assisgnments a business basics

12
ASSISGNMENTS A SECTION-A Q1 Why do you think the history and culture of ABC has helped to face challenge? Ans : Because ABC industry is considered to have its own life ,ABC airlines was invented rises and provides various products and services to the people . its mature and provides better product services . The ABC airlines its goals are known .This is the stage where the industry initialized its planned actions and adjust to the different players of the envieronment . rapid growth industry mature stages were the product services known to the people. Last stage is the shakeout stage wherein the industry experiences more problems and the stability and lonenity of the industry questioned .this stage is useful for the ABC airlines to comeout with the the problem whenever its arived. Q2 why did ABC airlines take extra emphasis on taking care of the employees and building relationship? Ans: because the September 11 attack which gives a severe blow to the airline industry. SECTION B Q1 WHAT IS ORGANIZATION STRUCTURE ? WHY ITS IMPORTANT?

Upload: anil-kadpatil

Post on 25-Jan-2015

132 views

Category:

Education


1 download

DESCRIPTION

 

TRANSCRIPT

Page 1: Assisgnments a business basics

ASSISGNMENTS A

SECTION-A

Q1 Why do you think the history and culture of ABC has helped to face challenge?

Ans : Because ABC industry is considered to have its own life ,ABC airlines was invented rises and provides various products and services to the people . its mature and provides better product services . The ABC airlines its goals are known .This is the stage where the industry initialized its planned actions and adjust to the different players of the envieronment . rapid growth industry mature stages were the product services known to the people. Last stage is the shakeout stage wherein the industry experiences more problems and the stability and lonenity of the industry questioned .this stage is useful for the ABC airlines to comeout with the the problem whenever its arived.

Q2 why did ABC airlines take extra emphasis on taking care of the employees and building relationship?

Ans: because the September 11 attack which gives a severe blow to the airline industry.

SECTION B

Q1 WHAT IS ORGANIZATION STRUCTURE ? WHY ITS IMPORTANT?

ANS: ORGANIZATION STRUCTURE : Institutional arrangments and mechanism for mobilizing human,physical,financial and information resources at all the systems is called as structure of an organization

Culture is made up of the values belives, underlying assumptions, attitudes and behaviour that results when group arrives at a set of generally unspoken and unwritten

An organization structure establishes just that in an organization - a structure....without which there would be no chain of command for priorities to be established...nor would there be an escalation structure when issues that need resolution arise. The structure also defines what different areas and

Page 2: Assisgnments a business basics

people in the organization do/responsible for. An organization is a collection of various roles that have been identified and defined and staffed so as to achieve the overall objectives of the organization. The structure is this preestablished definition.

THE IMPORTANCE OF ORGANIZATION STRUCTURE

The importance of an organizational structure involves assisting business owners, CEOs, and entrepreneurs to conceptualize, visualize, and construct a hierarchical system to be implemented into their organization. For example, the building blocks of an organizational structure include: a chain of command, span of control, departmentalization, distribution of authority, and organization height

CHAIN OF COMMAND

An organizational structure involves a chain of command which determines and defines: job positions, who makes the decisions, and who's accountable for various duties.

SPAN OF CONTROL

Span of control determines and quantifies the actual amount of employees a manager supervises.

DEPARTMENTALIATION

Departments within an organization structure are sections of the structure divided into functional divisions (such as the Sales Department) relevant to specific tasks. Determining what activities, tasks, and talents are to be grouped to best achieve an origination's objective is called the departmentalization process.

DISTRIBUTION AUTHORITY

Distribution of authority determines if decision-making authority is concentrated among a few high-level figures commonly seen in bureaucratic organizations or is the authority shared and distributed throughout a variety of departments working closet to the their corresponding tasks.

ORGANIZATION HEIGHT

Organization height defines how many departments, divisions, and layers there are between the highest levels and the lowest levels of an organization.

Q2 what is the impact of culture on an organization?

Page 3: Assisgnments a business basics

Ans: 1> attitude

2>behavior

3>systems and processes

Attitude: What most people choose to believe or say about their work and environment.Behavior: How people choose to act interpersonally and whether they choose to consistently deliver the desired results.Systems and Processes: The effectiveness and ease of using the systems and processes people interact with on a daily basis.

The culture of an organization is the sum total of the common attitudes and beliefs held by people based on their experiences. These experiences then influence the behavior and willingness of everyone to work with or against the systems and processes. Whether you recognize it or not, every organization has a culture. With effort, that culture can become the one you design or it can evolve based on people’s positive or negative experiences.

When organizations consider culture change most of them do a fairly good job planning for the three impacts on culture described above. They start by defining the mission and values – and how people should talk about the organization (attitude). They will often come with a new set of behaviors (competencies) and put together a lengthy list of processes to work on to make them more effective or reduce waste. Planning the change is relatively easy. All too often though, efforts to change a culture often don’t last or take hold and this keeps the skepticism high about future change efforts.

The one key factor that determines whether culture change will happen is leadership. Leadership attitudes, behaviors and practices are often discussed as areas for improvement while planning culture change. But once plans are ready for implementation, being able to attain real leadership improvement seems to be the single biggest challenge, as leaders have the biggest impact on the final outcome of culture change.

Q3 draw kolb’s Cycle of Learning and briefly describe the four learning styles.

Ans: DAVID KOLB;S LEARNING THEORY MODEL:

Kolb’s learning theory sets four distinct learning styles, which are based on a four –stage learning cyle.(which might also be interpreted as a ‘training cycle’

Kolb's experiental learning style theory is typically represented by a four stage learning cycle in which the learner 'touches all the bases':

1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of existing experience)

Page 4: Assisgnments a business basics

2. Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding)

3. Abstract Conceptualisation (Reflection gives rise to a new idea, or a modification of an existing abstract concept)

4. Active Experimentation (the learner applies them to the world around them to see what results)

Kolb Experiental Learning Styles

Kolb's learning theory sets out four distinct learning styles, which are based on a four-stage learning cycle.

Kolb explains that different people naturally prefer a certain single different learning style. Various factors influence a person's preferred style.  For example, social environment, educational experiences, or the basic cognitive structure of the individual.

Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate 'choices' that we make, which Kolb presented as lines of axis, each with 'conflicting' modes at either end:

Concrete Experience - CE (feeling) ----V----Abstract Conceptualization - AC (thinking)

Active Experimentation - AE (doing)--- V---- Reflective Observation - RO (watching)

A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional response, or how we think or feel about it).

Kolb believed that we cannot perform both variables on a single axis at the same time (e.g. think and feel).

Our learning style is a product of these two choice decisions.

It's often easier to see the construction of Kolb's learning styles in terms of a two-by-two matrix. Each learning style represents a combination of two preferred styles. The diagram also highlights

Page 5: Assisgnments a business basics

Kolb's terminology for the four learning styles; diverging, assimilating, and converging, accommodating:

Doing (Active Experimentation - AE) Watching (Reflective Observation - RO) Feeling (Concrete Experience - CE) Accommodating (CE/AE) Diverging (CE/RO) Thinking (Abstract Conceptualization - AC) Converging (AC/AE) Assimilating (AC/RO)

Kolb Learning Styles Definitions

Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it's a matter of using emphasis that fits best with the given situation and a person's learning style preferences.

Here are brief descriptions of the four Kolb learning styles:

Diverging (feeling and watching - CE/RO)

These people are able to look at things from different perspectives. They are sensitive.

They prefer to watch rather than do, tending to gather information and use imagination to solve problems.

 They are best at viewing concrete situations several different viewpoints.

Page 6: Assisgnments a business basics

Kolb called this style 'Diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

Assimilating (watching and thinking - AC/RO)

The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts.  People with this style are more attracted to logically sound theories than approaches based on practical value.

These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.

Converging (doing and thinking - AC/AE)

People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems.

People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications.

Accommodating (doing and feeling - CE/AE)

The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on 'gut' instinct rather than logical analysis.  People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent.

Q4 STATE THE TWO PURPOSES OF LEARNING STYLE INVENTORY

Page 7: Assisgnments a business basics

ANS: LEARNING STYLE USEFUL IN IMPROVING STUDENTS' LEARNING

Information about style can help faculty become more sensitive to the differences students bring to the classroom. It can also serve as a guide in designing learning experiences that match or mismatch students' styles, depending on the teacher's purpose. Matching is particularly appropriate in working with poorly prepared students and with new college students, as the most attrition occurs in those situations. Some studies show that identifying a student's style and then providing instruction consistent with that style contribute to more effective learning.

In other instances, some mismatching may be appropriate so that students' experiences help them to learn in new ways and to bring into play ways of thinking and aspects of the self not previously developed. Any mismatching, however, should be done with sensitivity and consideration for students, because the experience of discontinuity can be very threatening, particularly when students are weak in these areas. Knowledge of learning style can thus help faculty design experiences appropriate for students in terms of matching or mismatching and enable them to do so thoughtfully and systematically.

OUTSIDE THE CLASSROOM

Information about learning style is extremely helpful in student affairs. In counseling, for example, style may suggest which approaches to counseling to use for particular students. Further, when students have problems in courses, it can guide counselors' efforts at intervention. In orientation, it can help students understand their own preferences and strengths in learning and be a stimulus for developing new ways of learning.

Learning style is useful in the work setting as well. It enables administrative leaders to be more insightful about using staff members in ways that call on their greatest strengths--a particularly important feature in the future as colleges and universities focus more on individuals' ability to perform tasks than on where they are in the organizational hierarchy. At the same time, the use of information about learning styles reminds us that an institution that is seriously interested in the development of students as a purpose needs to embrace such a concept for faculty and administrators as well.

ADDITIONAL RESEARCH NEEDED

The most pressing need is to learn more about the learning styles of minority students--a particularly important subject in the face of participation and graduation rates that indicate higher education is not serving black students well. Changing demographics portend an even more diverse student body in the future, with increasing numbers of Hispanics and other ethnic groups. Instruments that take cultural differences into account need to be developed.

Second, research is needed to clarify how much difference it makes if teaching methods are incongruent with a student's style. Studies that speak to the role and potency of style, seen in conjunction with other important variables, would help teachers significantly. The development of better instrumentation to identify styles should be a key part of such research.

Page 8: Assisgnments a business basics

Third, research is needed to illuminate the connections and interaction between style, developmental stage, disciplinary perspectives, and epistemology. A better understanding of the link between them would provide a helpful framework for examining teaching methodologies, the role of learning in individual development, and the use of the disciplines to promote more complex and integrative thinking

STEPS TO PROMOTE MORE EFFECTIVE LEARNING

1. Conduct professional development activities on the use of learning style in improving teaching and student development functions.

Professional development should go beyond traditional practices like sabbaticals and travel to professional meetings, as important as they are. Workshops, the use of minigrants for instructional improvement projects, seminars, and other functions can be very useful in helping the participants understand the importance of style.

2. Promote the concept of classroom research and make data about learning style an integral part of it.

Classroom research is an important strategy in achieving a greater balance in the way many institutions prize research and undervalue teaching, and the definition of research should be broadened to include not only research in the specialized disciplines but also in teaching-learning processes related to teaching in the disciplines (Cross 1987). Information about style, when linked with other data about students, holds great promise for helping faculty members to improve their teaching. The collection and use of such data, done formally or informally, can also contribute to a continuing dialogue among faculty and administrators as they learn from each other about teaching and learning.

3. Establish curricular experiences that focus on helping students learn how to learn.

Orientation activities or a credit course called "An Introduction to College" can be geared toward helping students gain a greater understanding of how learning occurs and their responsibility in the process. Inventories of learning style and other processes can be used to help make students aware of their own preferences and strengths. Attention should also be given to helping them develop strategies for succeeding in courses taught in ways that are incongruent with their primary learning abilities.

4. In hiring new faculty members, take into account candidates' understanding of teaching-learning practices that recognize individual differences, including learning style.

In the next 10 to 20 years, colleges and universities will hire thousands of new faculty members. In the past, the Ph.D., with its emphasis on specialized study in the discipline and its predominant orientation to research, was taken as the necessary credential for teaching, but today, with an increasingly diverse student body and research that clearly identifies the elements of effective college teaching (Cross 1987), administrators are coming to a greater realization that faculty preparation should include other areas of knowledge as well. Research in student

Page 9: Assisgnments a business basics

development, learning theory, and ways to use the creative tension between content and process are all important prerequisites for effective teaching. Administrators have the opportunity to make a major contribution to improved learning by hiring faculty who have such preparation.