2008 Plan Performance Rankings Q2

Each quarter Savingforcollege.com analyzes the investment performance figures for thousands of 529 portfolios and ranks the 529 savings plans from best to worst for one-year investment performance and for three-year investment performance. The Top Performing 529 Plans In producing our rankings, we compared the reported investment performance of a subset of portfolios from each 529 savings plan. The lower the "percentile" the better the ranking. For more details on our methodology click here. We ranked plans that consumers can enroll in directly (see below), as well as those sold through brokers (click here). These rankings are for periods ended June 30, 2008. 1-year Performance Ranking Updated September 15, 2008 Rank State Plan Percentile 1 West Virginia SMART529 WV Direct 26.43 2 Nebraska College Savings Plan of Nebraska (Direct-sold) 29.35 3 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 30.82 4 Nebraska TD Ameritrade 529 College Savings Plan 33.50 5 Kansas Schwab 529 College Savings Plan 34.02 6 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 34.69 7 Nevada The Upromise College Fund 35.43 8 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 35.46 9 Utah Utah Educational Savings Plan (UESP) Trust 35.67 10 Massachusetts U.Fund College Investing Plan 35.68 See the full list of 1-year direct sold rankings. 3-year Performance Ranking Updated September 15, 2008 Rank State Plan Percentile 1 Nebraska College Savings Plan of Nebraska (Direct-sold) 23.08 2 West Virginia SMART529 WV Direct 25.21 3 New Mexico The Education Plan's College Savings Program 27.06 4 Rhode Island CollegeBoundfund (Direct-sold, Alternative R) 29.08 5 Virginia Virginia Education Savings Trust (VEST) 30.09 6 Nebraska TD Ameritrade 529 College Savings Plan 31.58 7 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 31.80 8 Delaware Delaware College Investment Plan 34.51 9 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 34.73 10 Arizona Fidelity Arizona College Savings Plan 36.08 See the full list of 3-year direct sold rankings. For Broker Sold plan rankings, click here. How to Rank 529 Plan Performance Ranking over 3000 investment options is no easy task, considering the wide variety of options found in 529 savings plans, and it requires a special methodology. Step one: We select specific portfolios from each 529 plan that can be compared on an apples-to-apples basis to portfolios in other 529 plans based on their allocation among stocks, bonds, and short-term instruments (money market and guaranteed investments). We've set up seven different asset-allocation categories ranging from 100% equity to 100% short-term. Step two: Within each of the seven categories, we compare historical performance of the selected portfolios and assign each plan a percentile ranking between 1 (best) and 100 (worst). Separate rankings are developed for 1-year, 3-year, and 5-year performance. Step three: We take the average of each 529 plan's percentile rankings in the seven asset-allocation categories to produce a combined or "composite" percentile ranking. We then produce reports showing how the 529 plans rank against each other in their composite percentile rankings. Note: we currently produce these composite rankings for 1-year and 3-year performance. There are not yet enough 529 plans with a 5-year performance history to make a 5-year ranking report meaningful. For a more in-depth explanation of our methodology, please read our white paper. See the 1-year direct sold and 3-year direct sold rankings. More Information Links to our full report on the composite rankings for Q2 2008 are provided below for the direct-sold 529 plans. Only our Premium subscribers have access to composite rankings for adviser-sold 529 plans, to the underlying data supporting the rankings, and to separate 1-year, 3-year, and 5-year rankings for each of the seven different asset-allocation categories. In addition, subscribers can easily look up the historical performance for every 529 portfolio in every available share class by using our Fee and Performance Lookup Tool. Each quarter Savingforcollege.com analyzes the investment performance figures for thousands of 529 portfolios and ranks the 529 savings plans from best to worst for one-year investment performance and for three-year investment performance. The Top Performing 529 Plans In producing our rankings, we compared the reported investment performance of a subset of portfolios from each 529 savings plan. The lower the "percentile" the better the ranking. For more details on our methodology click here. We ranked plans that consumers can enroll in directly (see below), as well as those sold through brokers (click here). These rankings are for periods ended June 30, 2008. 1-year Performance Ranking Updated September 15, 2008 Rank State Plan Percentile 1 West Virginia SMART529 WV Direct 26.43 2 Nebraska College Savings Plan of Nebraska (Direct-sold) 29.35 3 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 30.82 4 Nebraska TD Ameritrade 529 College Savings Plan 33.50 5 Kansas Schwab 529 College Savings Plan 34.02 6 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 34.69 7 Nevada The Upromise College Fund 35.43 8 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 35.46 9 Utah Utah Educational Savings Plan (UESP) Trust 35.67 10 Massachusetts U.Fund College Investing Plan 35.68 See the full list of 1-year direct sold rankings. 3-year Performance Ranking Updated September 15, 2008 Rank State Plan Percentile 1 Nebraska College Savings Plan of Nebraska (Direct-sold) 23.08 2 West Virginia SMART529 WV Direct 25.21 3 New Mexico The Education Plan's College Savings Program 27.06 4 Rhode Island CollegeBoundfund (Direct-sold, Alternative R) 29.08 5 Virginia Virginia Education Savings Trust (VEST) 30.09 6 Nebraska TD Ameritrade 529 College Savings Plan 31.58 7 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 31.80 8 Delaware Delaware College Investment Plan 34.51 9 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 34.73 10 Arizona Fidelity Arizona College Savings Plan 36.08 See the full list of 3-year direct sold rankings. For Broker Sold plan rankings, click here. How to Rank 529 Plan Performance Ranking over 3000 investment options is no easy task, considering the wide variety of options found in 529 savings plans, and it requires a special methodology. Step one: We select specific portfolios from each 529 plan that can be compared on an apples-to-apples basis to portfolios in other 529 plans based on their allocation among stocks, bonds, and short-term instruments (money market and guaranteed investments). We've set up seven different asset-allocation categories ranging from 100% equity to 100% short-term. Step two: Within each of the seven categories, we compare historical performance of the selected portfolios and assign each plan a percentile ranking between 1 (best) and 100 (worst). Separate rankings are developed for 1-year, 3-year, and 5-year performance. Step three: We take the average of each 529 plan's percentile rankings in the seven asset-allocation categories to produce a combined or "composite" percentile ranking. We then produce reports showing how the 529 plans rank against each other in their composite percentile rankings. Note: we currently produce these composite rankings for 1-year and 3-year performance. There are not yet enough 529 plans with a 5-year performance history to make a 5-year ranking report meaningful. For a more in-depth explanation of our methodology, please read our white paper. See the 1-year direct sold and 3-year direct sold rankings. More Information Links to our full report on the composite rankings for Q2 2008 are provided below for the direct-sold 529 plans. Only our Premium subscribers have access to composite rankings for adviser-sold 529 plans, to the underlying data supporting the rankings, and to separate 1-year, 3-year, and 5-year rankings for each of the seven different asset-allocation categories. In addition, subscribers can easily look up the historical performance for every 529 portfolio in every available share class by using our Fee and Performance Lookup Tool. 2008 Plan Performance Rankings Q2 Each quarter Savingforcollege.com analyzes the investment performance figures for thousands of 529 portfolios and ranks the 529 savings plans from best to worst for one-year investment performance and for three-year investment performance. The Top Performing 529 Plans In producing our rankings, we compared the reported investment performance of a subset of portfolios from each 529 savings plan. The lower the "percentile" the better the ranking. For more details on our methodology click here. We ranked plans that consumers can enroll in directly (see below), as well as those sold through brokers (click here). These rankings are for periods ended June 30, 2008. 1-year Performance Ranking Updated September 15, 2008 Rank State Plan Percentile 1 West Virginia SMART529 WV Direct 26.43 2 Nebraska College Savings Plan of Nebraska (Direct-sold) 29.35 3 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 30.82 4 Nebraska TD Ameritrade 529 College Savings Plan 33.50 5 Kansas Schwab 529 College Savings Plan 34.02 6 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 34.69 7 Nevada The Upromise College Fund 35.43 8 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 35.46 9 Utah Utah Educational Savings Plan (UESP) Trust 35.67 10 Massachusetts U.Fund College Investing Plan 35.68 See the full list of 1-year direct sold rankings. 3-year Performance Ranking Updated September 15, 2008 Rank State Plan Percentile 1 Nebraska College Savings Plan of Nebraska (Direct-sold) 23.08 2 West Virginia SMART529 WV Direct 25.21 3 New Mexico The Education Plan's College Savings Program 27.06 4 Rhode Island CollegeBoundfund (Direct-sold, Alternative R) 29.08 5 Virginia Virginia Education Savings Trust (VEST) 30.09 6 Nebraska TD Ameritrade 529 College Savings Plan 31.58 7 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 31.80 8 Delaware Delaware College Investment Plan 34.51 9 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 34.73 10 Arizona Fidelity Arizona College Savings Plan 36.08 See the full list of 3-year direct sold rankings. For Broker Sold plan rankings, click here. How to Rank 529 Plan Performance Ranking over 3000 investment options is no easy task, considering the wide variety of options found in 529 savings plans, and it requires a special methodology. Step one: We select specific portfolios from each 529 plan that can be compared on an apples-to-apples basis to portfolios in other 529 plans based on their allocation among stocks, bonds, and short-term instruments (money market and guaranteed investments). We've set up seven different asset-allocation categories ranging from 100% equity to 100% short-term. Step two: Within each of the seven categories, we compare historical performance of the selected portfolios and assign each plan a percentile ranking between 1 (best) and 100 (worst). Separate rankings are developed for 1-year, 3-year, and 5-year performance. Step three: We take the average of each 529 plan's percentile rankings in the seven asset-allocation categories to produce a combined or "composite" percentile ranking. We then produce reports showing how the 529 plans rank against each other in their composite percentile rankings. Note: we currently produce these composite rankings for 1-year and 3-year performance. There are not yet enough 529 plans with a 5-year performance history to make a 5-year ranking report meaningful. For a more in-depth explanation of our methodology, please read our white paper. See the 1-year direct sold and 3-year direct sold rankings. More Information Links to our full report on the composite rankings for Q2 2008 are provided below for the direct-sold 529 plans. Only our Premium subscribers have access to composite rankings for adviser-sold 529 plans, to the underlying data supporting the rankings, and to separate 1-year, 3-year, and 5-year rankings for each of the seven different asset-allocation categories. In addition, subscribers can easily look up the historical performance for every 529 portfolio in every available share class by using our Fee and Performance Lookup Tool. Each quarter Savingforcollege.com analyzes the investment performance figures for thousands of 529 portfolios and ranks the 529 savings plans from best to worst for one-year investment performance and for three-year investment performance. The Top Performing 529 Plans In producing our rankings, we compared the reported investment performance of a subset of portfolios from each 529 savings plan. The lower the "percentile" the better the ranking. For more details on our methodology click here. We ranked plans that consumers can enroll in directly (see below), as well as those sold through brokers (click here). These rankings are for periods ended June 30, 2008. 1-year Performance Ranking Updated September 15, 2008 Rank State Plan Percentile 1 West Virginia SMART529 WV Direct 26.43 2 Nebraska College Savings Plan of Nebraska (Direct-sold) 29.35 3 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 30.82 4 Nebraska TD Ameritrade 529 College Savings Plan 33.50 5 Kansas Schwab 529 College Savings Plan 34.02 6 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 34.69 7 Nevada The Upromise College Fund 35.43 8 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 35.46 9 Utah Utah Educational Savings Plan (UESP) Trust 35.67 10 Massachusetts U.Fund College Investing Plan 35.68 See the full list of 1-year direct sold rankings. 3-year Performance Ranking Updated September 15, 2008 Rank State Plan Percentile 1 Nebraska College Savings Plan of Nebraska (Direct-sold) 23.08 2 West Virginia SMART529 WV Direct 25.21 3 New Mexico The Education Plan's College Savings Program 27.06 4 Rhode Island CollegeBoundfund (Direct-sold, Alternative R) 29.08 5 Virginia Virginia Education Savings Trust (VEST) 30.09 6 Nebraska TD Ameritrade 529 College Savings Plan 31.58 7 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 31.80 8 Delaware Delaware College Investment Plan 34.51 9 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 34.73 10 Arizona Fidelity Arizona College Savings Plan 36.08 See the full list of 3-year direct sold rankings. For Broker Sold plan rankings, click here. How to Rank 529 Plan Performance Ranking over 3000 investment options is no easy task, considering the wide variety of options found in 529 savings plans, and it requires a special methodology. Step one: We select specific portfolios from each 529 plan that can be compared on an apples-to-apples basis to portfolios in other 529 plans based on their allocation among stocks, bonds, and short-term instruments (money market and guaranteed investments). We've set up seven different asset-allocation categories ranging from 100% equity to 100% short-term. Step two: Within each of the seven categories, we compare historical performance of the selected portfolios and assign each plan a percentile ranking between 1 (best) and 100 (worst). Separate rankings are developed for 1-year, 3-year, and 5-year performance. Step three: We take the average of each 529 plan's percentile rankings in the seven asset-allocation categories to produce a combined or "composite" percentile ranking. We then produce reports showing how the 529 plans rank against each other in their composite percentile rankings. Note: we currently produce these composite rankings for 1-year and 3-year performance. There are not yet enough 529 plans with a 5-year performance history to make a 5-year ranking report meaningful. For a more in-depth explanation of our methodology, please read our white paper. See the 1-year direct sold and 3-year direct sold rankings. More Information Links to our full report on the composite rankings for Q2 2008 are provided below for the direct-sold 529 plans. Only our Premium subscribers have access to composite rankings for adviser-sold 529 plans, to the underlying data supporting the rankings, and to separate 1-year, 3-year, and 5-year rankings for each of the seven different asset-allocation categories. In addition, subscribers can easily look up the historical performance for every 529 portfolio in every available share class by using our Fee and Performance Lookup Tool. 2008 Plan Performance Rankings Q2 Each quarter Savingforcollege.com analyzes the investment performance figures for thousands of 529 portfolios and ranks the 529 savings plans from best to worst for one-year investment performance and for three-year investment performance. The Top Performing 529 Plans In producing our rankings, we compared the reported investment performance of a subset of portfolios from each 529 savings plan. The lower the "percentile" the better the ranking. For more details on our methodology click here. We ranked plans that consumers can enroll in directly (see below), as well as those sold through brokers (click here). These rankings are for periods ended June 30, 2008. 1-year Performance Ranking Updated September 15, 2008 Rank State Plan Percentile 1 West Virginia SMART529 WV Direct 26.43 2 Nebraska College Savings Plan of Nebraska (Direct-sold) 29.35 3 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 30.82 4 Nebraska TD Ameritrade 529 College Savings Plan 33.50 5 Kansas Schwab 529 College Savings Plan 34.02 6 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 34.69 7 Nevada The Upromise College Fund 35.43 8 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 35.46 9 Utah Utah Educational Savings Plan (UESP) Trust 35.67 10 Massachusetts U.Fund College Investing Plan 35.68 See the full list of 1-year direct sold rankings. 3-year Performance Ranking Updated September 15, 2008 Rank State Plan Percentile 1 Nebraska College Savings Plan of Nebraska (Direct-sold) 23.08 2 West Virginia SMART529 WV Direct 25.21 3 New Mexico The Education Plan's College Savings Program 27.06 4 Rhode Island CollegeBoundfund (Direct-sold, Alternative R) 29.08 5 Virginia Virginia Education Savings Trust (VEST) 30.09 6 Nebraska TD Ameritrade 529 College Savings Plan 31.58 7 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 31.80 8 Delaware Delaware College Investment Plan 34.51 9 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 34.73 10 Arizona Fidelity Arizona College Savings Plan 36.08 See the full list of 3-year direct sold rankings. For Broker Sold plan rankings, click here. How to Rank 529 Plan Performance Ranking over 3000 investment options is no easy task, considering the wide variety of options found in 529 savings plans, and it requires a special methodology. Step one: We select specific portfolios from each 529 plan that can be compared on an apples-to-apples basis to portfolios in other 529 plans based on their allocation among stocks, bonds, and short-term instruments (money market and guaranteed investments). We've set up seven different asset-allocation categories ranging from 100% equity to 100% short-term. Step two: Within each of the seven categories, we compare historical performance of the selected portfolios and assign each plan a percentile ranking between 1 (best) and 100 (worst). Separate rankings are developed for 1-year, 3-year, and 5-year performance. Step three: We take the average of each 529 plan's percentile rankings in the seven asset-allocation categories to produce a combined or "composite" percentile ranking. We then produce reports showing how the 529 plans rank against each other in their composite percentile rankings. Note: we currently produce these composite rankings for 1-year and 3-year performance. There are not yet enough 529 plans with a 5-year performance history to make a 5-year ranking report meaningful. For a more in-depth explanation of our methodology, please read our white paper. See the 1-year direct sold and 3-year direct sold rankings. More Information Links to our full report on the composite rankings for Q2 2008 are provided below for the direct-sold 529 plans. Only our Premium subscribers have access to composite rankings for adviser-sold 529 plans, to the underlying data supporting the rankings, and to separate 1-year, 3-year, and 5-year rankings for each of the seven different asset-allocation categories. In addition, subscribers can easily look up the historical performance for every 529 portfolio in every available share class by using our Fee and Performance Lookup Tool. Each quarter Savingforcollege.com analyzes the investment performance figures for thousands of 529 portfolios and ranks the 529 savings plans from best to worst for one-year investment performance and for three-year investment performance. The Top Performing 529 Plans In producing our rankings, we compared the reported investment performance of a subset of portfolios from each 529 savings plan. The lower the "percentile" the better the ranking. For more details on our methodology click here. We ranked plans that consumers can enroll in directly (see below), as well as those sold through brokers (click here). These rankings are for periods ended June 30, 2008. 1-year Performance Ranking Updated September 15, 2008 Rank State Plan Percentile 1 West Virginia SMART529 WV Direct 26.43 2 Nebraska College Savings Plan of Nebraska (Direct-sold) 29.35 3 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 30.82 4 Nebraska TD Ameritrade 529 College Savings Plan 33.50 5 Kansas Schwab 529 College Savings Plan 34.02 6 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 34.69 7 Nevada The Upromise College Fund 35.43 8 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 35.46 9 Utah Utah Educational Savings Plan (UESP) Trust 35.67 10 Massachusetts U.Fund College Investing Plan 35.68 See the full list of 1-year direct sold rankings. 3-year Performance Ranking Updated September 15, 2008 Rank State Plan Percentile 1 Nebraska College Savings Plan of Nebraska (Direct-sold) 23.08 2 West Virginia SMART529 WV Direct 25.21 3 New Mexico The Education Plan's College Savings Program 27.06 4 Rhode Island CollegeBoundfund (Direct-sold, Alternative R) 29.08 5 Virginia Virginia Education Savings Trust (VEST) 30.09 6 Nebraska TD Ameritrade 529 College Savings Plan 31.58 7 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 31.80 8 Delaware Delaware College Investment Plan 34.51 9 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 34.73 10 Arizona Fidelity Arizona College Savings Plan 36.08 See the full list of 3-year direct sold rankings. For Broker Sold plan rankings, click here. How to Rank 529 Plan Performance Ranking over 3000 investment options is no easy task, considering the wide variety of options found in 529 savings plans, and it requires a special methodology. Step one: We select specific portfolios from each 529 plan that can be compared on an apples-to-apples basis to portfolios in other 529 plans based on their allocation among stocks, bonds, and short-term instruments (money market and guaranteed investments). We've set up seven different asset-allocation categories ranging from 100% equity to 100% short-term. Step two: Within each of the seven categories, we compare historical performance of the selected portfolios and assign each plan a percentile ranking between 1 (best) and 100 (worst). Separate rankings are developed for 1-year, 3-year, and 5-year performance. Step three: We take the average of each 529 plan's percentile rankings in the seven asset-allocation categories to produce a combined or "composite" percentile ranking. We then produce reports showing how the 529 plans rank against each other in their composite percentile rankings. Note: we currently produce these composite rankings for 1-year and 3-year performance. There are not yet enough 529 plans with a 5-year performance history to make a 5-year ranking report meaningful. For a more in-depth explanation of our methodology, please read our white paper. See the 1-year direct sold and 3-year direct sold rankings. More Information Links to our full report on the composite rankings for Q2 2008 are provided below for the direct-sold 529 plans. Only our Premium subscribers have access to composite rankings for adviser-sold 529 plans, to the underlying data supporting the rankings, and to separate 1-year, 3-year, and 5-year rankings for each of the seven different asset-allocation categories. In addition, subscribers can easily look up the historical performance for every 529 portfolio in every available share class by using our Fee and Performance Lookup Tool.

Analysis of Martin Luther King Jrs Essay, Letter from the...

In Martin Luther King’s Jr essay â€Å"Letter from the Birmingham Jail† he uses ethos, pathos, and logos to establish his argument. First, let’s establish what all these means to the reader. Ethos gives the writer credibility, Logos is establish to the reader at what is logical, and Pathos is established with sympathy. When you think of Justice for all, we tend to think of your constitutional rights for all walks of life. But King is saying that this is not the case for the African American race back in early history. Some may think that King was only fighting the rights of the African American people, but the truth of the matter, he was fighting for all walks of life. The first argument that I will establish is Pathos. King stated: â€Å"If I†¦show more content†¦Anyone could have to take the fall, but King did this for their sake. When King is really showing emotions is when he asked God to forgive him. God is a spirit, and King is even showing love and sympathy for God. King is establishing Ethos in a great manner. King stated, â€Å"I have the honor of serving as president of the Southern Christian Leadership Conference, an organization operating in every southern state, with the headquarter in Atlanta (King 516).† The book did not state this, but you can image how he got this position. King was literally a born leader. If this organization is anything like these organizations of today, these are position that, you as an individual had to have demonstrated some leadership skills to some leaders. Then they would appoint you to the position. King shows logos in a manner that can’t be overlooked by any United States citizens. King stated, â€Å" But such an ordinance becomes unjust when it is used to maintain segregation and to deny citizens the Firs Amendment privilege of peaceful assembly and protest (King 520).† Let’s face the fact, the United States Constitution is for everyone. Why is these people denied some of their rights? The answer is very clear, back then the people were to stay in their place, and that was in cotton fields. King had to make a statement by peacefully assembling and marching with the citizens. Back in those days this was the only way to get your point across. Some (AfricanShow MoreRelatedMlk Rhetorical Analysis Essay example1178 Words   |  5 PagesRhetorical Analysis on Martin Luther King Junior’s Letter from Birmingham Jail In Martin Luther King Junior’s Letter from Birmingham Jail, MLK uses ethos, logos, and pathos powerfully and effectively to present his argument that the discrimination of African Americans all over the country is unbearable and should be outlawed forever. King wrote the letter in Birmingham, Alabama after a peaceful protest against segregation which was King’s way of reinforcing his belief that without forceful, directRead MoreSelf-Reflective Paper 838 Words   |  3 Pagespages and that was due to my interest in the topic, arguing about the significance of paragraphs 14 and 15 of Martin Luther King Jr’s Letter from Birmingham Jail. For paper 2, which was choosing a topic of choice to argue about, it was easier to write more due to the fact that arguing the topic was so engaging to me. My topic was whether or not congress should allow abortions for girls from the ages of 14 to 18 years of age. I wrote 8 and a half pages because I was able to actually argue abo ut the

Shoppers Conduct towards Cereal and Snack Products of Kelloggs in Research Proposal

Essays on Shoppers' Conduct towards Cereal and Snack Products of Kelloggs in Australia Research Proposal The paper â€Å"Shoppers’ Conduct towards Cereal and Snack Products of Kellogg’s in Australia† is a thrilling example of a research proposal on marketing. The following paper is about a research report commissioned by Kellogg. The report indicates what type of research is needed, whether qualitative or quantitative. The method used to collect data, participants in the research, the sample size, and the method used in the selection. It also shows how the recommended research method and/or sample size would change if in case there was a present research finding.Executive summaryThe research proposal purposes to investigate the measure of shoppers’ attitudes and behavior towards cereal and snack products of Kellogg’s in Australia. Kellogg commissioned this brief research. Although past researches have been investigated in this field, there have been no clear results that have been provided to show exactly how customers feel about the product. The mode of data collection method will be the use of interviews, case studies and focus groups from a sample size of 500 people who are chosen randomly among the shoppers who come to the retail and wholesale shops where the products are supplied. The proposal also addresses ways of meeting the ethical requirements of study such as privacy and informed consent of the respondents. This proposal thus seeks to provide additional knowledge about the attitudes and behavior of shoppers towards Kellogg’s products. Through the research, the cereal and snack making organizations will be able to make relevant decisions according to their products regarding consumer tastes and preferences (Grix, 2004, p. 74). The research findings are presented to the board of directors of the organization.IntroductionAims and objectivesThe key inquiry of the research project is what are the shoppers’ attitudes and behavior towards Kellogg’s cereal and snack products in Australia. The main aim of t his research is to collect primary data from the field and analyze it. These aides in concluding whether Kellogg’s cereal and snack products are favorable and enjoyed among Australian shoppers. The main objective is to make a valid conclusion informed by credible research through the use of an appropriate research method.Specific objective- To investigate shopper’s attitudes and behaviors.- To analyze the popularity, of Kellogg’s cereal and snack products.- Find if the quality of Kellogg’s cereal and snack products match consumers' expectations.Literature reviewIn today’s society, most customers have changed their tastes and preferences regarding the products. Increased competition in the market has forced many industries or organizations to undertake marketing research. So as, to obtain information in which they will use to make well-informed decisions, to maximize efficiency in productions, and to minimize the risks that come along while producin g products. Kellogg’s Company has embarked on producing quality products by monitoring and controlling its production processes. Feedback is also extremely crucial to them as it is here that they know whether they are still on track or not (Kellogg's Australia and New Zealand - Home). The company advocates for marketing research regularly to obtain new information about the market. It is this reason that led to the commission of the research. Other scholars say that market research allows individuals such as governments, customers, suppliers, and companies to voice their issues and be heard (Burns and Ronald, 2000).

Learning To Improve Presentation Skills - MyAssignmenthelp.com

Question: Discuss about the Learning To Improve Presentation Skills. Answer: Introduction The concerned assignment takes into account the Pecha Kucha presentation which has been based on the strategic management and was conducted as a group activity, by a team. For the purpose of understanding the purpose and contents of the presentation it is important for us to know about the notion of strategic management in the context of business (Levin and Peterson 2013). The term Strategic Management can be broadly defined as the formation and implementation of a framework of effective strategies, such that the concerned institution can manage their resources efficiently and use their strategic framework to achieve their individual organizational goals and objectives. (Hill, Jones and Schilling 2014). Strategic Management Given this scenario, our project was to prepare a team presentation regarding the role and significance of the concept of strategic management, in the daily business activities under the domain of the contemporary business framework and the implications of such strategic management framework in the development of the businesses as a whole and their long term profitability and sustainability. For the purpose of the same, we needed to prepare a Pecha Kucha Presentation based on the roles of strategic management in the contemporary commercial institutions, which was to be submitted to the class instructor (Eden and Ackermann 2013). Pecha Kucha Presentation The Pecha Kucha format of presentation (Pecha Kucha meaning chit chat in Japanese) is mainly Japanese style of presenting any topic or scenario, in which there usually remains twenty slides and the duration for presentation of each of the slides is conventionally twenty seconds, thereby making the duration of the total presentation of about six minutes and forty seconds (McDonald and Derby 2015). We needed to abide by these norms of the Pehca Kucha presentation, which is popular for being fast paced, informative as well as contextual form of presenting any topic of discussion, vision or thought. My role in the group presentation For the concerned group presentation, I was nominated as the leader for our team, which bestowed me with the responsibility of dividing the total work load equally and assign different activities and workloads to my other team members and also look after the smooth and hassle free running of the team activity. Additionally I was also assigned the responsibility to present the same in front of the instructor (Schlenker 2012). I divided the entire presentation in different parts and gave the responsibility of researching and collecting materials for each of these parts to each of my team members. After the collection of relevant materials and sufficient research by mu team members, I integrated all the collected information to form the framework of the actual presentation (West 2012). As a part of my responsibility, I also briefed my team on the very first day of our activity, regarding the topic of strategic management in business which we have selected, the significance of the same in the contemporary commercial scenario in the global framework. After the rough construction of the draft of the presentation, I also took the responsibility of presenting the same in front of all my team members in order to see how efficiently we have done our work and what changes and additions we need to make in our final presentation before I present it in front of our instructor (Belbin 2012). This rehearsal in front of my team was necessary, as this also facilitated discussions and integration of the concepts and ideas of different team members regarding different aspects of the presentation. This integration was immensely crucial as it helped us in overcoming the flaws and hurdles which were faced by the team members individually, in their own assigned job roles and research and this made our presentation robust and informative in an overall basis. However, during the entire time span of the team activity, there were several challenges and problems faced among the team members which affected the team dynamics significantly, thereby giving me the scope of utilizing my leadership skills in an efficient manner (Nancarrow et al. 2013). Team Dynamics: Challenges faced in our team activity While carrying out the group activity which was assigned to us, I noticed several issues and challenges cropping up and considerable dynamics in our team, which affected our productivity both individually as well as cumulatively: a) Difficulty in getting started- The first and foremost hurdle which our team and I, as a leader, faced while starting our activity was the problem of culminating the vision and objective of our team activity and the purpose of the same among all the team members. The team members were not highly communicative in the preliminary period, which made it a problem for me to understand their strengths and what roles I can assign to them to make the best use of their skills and abilities. b) Ineffective communication- Another problem, hampering the team dynamics was the lack of communication among the team members, especially during the initial starting time of our group activity. There existed substantial misunderstandings among the different team members due to lack of group communication, which also led to the formation of sub-groups within the team itself. c) Conflict within the team- Due to the lack of proper communication among the different team members, we often experienced conflicts among the team members, especially regarding their job roles, presentation of ideas and modus operandi of the team. The notion of competitiveness also contributed to this ideological conflict which affected the team dynamics. Many times this barred impartial hearing and accepting ideas and concepts put forward by different team members (Gundersen, Hellesy and Raeder 2012). d) Confusions regarding how to progress- Our assigned task being preparation of a group presentation on the role of strategic management in the contemporary business scenario, it was extremely crucial for each of the team members, including myself to understand the rising significance of the same in the current period. Along with that we were also required to design the way we need to progress to complete our task, the methodologies we need to follow to research, collect, analyze and interpret the relevant data. There were considerable confusions prevailing among the members which affected the process by slowing us down. e) Deadline issues- Time management being one of the crucial issues in any team activity, there were often issues of slow work and late submission of the tasks assigned to several members which led to some amount of confusions and hurdles in cumulating all the works together and forming the original presentation (Edmondson 2012). All these aspects of the team dynamics, creating hurdles on the path of completion of our group presentation, were required to be removed efficiently. I, being nominated as the leader of the group had to take up this responsibility, which I did in the manner which is discussed in the following section. My role as a leader in ruling out the problems As the leader of the team, I took the following steps to ensure that the team activity is done efficiently with the consent of all the members and each member contributed efficiently and not forcibly but happily: a) Ensuring communication among the members- To rule out the problem of lack of understanding among the team members, which I felt was extremely crucial to get the job done smoothly, I arranged for frequent discussion sessions, often casual and over coffee, such that the members mix with each other at a casual and informal level. This helped us to create a mutual understanding among the team members and helped considerably in ruling out the intra-team conflict (Edmondson 2012). b) Setting up deadlines- I, after team discussion and consent from all the members, set up deadlines for each task and encouraged the members to stick to the deadline and provide their progress reports to the team, thereby creating an avenue to arrange for the succeeding tasks. c) Free flow of ideas- To make the activity more interesting and to encourage each member, I encouraged each of them to brainstorm and come up with their ideas freely and without any inhibition in front of team discussions, which were frequently arranged. Each of the members was made to feel equally important by giving them equal opportunities to speak, discuss, critically evaluate others point of views and chances to come up with rectifications and suggestions (Northouse 2015). Lessons learnt: Scope of improvement From our group work and from my responsibility as a team leader, the primary lesson which I learnt and which will help me in my future team endeavor is the aspect of time management. Me and the team as a whole also learnt the need to communicate efficiently and come up with ideas without any inhibition. We also learnt that it is immensely important for each member to keep the goals of the team above any other individual priorities. All these lessons together are expected to improve our future abilities to work together in any project as a team. References Belbin, R.M., 2012.Team roles at work. Routledge. Eden, C. and Ackermann, F., 2013.Making strategy: The journey of strategic management. Sage. Edmondson, A.C., 2012. Teamwork on the fly.Harvard Business Review,90(4), pp.72-80.. Teamwork on the fly.Harvard Business Review,90(4), pp.72-80. Gundersen, G., Hellesy, B.T. and Raeder, S., 2012. Leading international project teams: The effectiveness of transformational leadership in dynamic work environments.Journal of Leadership Organizational Studies,19(1), pp.46-57. Hill, C.W., Jones, G.R. and Schilling, M.A., 2014.Strategic management: theory: an integrated approach. Cengage Learning. Levin, M.A. and Peterson, L.T., 2013. Use of Pecha Kucha in Marketing Students' Presentations.Marketing Education Review,23(1), pp.59-64. McDonald, R.E. and Derby, J.M., 2015. Active learning to improve presentation skills: The use of pecha kucha in undergraduate sales management classes.Marketing Education Review,25(1), pp.21-25. Nancarrow, S.A., Booth, A., Ariss, S., Smith, T., Enderby, P. and Roots, A., 2013. Ten principles of good interdisciplinary team work.Human resources for Health,11(1), p.19. Northouse, P.G., 2015.Leadership: Theory and practice. Sage publications. Schlenker, B.R., 2012. Self-presentation. West, M.A., 2012.Effective teamwork: Practical lessons from organizational research. John Wiley Sons.

Learning To Improve Presentation Skills - MyAssignmenthelp.com

Question: Discuss about the Learning To Improve Presentation Skills. Answer: Introduction The concerned assignment takes into account the Pecha Kucha presentation which has been based on the strategic management and was conducted as a group activity, by a team. For the purpose of understanding the purpose and contents of the presentation it is important for us to know about the notion of strategic management in the context of business (Levin and Peterson 2013). The term Strategic Management can be broadly defined as the formation and implementation of a framework of effective strategies, such that the concerned institution can manage their resources efficiently and use their strategic framework to achieve their individual organizational goals and objectives. (Hill, Jones and Schilling 2014). Strategic Management Given this scenario, our project was to prepare a team presentation regarding the role and significance of the concept of strategic management, in the daily business activities under the domain of the contemporary business framework and the implications of such strategic management framework in the development of the businesses as a whole and their long term profitability and sustainability. For the purpose of the same, we needed to prepare a Pecha Kucha Presentation based on the roles of strategic management in the contemporary commercial institutions, which was to be submitted to the class instructor (Eden and Ackermann 2013). Pecha Kucha Presentation The Pecha Kucha format of presentation (Pecha Kucha meaning chit chat in Japanese) is mainly Japanese style of presenting any topic or scenario, in which there usually remains twenty slides and the duration for presentation of each of the slides is conventionally twenty seconds, thereby making the duration of the total presentation of about six minutes and forty seconds (McDonald and Derby 2015). We needed to abide by these norms of the Pehca Kucha presentation, which is popular for being fast paced, informative as well as contextual form of presenting any topic of discussion, vision or thought. My role in the group presentation For the concerned group presentation, I was nominated as the leader for our team, which bestowed me with the responsibility of dividing the total work load equally and assign different activities and workloads to my other team members and also look after the smooth and hassle free running of the team activity. Additionally I was also assigned the responsibility to present the same in front of the instructor (Schlenker 2012). I divided the entire presentation in different parts and gave the responsibility of researching and collecting materials for each of these parts to each of my team members. After the collection of relevant materials and sufficient research by mu team members, I integrated all the collected information to form the framework of the actual presentation (West 2012). As a part of my responsibility, I also briefed my team on the very first day of our activity, regarding the topic of strategic management in business which we have selected, the significance of the same in the contemporary commercial scenario in the global framework. After the rough construction of the draft of the presentation, I also took the responsibility of presenting the same in front of all my team members in order to see how efficiently we have done our work and what changes and additions we need to make in our final presentation before I present it in front of our instructor (Belbin 2012). This rehearsal in front of my team was necessary, as this also facilitated discussions and integration of the concepts and ideas of different team members regarding different aspects of the presentation. This integration was immensely crucial as it helped us in overcoming the flaws and hurdles which were faced by the team members individually, in their own assigned job roles and research and this made our presentation robust and informative in an overall basis. However, during the entire time span of the team activity, there were several challenges and problems faced among the team members which affected the team dynamics significantly, thereby giving me the scope of utilizing my leadership skills in an efficient manner (Nancarrow et al. 2013). Team Dynamics: Challenges faced in our team activity While carrying out the group activity which was assigned to us, I noticed several issues and challenges cropping up and considerable dynamics in our team, which affected our productivity both individually as well as cumulatively: a) Difficulty in getting started- The first and foremost hurdle which our team and I, as a leader, faced while starting our activity was the problem of culminating the vision and objective of our team activity and the purpose of the same among all the team members. The team members were not highly communicative in the preliminary period, which made it a problem for me to understand their strengths and what roles I can assign to them to make the best use of their skills and abilities. b) Ineffective communication- Another problem, hampering the team dynamics was the lack of communication among the team members, especially during the initial starting time of our group activity. There existed substantial misunderstandings among the different team members due to lack of group communication, which also led to the formation of sub-groups within the team itself. c) Conflict within the team- Due to the lack of proper communication among the different team members, we often experienced conflicts among the team members, especially regarding their job roles, presentation of ideas and modus operandi of the team. The notion of competitiveness also contributed to this ideological conflict which affected the team dynamics. Many times this barred impartial hearing and accepting ideas and concepts put forward by different team members (Gundersen, Hellesy and Raeder 2012). d) Confusions regarding how to progress- Our assigned task being preparation of a group presentation on the role of strategic management in the contemporary business scenario, it was extremely crucial for each of the team members, including myself to understand the rising significance of the same in the current period. Along with that we were also required to design the way we need to progress to complete our task, the methodologies we need to follow to research, collect, analyze and interpret the relevant data. There were considerable confusions prevailing among the members which affected the process by slowing us down. e) Deadline issues- Time management being one of the crucial issues in any team activity, there were often issues of slow work and late submission of the tasks assigned to several members which led to some amount of confusions and hurdles in cumulating all the works together and forming the original presentation (Edmondson 2012). All these aspects of the team dynamics, creating hurdles on the path of completion of our group presentation, were required to be removed efficiently. I, being nominated as the leader of the group had to take up this responsibility, which I did in the manner which is discussed in the following section. My role as a leader in ruling out the problems As the leader of the team, I took the following steps to ensure that the team activity is done efficiently with the consent of all the members and each member contributed efficiently and not forcibly but happily: a) Ensuring communication among the members- To rule out the problem of lack of understanding among the team members, which I felt was extremely crucial to get the job done smoothly, I arranged for frequent discussion sessions, often casual and over coffee, such that the members mix with each other at a casual and informal level. This helped us to create a mutual understanding among the team members and helped considerably in ruling out the intra-team conflict (Edmondson 2012). b) Setting up deadlines- I, after team discussion and consent from all the members, set up deadlines for each task and encouraged the members to stick to the deadline and provide their progress reports to the team, thereby creating an avenue to arrange for the succeeding tasks. c) Free flow of ideas- To make the activity more interesting and to encourage each member, I encouraged each of them to brainstorm and come up with their ideas freely and without any inhibition in front of team discussions, which were frequently arranged. Each of the members was made to feel equally important by giving them equal opportunities to speak, discuss, critically evaluate others point of views and chances to come up with rectifications and suggestions (Northouse 2015). Lessons learnt: Scope of improvement From our group work and from my responsibility as a team leader, the primary lesson which I learnt and which will help me in my future team endeavor is the aspect of time management. Me and the team as a whole also learnt the need to communicate efficiently and come up with ideas without any inhibition. We also learnt that it is immensely important for each member to keep the goals of the team above any other individual priorities. All these lessons together are expected to improve our future abilities to work together in any project as a team. References Belbin, R.M., 2012.Team roles at work. Routledge. Eden, C. and Ackermann, F., 2013.Making strategy: The journey of strategic management. Sage. Edmondson, A.C., 2012. Teamwork on the fly.Harvard Business Review,90(4), pp.72-80.. Teamwork on the fly.Harvard Business Review,90(4), pp.72-80. Gundersen, G., Hellesy, B.T. and Raeder, S., 2012. Leading international project teams: The effectiveness of transformational leadership in dynamic work environments.Journal of Leadership Organizational Studies,19(1), pp.46-57. Hill, C.W., Jones, G.R. and Schilling, M.A., 2014.Strategic management: theory: an integrated approach. Cengage Learning. Levin, M.A. and Peterson, L.T., 2013. Use of Pecha Kucha in Marketing Students' Presentations.Marketing Education Review,23(1), pp.59-64. McDonald, R.E. and Derby, J.M., 2015. Active learning to improve presentation skills: The use of pecha kucha in undergraduate sales management classes.Marketing Education Review,25(1), pp.21-25. Nancarrow, S.A., Booth, A., Ariss, S., Smith, T., Enderby, P. and Roots, A., 2013. Ten principles of good interdisciplinary team work.Human resources for Health,11(1), p.19. Northouse, P.G., 2015.Leadership: Theory and practice. Sage publications. Schlenker, B.R., 2012. Self-presentation. West, M.A., 2012.Effective teamwork: Practical lessons from organizational research. John Wiley Sons.

Learning To Improve Presentation Skills - MyAssignmenthelp.com

Question: Discuss about the Learning To Improve Presentation Skills. Answer: Introduction The concerned assignment takes into account the Pecha Kucha presentation which has been based on the strategic management and was conducted as a group activity, by a team. For the purpose of understanding the purpose and contents of the presentation it is important for us to know about the notion of strategic management in the context of business (Levin and Peterson 2013). The term Strategic Management can be broadly defined as the formation and implementation of a framework of effective strategies, such that the concerned institution can manage their resources efficiently and use their strategic framework to achieve their individual organizational goals and objectives. (Hill, Jones and Schilling 2014). Strategic Management Given this scenario, our project was to prepare a team presentation regarding the role and significance of the concept of strategic management, in the daily business activities under the domain of the contemporary business framework and the implications of such strategic management framework in the development of the businesses as a whole and their long term profitability and sustainability. For the purpose of the same, we needed to prepare a Pecha Kucha Presentation based on the roles of strategic management in the contemporary commercial institutions, which was to be submitted to the class instructor (Eden and Ackermann 2013). Pecha Kucha Presentation The Pecha Kucha format of presentation (Pecha Kucha meaning chit chat in Japanese) is mainly Japanese style of presenting any topic or scenario, in which there usually remains twenty slides and the duration for presentation of each of the slides is conventionally twenty seconds, thereby making the duration of the total presentation of about six minutes and forty seconds (McDonald and Derby 2015). We needed to abide by these norms of the Pehca Kucha presentation, which is popular for being fast paced, informative as well as contextual form of presenting any topic of discussion, vision or thought. My role in the group presentation For the concerned group presentation, I was nominated as the leader for our team, which bestowed me with the responsibility of dividing the total work load equally and assign different activities and workloads to my other team members and also look after the smooth and hassle free running of the team activity. Additionally I was also assigned the responsibility to present the same in front of the instructor (Schlenker 2012). I divided the entire presentation in different parts and gave the responsibility of researching and collecting materials for each of these parts to each of my team members. After the collection of relevant materials and sufficient research by mu team members, I integrated all the collected information to form the framework of the actual presentation (West 2012). As a part of my responsibility, I also briefed my team on the very first day of our activity, regarding the topic of strategic management in business which we have selected, the significance of the same in the contemporary commercial scenario in the global framework. After the rough construction of the draft of the presentation, I also took the responsibility of presenting the same in front of all my team members in order to see how efficiently we have done our work and what changes and additions we need to make in our final presentation before I present it in front of our instructor (Belbin 2012). This rehearsal in front of my team was necessary, as this also facilitated discussions and integration of the concepts and ideas of different team members regarding different aspects of the presentation. This integration was immensely crucial as it helped us in overcoming the flaws and hurdles which were faced by the team members individually, in their own assigned job roles and research and this made our presentation robust and informative in an overall basis. However, during the entire time span of the team activity, there were several challenges and problems faced among the team members which affected the team dynamics significantly, thereby giving me the scope of utilizing my leadership skills in an efficient manner (Nancarrow et al. 2013). Team Dynamics: Challenges faced in our team activity While carrying out the group activity which was assigned to us, I noticed several issues and challenges cropping up and considerable dynamics in our team, which affected our productivity both individually as well as cumulatively: a) Difficulty in getting started- The first and foremost hurdle which our team and I, as a leader, faced while starting our activity was the problem of culminating the vision and objective of our team activity and the purpose of the same among all the team members. The team members were not highly communicative in the preliminary period, which made it a problem for me to understand their strengths and what roles I can assign to them to make the best use of their skills and abilities. b) Ineffective communication- Another problem, hampering the team dynamics was the lack of communication among the team members, especially during the initial starting time of our group activity. There existed substantial misunderstandings among the different team members due to lack of group communication, which also led to the formation of sub-groups within the team itself. c) Conflict within the team- Due to the lack of proper communication among the different team members, we often experienced conflicts among the team members, especially regarding their job roles, presentation of ideas and modus operandi of the team. The notion of competitiveness also contributed to this ideological conflict which affected the team dynamics. Many times this barred impartial hearing and accepting ideas and concepts put forward by different team members (Gundersen, Hellesy and Raeder 2012). d) Confusions regarding how to progress- Our assigned task being preparation of a group presentation on the role of strategic management in the contemporary business scenario, it was extremely crucial for each of the team members, including myself to understand the rising significance of the same in the current period. Along with that we were also required to design the way we need to progress to complete our task, the methodologies we need to follow to research, collect, analyze and interpret the relevant data. There were considerable confusions prevailing among the members which affected the process by slowing us down. e) Deadline issues- Time management being one of the crucial issues in any team activity, there were often issues of slow work and late submission of the tasks assigned to several members which led to some amount of confusions and hurdles in cumulating all the works together and forming the original presentation (Edmondson 2012). All these aspects of the team dynamics, creating hurdles on the path of completion of our group presentation, were required to be removed efficiently. I, being nominated as the leader of the group had to take up this responsibility, which I did in the manner which is discussed in the following section. My role as a leader in ruling out the problems As the leader of the team, I took the following steps to ensure that the team activity is done efficiently with the consent of all the members and each member contributed efficiently and not forcibly but happily: a) Ensuring communication among the members- To rule out the problem of lack of understanding among the team members, which I felt was extremely crucial to get the job done smoothly, I arranged for frequent discussion sessions, often casual and over coffee, such that the members mix with each other at a casual and informal level. This helped us to create a mutual understanding among the team members and helped considerably in ruling out the intra-team conflict (Edmondson 2012). b) Setting up deadlines- I, after team discussion and consent from all the members, set up deadlines for each task and encouraged the members to stick to the deadline and provide their progress reports to the team, thereby creating an avenue to arrange for the succeeding tasks. c) Free flow of ideas- To make the activity more interesting and to encourage each member, I encouraged each of them to brainstorm and come up with their ideas freely and without any inhibition in front of team discussions, which were frequently arranged. Each of the members was made to feel equally important by giving them equal opportunities to speak, discuss, critically evaluate others point of views and chances to come up with rectifications and suggestions (Northouse 2015). Lessons learnt: Scope of improvement From our group work and from my responsibility as a team leader, the primary lesson which I learnt and which will help me in my future team endeavor is the aspect of time management. Me and the team as a whole also learnt the need to communicate efficiently and come up with ideas without any inhibition. We also learnt that it is immensely important for each member to keep the goals of the team above any other individual priorities. All these lessons together are expected to improve our future abilities to work together in any project as a team. References Belbin, R.M., 2012.Team roles at work. Routledge. Eden, C. and Ackermann, F., 2013.Making strategy: The journey of strategic management. Sage. Edmondson, A.C., 2012. Teamwork on the fly.Harvard Business Review,90(4), pp.72-80.. Teamwork on the fly.Harvard Business Review,90(4), pp.72-80. Gundersen, G., Hellesy, B.T. and Raeder, S., 2012. Leading international project teams: The effectiveness of transformational leadership in dynamic work environments.Journal of Leadership Organizational Studies,19(1), pp.46-57. Hill, C.W., Jones, G.R. and Schilling, M.A., 2014.Strategic management: theory: an integrated approach. Cengage Learning. Levin, M.A. and Peterson, L.T., 2013. Use of Pecha Kucha in Marketing Students' Presentations.Marketing Education Review,23(1), pp.59-64. McDonald, R.E. and Derby, J.M., 2015. Active learning to improve presentation skills: The use of pecha kucha in undergraduate sales management classes.Marketing Education Review,25(1), pp.21-25. Nancarrow, S.A., Booth, A., Ariss, S., Smith, T., Enderby, P. and Roots, A., 2013. Ten principles of good interdisciplinary team work.Human resources for Health,11(1), p.19. Northouse, P.G., 2015.Leadership: Theory and practice. Sage publications. Schlenker, B.R., 2012. Self-presentation. West, M.A., 2012.Effective teamwork: Practical lessons from organizational research. John Wiley Sons.

Organizational Change in Project Control Department

Executive Summary Organizational change in project control is inevitable because change is the only constant element in project management. This study acknowledges that organizational change can have serious effects in the outcome of projects, in the construction industry because it can lead to increased project costs, poor schedule adherence and poor project quality.Advertising We will write a custom essay sample on Organizational Change in Project Control Department specifically for you for only $16.05 $11/page Learn More Consequently, this study notes that change management is important in the construction industry and project managers ought to evaluate their alternatives in dealing with the same. Depending on the nature of the construction project, the alternatives for selecting the best change management tool is open, but the criterion is subject to further investigation Introduction Change is often inevitable within any given organizational context . However, managing such change is a big problem and in this regard, organizations often experience a lot of difficulty trying to initiate change within project management processes (Carnegie 2007). This difficulty inhibits a project’s ability to transform from a current state to a future desired state of operations. The initiation of change is often a byproduct of extensive research in a project’s operations, to determine how it can be improved in future processes. In project management, the project manager often has a task of anticipating future changes and developing a contingency plan to establish how the change will affect the organization and what effective ways can be implemented to achieve project success. This study analyses organizational change in project control management and how it has an impact in the outcome of the construction industry. Organizational Problem The construction industry has for a long time remained a project-based industry (Hao, Shen and Neelamkavil 2008). In this regard, the construction industry has been subject to project management processes, such as risk assessment; planning cost estimation; bidding and similar project management processes (Collins 1998). Regardless of these processes, decisions about the construction project still have to be made, based on incomplete information regarding the project management process.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This fact often subjects project management in the construction industry to several changes; and in this regard, change stands out as the common denominator in many construction project management processes (despite the varying scope and complexity of construction projects) (Kotter 1996). In this regard, the construction industry has often experienced several project changes, brought about by changing technology, changing consumer needs and the likes (Li entz 2001). Often, these changes are unanticipated, and they have severe effects on the project management process, in form of project delays, an upsurge of project costs, poor quality of construction standards and the likes. In fact, it is estimated that reworking a project to remedy the effects of an unplanned change can cause an increase of between 10% and 15% of the construction costs (Kotter 1996). Such project eventualities normally cause dissatisfaction to project clients and this fact cannot be better explained, than through the assertion by Engineering and Physical Sciences Research Council, U.K. that: â€Å"More than a third of major clients are dissatisfied with contractors’ performance in keeping to the quoted price and to time, resolving defects, and delivering a final product of the required quality† (Kotter 1996, p. 1). The above institution further goes ahead to explain that: â€Å"the clients’ dissatisfaction is due to the fact that, over 50% o f construction projects suffer from delays and over-spending, while more than 30% of the completed projects have quality defects. Furthermore, some 30% of construction is rework† (Kotter 1996, p. 1). From the above assertions, we see that changes in construction project management have been poorly managed because of the high frequency of technology change and the complexity and messiness of the construction industry (Schwalbe 2009). In support of this fact, existing literature on project change management often cite the complexity of the construction industry, as demanding a blend of several strategies to effectively manage change (Ross Consulting Inc 2009). For example, some literatures propose that change in the construction industry cannot be solely solved through collaborative problem solving (Kotter 1996).Advertising We will write a custom essay sample on Organizational Change in Project Control Department specifically for you for only $16.05 $11/page Learn More From this analysis, we see that there is a need for effective project change management in the construction industry. This study therefore seeks to establish how best such change management can be developed and implemented. Strategic Issues and Organizational Change The issue of knowledge sharing in organizational project change control has been advanced as a change management tool (Senaratne and Sexton 2008, p. 1303). Whenever organizations are faced with the problem of change management, the common strategy advanced among project managers today, is to facilitate knowledge sharing, where people have a forum to deliberate on the implications of the project change, and devise ways they can effectively overcome such changes (Reed 2004). The management of change in the construction industry has not been any different from the above trend; except for the fact that, pragmatic on site problem solving is applied, as opposed to other conventional methods of problem solv ing. Unfortunately, this strategy has been poorly adopted by most managers in the construction industry (Senaratne and Sexton 2008, p. 1303). A good example of organizational change in the construction industry is the rapid change of organizational structure, where new methods of operations are quickly being evidenced in the management of project construction works (Kuriger 2004). For instance, new activities such as: the extension of the subcontracting chain; more self employment strategies among project team members; less training programs in the project management process and the rampant casualization of work have tremendously changed the way project management is carried out, and it is unfortunate that, project managers have not embraced these changes with the right strategies (Rosewarne 2011). A strategy such as knowledge sharing is a useful strategy to cope with such organizational changes, but other alternatives still exist (De wit and Meyer 2005).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion and Recommendations This study acknowledges that, the construction industry is not immune to organizational change, and if such changes are not effectively managed, they can cause significant delays in the delivery of project outcomes. However, the ways to manage such changes are diverse and may be tricky for each project manager, depending on the dynamics of the construction project in question. This is the basis used by this study to propose effective change management strategies, like knowledge-based processes. However, there are other strategies to be used in change management for the construction industry and they can be effectively used to minimize the negative effects of organizational (or project) changes in the construction industry. However, to adopt the best change management tool, a thorough selection of the existent change management tools ought to be established, to determine the best tool that fits the project need (Grant 2007). This strategy should be adop ted by all project managers. The effectiveness of the change management strategies and their subsequent impact on the outcome of the construction industry however need to be investigated further. References Carnegie, D. (2007) How To Win Friends And Influence People. South Dakota, vermillion. Collins, D. (1998) Organizational Change: Sociological Perspectives. London, Routledge. De wit, B. and Meyer, R. (2005) Strategy Synthesis: Resolving Strategy Paradoxes to  Crete Competive Advantage. London, Thomson. Grant, R.M. (2007) Contemporary Strategic Analysis. Oxford, Blackwell. Hao, Q., Shen, W. and Neelamkavil, J. (2008) Managing Changes in Construction. (Online) Web. Kotter, J (1996) Leading Change. Cambridge, MA, Harvard Business Press. Kuriger, C. (2004) Organizational Change: Case Studies in the Real World. New York, Universal-Publishers. Lientz, B. (2001) Breakthrough Technology Project Management. London, Butterworth- Heinemann. Reed, P. (2004) Extraordinary Leadership: Creati ng Strategies for Change. London, Kogan Page. Rosewarne, S. (2011) Organizational Change in Australian Building and  Construction: Rethinking a Unilinear ‘Leaning’ Discourse. (Online) Available at:  https://ideas.repec.org/a/taf/conmgt/v27y2009i11p1111-1128.html . Ross Consulting Inc. (2009) Managing Organizational Change. (Online) Available at:  http://www.ross-consulting.com/new_page_21.htm . Schwalbe, K. (2009) Information Technology Project Management. London, Cengage Learning. Senaratne, S. and Sexton, M. (2008) Managing Construction Project Change: A Knowledge Management Perspective. Construction Management and Economics, 26, 1303–1311. This essay on Organizational Change in Project Control Department was written and submitted by user Selah Vang to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.