on student achievement (Leithwood et al, 2010). A key issue, then, is how the quality of teaching and learning within individual classrooms can be influenced and improved. They argue that educational leadership has a key influence on the quality of teaching and learning and thus student achievement Motivated, engaged students are central to lasting school improvement. It is a mistake to think that reform done to students by well meaning adults will be successful, since in the end it is students who must do the learning. Students can play an important role in school improvement when they are asked to do so and conditions created to allow them to do so. Until 1960s it was widely believed that schools made little difference to student achievement, which was believed to be largely predetermined due to heredity, family background and socioeconomic context. Opinion on the effect that schools, teachers and educational leaders can have on student outcomes has also fluctuated. The influence of educational leadership on teacher and student performance has generally been underestimated, and that measured direct effects of leadership, which some researchers have found to be very low, are outweighed by indirect and antecedent effects such as school history, context and organization, with school climate acting as an intermediate variable between leadership and classroom achievement (De Maeyer et al., 2007), As noted, school leadership traditionally focused on the principal but today it is recognized that there can be many leaders in a school, including deputy principals, heads of department, program and committee chairs and teachers; it is agreed and seen as desirable that leadership is distributed. Student and community leadership also need to be recognized. Studies show school leaders can improve student learning by enhancing the conditions or status of selected variables on the four paths, i.e., rational, emotions, organizational and family. Leithwood (2010) points out that school leaders and leadership researchers should be guided directly by existing evidences about school, classroom and family variables with powerful effect on student learning, when taking decisions about school improvement. In America endeavors are being made towards developing educators professionally with programmes like learning forward by National Staff Development Council with slogans like every educator engages ineffective professional learning every day so every student achieves Students are considered important ultimate stakeholders .While doing research on the effect of teacher control on series of outcomes Ingeroll (2007) concluded that these outcomes are directly connected to the distribution of power and control in schools. Schools fostering empowerment have fewer student misbehavior problems, show more teacher collegiality and co-operation among teachers and administrators. Donaldson (2006) views teacher leadership cultivates the will and the ability to improve practice by three streams .i.e. by attending to the quality of relationships, by keeping purposes and goals in mind and by focusing on improving children learning. This is how a close bond is established between the empowerment of self and its impact on students learning. CONCLUSION The pendulum has swung for teachers as change agents from the days of relative powerlessness when teachers were cast not only in a passive role but frequently in the role of active obstructionists (Charles, 1971). The educational research has come a long way in establishing theories through evidences and findings. Contrary to the discussions so far, most teachers are known to become disengaged from leadership roles. (Gronn, 2003) discusses the disengagement of school leaders-the shunning of leadership roles by potential candidates (i.e. teachers). He argues that the main cause is the amplification of professional work, describing the new work orders of educational leadership as long hours, endless demands, punishing pace and continual frustration-hardly an attractive proposition for those considering taking up leadership roles. The positive role of principals in fostering the transformation of teachers to participants in decision making ventures cannot be ignored. Similar observations have been recorded by Gokà §e (2009) in Turkish schools, where a significant difference was found between the opinions of teachers and school principals. Teachers expect principals to show more effective behaviour in the change process. Bush (2008) in an editorial quotes Leithwood et al.s (2006) assessment that leadership is second only to classroom teaching as an influence on pupil learning leading to the inevitable conclusion that head teachers, principals and senior staff should undertake specific preparation for the distinctive role of educational leadership and management., then, and only then can the teachers feel empowered to exercise control over the different domains in and outside the classroom. In a study conducted by Rhodes and Brundrett (2008) emerging from the focus group phase, empowerment, support and controlled risk taking, were endorsed by heads to contribute towards effective in-house leadership development .. A culture of trust and collaboration is essential, as is a shared vision of where the school needs to go.. In the developed and emergent teacher leadership schools, barriers to teacher leadership were mainly external to the school (Daniel Muijs and Alma Harris2007).They suggest that developing teacher leadership is not an easy process. It is closely related to re-culturing as it means a fundamental shift in the purposes and practices of the school Literature in favour of the role of teacher as a change agent in transforming learners includes James S. Pounder (2006), according to whom the third wave emphasizes that teacher leadership is a process rather than a positional concept. A fourth wave of teacher leadership could include transformational classroom leadership as one of the defining qualities of a teacher leader and could embrace both school and university contexts. According to Leithwood, K., et al (2004): There seems little doubt that both district and school leadership provides a critical bridge between most educational-reform initiatives, and having those reforms make a genuine difference for all students. Such leadership comes from many sources, not just superintendents and principals. But those in formal positions of authority in school systems are likely still the most influential. Efforts to improve their recruitment, training, evaluation and ongoing development should be considered highly cost-effective approaches to successful school improvement. In contradiction to the various theories put forward by the renowned researchers like Leithwood et al (2004) and Gronn (2003), and beliefs adopted by agencies like the National College for School Leader ship (NCSL) in England, David Hartley (2009) in the book Distributed Leader ship According to the Evidence, suggests a casual relationship between distributed leader ship and pupil outcomes. He suggests two outcomes of distributed leadership which we assume form the predecessor of empowerment of teachers; one being the organizational variable, the other effect is that upon pupils achievement. According to the co-authors of the book, there is no clear correlation between the pattern of leader ship distribution in the qualitative data and the student test results evidence. This is a notoriously difficult matter to measure, for it is not easy to isolate the direct effect of distributed leader ship as an independent variable as the policy-makers have been ahead of the evidence in their en dorsement of distributed leader ship as a means to bring about the effective school The optimistic views presented by the renowned authors opens many a venues for further researches in this context.. Teacher leadership research is well established in the USA and Canada and, in the last decade, it has become a focus of research activity in the UK. However, in Pakistan teacher leadership is relatively unknown as an area of research although, UNESCO and the World Bank are funding studies to develop strategies for teacher education and professional development. We have still to go a long way to recognize and change the mind-set of our school heads and principals to empower the teachers and include them in decision making and policy making activities. Muijs and Harris (2003), summaries the concept of teacher leadership, empowerment, and its governing factors as below, and accept that there is still a need for research in the UK. In summary, teacher leadership is centrally concerned with forms of empowerment and agency which are also at the core of distributed leadership theory It is concluded that teacher leadership could have beneficial effects on school improvement, school and teacher effectiveness and teacher motivation and retention, but that the right conditions need to be in place in order for teacher leadership to flourish. The lack of research on teacher leadership in the UK is noted. More than a decade ago, findings by Pounder, D.G. et al.(1995), pointed towards the lack of obvious leadership relations between levels-school district, school, and classroom-and their effect upon multiple measures of school performance. Much research has been undertaken since then, still the latest review of literature shows that there is a need to fill the void existing between a direct impact of teacher empowerment and the enhancement of students learning. We have to look further for measurable success indicators in order to produce quantitative results in support of the myriad of qualitative results that establish the positive association between teachers empowerment and student achievement.