2018 ABS Course Pack Module 3 LA2124

Text 2Author: Rafael Teixeira, Xenophon Koufteros, & Xiasong David PengTitle: Organizational Structure, Integration, and Manufacturing Performance: A Conceptual Modeland PropositionsGenre: Journal ArticlePublication: In Journal of Operations and Supply Chain Management Volume 5 (issue 1), pp 69 – 81Date: June 2012 50

Text 3Author: Challenge (Russian case writing company) for UnileverTitle: Appendix 4. Types of organizational structures. Found in “Case study Unilever: Towards a neworganization”Genre: Case StudyPublication: Challenge (pg. 22)Date: 2009 51

Text 3, cont. 52

Referencing Skills Independent Practice1) UEFAP.com = Using English for Academic Purposes Writing  Plagiarism  References Exercises  Plagiarism  References2) Try the following: Citing References Quiz – Identify the source https://ilrb.cf.ac.uk/citingreferences/sourcequiz/index.html Citation Format Quiz (Harvard Style https://ilrb.cf.ac.uk/citingreferences/citationformat/index.html Compile the references activity (Harvard Style) https://ilrb.cf.ac.uk/citingreferences/correctorder/index.html Avoiding plagiarism exercise https://ilrb.cf.ac.uk/plagiarism/exercise/index.html Is it plagiarism quiz https://ilrb.cf.ac.uk/plagiarism/quiz/index.html When to cite exercise https://ilrb.cf.ac.uk/plagiarism/whentocite/index.html Activity – How to read research critically https://ilrb.cf.ac.uk/evalinfo/activity.html 53

Aston Pre-sessional Week 10Theme: Organisations & Operations 54

_Case Study TaskPlease read the following case study. Then write a case study report that describes andevaluates the three organisational structures the Forestry Commission use. Please includean introduction (with the background of the company + aim of the report), analysis,discussion, and conclusion. Note for this case study report there is no recommendationssection, as the focus of the case study is not on problems the company has but on successfulimplementation of certain processes.Allow yourself about 45 minutes to read and analyse the case study and plan the report,and 45 minutes to write and proofread the report. Use the remaining time in class to peerreview your classmates work. Notes on Forestry Commission Case Study 55

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Essay PracticeRead and discuss the text below about the leadership structure and organizational culture of GoogleInc. Then write a short essay that describes the advantages and disadvantages of Google Inc.’sorganisational culture and get feedback from a classmate.Remember to refer back to the resources in Week 12 on the process of writing.Google's Business Leadership and Organizational Culture by Scott Thompson, Demand MediaGoogle Inc. has received a lot of attention and acclaim for its unusual organizational culture, which is designed toencourage both loyalty and creativity. Google has created many significant products through this emphasis oninnovation, including the Google search engine, Google Maps and the Google Chrome Web browser. The company isnow much larger than it was when the organizational culture first developed, forcing some changes to the originalmodel.Leadership StructureGoogle's corporate structure is not particularly unusual other than the existence of a few unique leadership positionssuch as Chief Culture Officer and Chief Internet Evangelist. The company is overseen by a board of directors, whichpasses instructions down through an executive management group. This group oversees several departments such asEngineering, Products, Legal, Finance and Sales. Each of these departments is divided into smaller units. Forinstance, the Sales department has branches dedicated to the Americas, Asia Pacific, and Europe, the Middle East andAfrica. Despite the use of a standard corporate organizational structure, Google has developed a corporate culturebased on giving employees substantial leeway to develop new ideas without excessive oversight.The 70/20/10 RuleAll Google employees follow a rule called the 70/20/10 rule, under which they are expected to devote 70 percent ofevery work day to whichever projects are assigned by management, 20 percent of each day to new projects or ideasrelated to their core projects, and 10 percent to any new ideas they want to pursue regardless of what they might be.The company credits this rule with being the driving force behind many of Google's new products and services,because programmers, salespeople and even executives are given enough space to be creative. When the companybecame too large to easily manage the flow of new ideas and projects, it instituted a schedule of meetings betweenemployees and the company's founders and chief executives. At these meetings, employees can pitch new ideas andprojects directly to the top executives.CriticismsAlthough the culture of creativity at Google has resulted in many new products, critics such as Gene Munster fromthe Piper Jaffray Investment Bank charge that most of these products have not produced substantial new revenue.Because advertising on search engine result pages produces much of Google's revenues, many of its products areoffered for free to encourage the use of the Google search engine. Google initially paid employees less than manyother Silicon Valley firms, but used other perks to attract employees. For instance, Google employees receive freefood cooked by a company chef, are provided with bus rides to work and are allowed to travel through the buildingon scooters and bicycles. They also have access to company daycare facilities, exercise gyms and other amenities.These perks are intended to help create a fun and creative atmosphere. In addition, Google now offers stock plans andhigher wages that have brought its compensation package into the same range as other companies in the sameindustry.Google's MottoGoogle's unofficial motto is “Don't Be Evil,” and many of its policies and corporate decisions are based on trying tolive up to this motto. Although it may seem eccentric to pursue such an approach in a business environment whereprofit is always the final concern, employees report feeling very differently about working at Google as opposed toother companies. According to a New York Times article from 2005, Google employees interviewed said that theyfelt a sense of being personally invested in the company's sense of mission and future success. A 2009the company's growth has produced some problems, with teams developing new ideas secretly in isolation from each 60

Preparing for seminarsTips and Discussion Skills for Tutorials & SeminarsAsking questions and joining in discussions are important skills for university study. In manysubjects, you will receive marks for tutorial participation and this mark reflects how activeyou have been in tutorial discussions.Why have discussions at University?  To understand a subject or topic area more deeply.  To explore ideas.  To exchange information.  To expand and clarify your knowledge.  To improve your ability to think critically.  To improve your language skills.  To increase your confidence in speaking.  A discussion can change your attitudes and ideas.  A discussion can helps a group make a particular decision or come to a conclusion.  A discussion gives you the chance to hear the thoughts and ideas of other students.Strategies for Improving Discussion Skills for Tutorials & SeminarsIf you find it difficult to speak or ask questions in tutorials and seminars, try the followingstrategies.ObserveAttend as many seminars and tutorials as possible and notice what other students do. Askyourself:  How do other students enter into the discussion?  How do they ask questions?  How do they disagree with or support the topic?  How do other students make critical comments?  What special phrases do they use to show politeness even when they are voicing disagreement?  How do they signal to ask a question or make a point? 61

Learn to ListenListening is an essential skill and an important element of any discussion. Effective listenersdon't just hear what is being said, they think about it and actively process it.  Be an active listener and don't let your attention drift. Stay attentive and focus on what is being said.  Identify the main ideas being discussed.  Evaluate what is being said. Think about how it relates to the main idea/ theme of the tutorial discussion.  Listen with an open mind and be receptive to new ideas and points of view. Think about how they fit in with what you have already learnt.  Test your understanding. Mentally paraphrase what other speakers say.  Ask yourself questions as you listen. Take notes during class about things to which you could respond.PrepareYou can't contribute to a discussion unless you are well-prepared. Attend lectures and makesure you complete any assigned readings or tutorial assignments. If you don't understandthe material or don't feel confident about your ideas, speak to your tutor or lecturer outsideof class.PractisePractise discussing course topics and materials outside class. Start in an informal setting withanother student or with a small group.Begin by asking questions of fellow students. Ask them about:  the course material  their opinions  information or advice about the coursePractice listening and responding to what they say. Try out any discipline-specific vocabulary orconcepts.Becoming accustomed to expressing your views outside class will help you develop skills you cantake into the more formal environment of a tutorial group.ParticipateIf you find it difficult to participate in tutorial discussion, set yourself goals and aim to increase yourcontribution each week.An easy way to participate is to add to the existing discussion. Start by making small contributions: 62

 agree with what someone has said or;  ask them to expand on their point (ask for an example or for more information)  prepare a question to ask beforehand.You can then work up to:  answering a question put to the group  providing an example for a point under discussion  disagreeing with a point. Voicing an opinion and arguing a point effectivelyWhat is an argument?To 'argue' in an academic context is to put forward an opinion through the process ofreasoning, supported by evidence. An argument attempts to persuade through rational andcritical judgement. In academic writing an argument is sometimes called a claim or a thesisstatement, which is also supported with evidence.How do we argue at university?The everyday meaning of the term argument suggests a fight: an aggressive conflict orconfrontation between adversaries, where one tries to dominate the other in order to 'win'.At university this kind of arguing is not appropriate.The aim of academic argument is to explore a question, a proposition or an area ofknowledge and achieve reasoned mutual understanding. It is not important who 'wins'—what matters most is the quality of the argument itself.When you engage in academic argument in your tutorial discussions, you are developingyour ideas, advancing and clarifying your knowledge and learning to think critically. 63

Voicing an Opinion in a SeminarParticipating in a tutorial discussion can be a bit scary, especially when you want to disagreewith a point of view and are not sure how to, or of which language structures to use. Voicingyour opinion and using effective arguing techniques are valuable skills.You may have a great idea, but you need to communicate it effectively and support it. Thethree essential parts to a point of view are:Three Steps to Voicing an Opinion  I believe that ...1. A valid opinion (a believable point of view)  I think that ...  From what I understand ...2. A reason why………..  As I understand it ...3. Evidence  This is due to ...(relevant and up-to-date examples, statistics,  Because ...explanations and/ or expert opinions). If you have  What I mean by this is ...actual data, examples or expert opinions on hand,refer to the source.  This can be seen by ...  For instance ...  For example ...  An example can be seen ...  (Author's name) states that ...  (Author's name) suggests...  Statistics from (give a source) indicate ...64

'Arguing' at University: How to disagree effectivelyDisagreeing can be problematic as people often speak before they think things through. Youmay be trying to disprove another speaker's point, but it is also important to disagreepolitely. Try the following:Three steps to use when disagreeing with another speaker1. Acknowledge their thoughts/ ideas  I can see your point - however ...  That's a good point, but ...  I see what you're getting at/ where you're coming from, but ...  I see what you mean - however...2. Then explain why you disagree  That's not always the case because ...  That's not necessarily true because ...  This idea isn't supported by statistics/ evidence ...  I thought the author meant that ...3. Offer your opinion complete with reason  From what I've read ...and support  The statistics seem to indicate that ...  I think what (author's name) may actually be suggesting is ...  Other studies by (author's name) show that ...Now, be prepared for counter-argument and further discussion!Remember, confidence is the key. If you do your tutorial preparation and think thingsthrough, you can speak with confidence and believe that your contribution will be valid. 65

Discussion EtiquetteIn order to successfully negotiate tutorial discussion, courtesy is important. The followingare a few ground rules for good conduct.Do Respect the contribution of other speakers. Speak pleasantly and with courtesy to all members of the group. Listen well to the ideas of other speakers; you will learn something. Acknowledge what you find interesting. Remember that a discussion is not a fight. Learn to disagree politely. Respect differing views. Those who hold them are not necessarily wrong. Think about your contribution before you speak. How best can you answer the question/ contribute to the topic? Try to stick to the discussion topic. Don't introduce irrelevant information. If the discussion does digress, bring it back on topic by saying something like 'Just a final point about the last topic before we move on' or 'that's an interesting point, can we come back to that later? Be aware of your body language. Keep it open and friendly. Avoid gestures that appear aggressive. Speak clearly. Don't whisper; even if you're feeling uncertain about your ideas or language.Don't  Don't take offence if another speaker disagrees with you. Putting forward different points of view is an important part of any discussion. Others may disagree with your ideas, and they are entitled to do so.  Never try to intimidate or insult another speaker or ridicule the contribution of others.  Don’t use comments like 'that’s stupid' or 'you're wrong'. Learn to disagree and argue appropriately.  Take care to use a moderate tone of voice. If you sound angry or aggressive others will not want to listen to you.  If you are a confident speaker, try not to dominate the discussion. Pause to allow quieter students a chance to contribute. 66

 Avoid drawing too much on personal experience or anecdote. Although some tutors encourage students to reflect on their own experience, remember not to generalise too much.  Don't interrupt or talk over another speaker. Let them finish their point before you start. Listening to others earns you the right to be heard.Leading a DiscussionYou may be in a seminar group that requires you to lead a group discussion, or lead adiscussion after an oral presentation. You can lead a discussion by:  introducing yourself and stating the purpose of the discussion  asking questions to stimulate the discussion  making sure no one dominates the discussion by inviting and encouraging contributions from all students  ensuring only one member of the group speaks at a time  ensuring the discussion remains relevant and doesn't drift off topic  summarising or rephrasing a speaker's point  summarising the discussionGroup DiscussionsChairing a Group DiscussionWhen chairing a discussion group you must communicate in a positive way to assist thespeakers in accomplishing their objective. There are at least four leadership skills you canuse to influence other people positively and help your group achieve its purpose. Theseskills include:  introducing the topic and purpose of the discussion  introducing yourself and the other speakers  making sure all members have approximately the same time to speak  thanking group members for their contribution  being objective in summarising the group’s discussion and achievements. Source: The Learning Centre (2011). Discussion Skills for Tutorials & Seminars. Available from: https://student.unsw.edu.au/discussion-skills [Accessed on: 13/06/2018]. 67

Seminar Phrase Bank – For referenceLanguage for asking people's names  \"Hello – my name's ______. What's yours?\"  \"Excuse me, I'm not sure how to pronounce your name. Could you say it for me?\"  \"How do you say your name?\"  \"Could you say your name for me? I'm not sure how to pronounce it.\"What to sayThink about the language to useSignalling an intention to say something  \"[NAME], could I ask a question?\"  \"Excuse me, I've got a question I'd like to ask…\"  \"I wonder if anyone could tell me…\"  \"Can I comment at this point…\"  \"I'd like to comment on that.\"  \"If I could make a comment…\"  \"We haven't really considered…\"  \"I think we need to consider…\"  \"One thing I'd like to mention…\"Language for interrupting  \"Excuse me, [NAME] – I'm sorry to interrupt you, but…\"  \"Can I cut in here…\"  \"Can I stop you there for a moment…\"  \"If I could come in here…\"Responding to someone else's comment  \"I think [NAME] made an interesting point…\"  \"I'd like to add something to what [NAME] said…\"  \"Can I make a comment on what [NAME] said…\"  \"Can I come back to what [NAME] said…\"Agreeing or disagreeing with a previous speakerWhen you enter a discussion, it is good to link up with what has already been said – for example, byagreeing or disagreeing with a previous speaker. 68

Agreeing with a previous speakerAGREE + REASON \"[NAME] said that ____________. I tend to agree with that view because…\"AGREE + ELABORATION \"I agree with what [NAME] said about ____________. In my view…\"AGREE + EXAMPLE \"I agree. For example, if you consider the situation in my country…\"Linking the discussion back to the pre-readingAnother useful participation strategy is to link the discussion back to the reading. This may be topoint out a consistency or inconsistency between the discussion and the readings, or to re-focus thediscussion. Rather than expressing your own view, you may be able to contribute to the discussionby expressing the view or perspective of the writers you have read.Referring to the readings  \"According to [AUTHOR]…\"  \"In her article[AUTHOR] argued that…\"  \"We need to keep in mind [AUTHOR]'s argument that…\"  \"How do you relate that to what [AUTHOR] said? In her article she stated that…\"  \"[AUTHOR] suggests that__________. However, I think that…\"Limiting the scope of the discussion or of your contributionSometimes international students comment that they do not understand the context of a discussionor lack the necessary local knowledge. It can be useful to start by conceding what you do not know.In that way you can qualify your contribution and limit it.Limiting the scope / Changing the context  \"I don't know much about eating habits in Australia, but in my country…\"  \"I don't have first-hand experience, but the impression I got from reading the textbook was that…\"  \"I have only lived in Melbourne for a short time, but in the city I come from people shop for food every single day, and always eat fresh food, never frozen.\"  I am not familiar with the situation in Australia, but in Malaysia HIV is a very serious health issue. There have been several government campaigns specifically targeting…\"Comments based on your experience and knowledge can make the discussion richer and moreinteresting. In this way you can also control the direction of the discussion, to ensure that yourperspective can be heard. 69

GeneralisingSometimes it is useful to broaden the scope of a discussion by generalising.  \"Generally speaking, …\"  \"In general terms, …\"  \"As a rule, …\"  \"In most cases…\"Acknowledging lack of familiarityYou may not be aware of the specific context being discussed, but may have a more generalunderstanding or awareness of the topic.  \"I am not familiar with that particular case, but…\"  \"I am not aware of that specific example, but…\"  \"I don't know the specifics, but…\"Speculating: remember, there is not always a 'right' answerIn an academic discussion there is often not a 'right' or 'wrong' answer. Rather, there is anexpectation that a range of ideas will be discussed and that they will be supported with reasons andevidence. However, even if there is a 'right' answer, and you get it wrong, the lecturer or tutor willstill appreciate your effort in contributing to the discussion. There are phrases you can use to showthat you are speculating or guessing.Indicating speculation or guessing  \" Perhaps the experiment failed because the temperature was not stable.\"  \" It's difficult to be sure, but there may have been problems with sterilising the equipment.\"  \" I'm just guessing, but the patient may have misunderstood the instructions.\"  \"It could have been caused by poor communication between the doctor and the nurse.\"  \"One factor might be inadequate sterilisation of the equipment.\"  \" You can't be certain, but the changes in temperature may have affected the results.\"Expressing confusion – asking for a repetitionContrary to what you might think, asking for something to be repeated can have a positive effect. Itshows the lecturer or tutor that you have been listening to the discussion, and are interested. It alsoprovides important feedback to other speakers on how effectively they are communicating theirideas.Asking for something to be repeated  \"I didn't understand that last point. Would you mind repeating it?\"  \"I'm still not clear. Could you repeat that?\"  \"Sorry, I didn't catch that clearly. Did you say______________?\"  \"You've lost me. Do you mean that _____________?\" 70

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Aston Pre-sessional Week 9Theme: Budgets, Decisions and Risk 72

Language for analysing case studiesBelow you will find some words and expressions which are typically used to discussproblems, alternative solutions and recommendations during case study analysis.Go through the tasks and then use some of the language to form your own sentences usinginformation from a case study which you are familiar with. A. Discussing problems, their causes and effectsCause Effect Effect CausePoor management skills have led to low Low staff morale has resulted from poorstaff morale. management skills.Because of poor management skills,staff morale is low.Lead to Due to Result fromResult in Because of Arise fromGive rise to Owing to Be attributable toAccount for As a consequenceCauseLook at the words and phrases below and put them into appropriate columns.As Since So Consequently HenceBecause That’s the reason why As a result Because of thisThusBe responsible for Stem from ThereforeBring about 73

B. Providing alternative solutionsLook at the examples of modal verbs in the sentences below. Are there anydifferences in the use of these verbs? 1. The management ought to introduce a bonus scheme. 2. They could try to increase sales by investing in a new advertising campaign. 3. It is suggested that the company (should) improve their management structure.Do you know any other verbs/expressions used to suggest solutions? Would you use thesame verbs/expressions to make recommendations?Analysing alternativesSpeculating about outcomes and predicting consequencesExpressing certainty There is no doubt that … if …Expressing high probability Sales are certain/bound to … if …Expressing possibility It is very likely that … if …Expressing improbability Sales are likely to fall … if …Expressing impossibility Sales are unlikely to increase if .. Sales may increase if … Motivation might increase if … It is very unlikely that … if .. Sales are unlikely to increase if … Sales definitely will not increase if … Sales cannot possibly increase if … 74

Evaluating alternative suggestionsSuggestion Advantage DisadvantageThe introduction of a may help to identify will not necessarilyformal appraisal procedure performance issues earlier motivate staff. a) The introduction of a formal appraisal procedure may help to identify performance issues earlier. However, / Yet, / Nevertheless, it will not necessarily motivate staff to perform better. b) The introduction of a formal appraisal procedure may help to identify performance issues earlier although/ but it will not necessarily motivate staff to perform better. c) Although, / Even though, / While, / Whereas, / the introduction of a formal appraisal procedure may help to identify performance issues earlier, it will not necessarily motivate staff to perform better. d) In spite of / Despite not being effective enough to solve the problem of low staff morale, a formal appraisal procedure may help to identify performance issues earlier.Now make similar sentences using a case study which you are familiar with. Your tutor willadvise you which case study to use.a)b)c)d) 75

Review: Preparing Case StudiesHow to write a case studyRemember, an effective case study report should  Clearly identify the core problem/s  Analyse the issues underlying the problem/s  Discuss and justify alternative solutions using theory/ own knowledge/ experience  Present feasible recommendations  Be presented in an appropriate formatThe report formatIntroductionThis section presents an overview of the situation and identifies the key issues linkedto the underlying problems identified in the case studyMain BodyThe main body includes a presentation and analysis of the issues by business area.Possible solutions should be assessed in terms of strengths, weaknesses andpossible risks. Examples from the text and other sources, including experience,should be used.ConclusionThis section provides a summary of the main findings and should Identify and justifyany strategies proposed.RecommendationsThese should be in line with your analysis. They may be separate of within yourconclusion.Case study reports can also include:AppendicesThis includes a compilation of supplementary and illustrative material. Do not includeitems that are not mentioned in the report.Tables, Charts and diagrams may be included within the report or added in theappendices All illustrations should be clearly labelled and numbered, and referred toin the report. 76

Possible PitfallsYou may lose marks when your analysis fails to:  Identify the real problem, focusing on describing the case study situation and missing the underlying analysis  Separate the relevant issues, e.g. management, human resources, operations  Identify for whom the issue is a problem  Examine possible alternatives  Present a realistic implementation plan  Address the specific issues  Support ides with evidence from research, studies or theoriesReport preparation toolUse the Case study Analysis Grid below to organise your ideas as you workthrough the case study.business main issues related relevant supporting possible solutionsarea problems sources /examples /recommendations 77

Wispa Case Study: Reading1) Read and understand the following case study.2) Note the structure of the case study. Fill in possible headings for each section in the blanks provided. Main points: 78

Wispa Case Study 1____________________________________________ On 16th July 2006, confectionary giant, Cadbury, was fined £1mililion of food and hygiene offences. A salmonella outbreak, traced to its Marlbrook plant in Worcestershire, left more than forty people ill. The cause was identified as a damaged waste water pipe. This, in turn, resulted in contaminated water leaking into the chocolate preparation area. Seven popular Cadbury products were affected. Cadbury was accused of ‘playing down’ the incident and failing to test the products properly. The company was severely criticised by the Food Standards Agency who suggested that “Cadbury appears to have used methods for product testing which the committee considered would underestimate the level and likelihood of salmonella contamination”. The Marlbrook plan was overhaul, at a cost of £11 million, and another loss was incurred when the company was forced to destroy £5million of existing stock of the seven affected products. The seven brands affected were: the 250g Dairy Milk Turkish Bar, Dairy Milk Caramel Bar, Dairy Milk Mint Bar, Dairy Milk 8 Crunch Bar, and the 1kg Dairy Milk Bar as well as the 150g Dairy Milk Buttons Easter Egg and the Freddo Bar. A further loss was incurred due to a £30 million change arising from a product recall. £20 million was spent on new and vigorous quality control procedures. As a direct result of the incident, the food giant was forced to cancel its sponsorship of the popular soap opera Coronation Street. The programme is shown during peak viewing hours four times a week. The sponsorship offered Cadbury ample advertising time in the commercial breaks and the opportunity to display its logo during both the opening and closing credits. However, it should be noted that this cancellation was only temporary in nature. At the end of July 2006, sales had fallen by 14%. Cadbury also announced that as part of a £300 million cost reduction and restructuring plan, the workforce would be cut by 15%, resulting in the loss of 7,500 jobs. When applied, this action cost the company £91 million in both redundancy pay and contract costs. The Cadbury annual report and accounts review of 2006 showed that profit from operations had decreased by £86 million. The close of 2006 showed an overall drop in profits of 11%. 2____________________________________________ In 1981, Cadbury launched a new product: The Wispa bar. Retailing at 16p, the bar, which contained aerated chocolate, was seen as a rival to the Nestle company’s product, Aero. The advertising campaign that accompanied the launch of the Wispa featured a string of well-known British actors who all endorsed the properties of the new confectionary. The slogan accompanying the adverts was “Bite it and Believe it”. However, sales began to fall in the 1990s and in 2003, the Wispa bar was discontinued and replaced with Bubbly, which was a similar product. 79

During the spring and summer of 2007, a Facebook campaign entitled ‘Bring Backthe Wispa’ quickly increased. By July 2007, over 13,799 Facebook members hadpledged allegiance to the campaign. Between May and July, membership of the 93Wispa supporters groups had risen by 35%. During the Glastonbury rock musicfestival in July, fans stormed the main stage holding up a banner that read “BringBack the Wispa”.Speaking in August, Cadbury spokesman Tony Bilsborough made the followingcomment: “It took us completely by surprise. There has been no Machiavellian plan. Ican assure you”. However, industry insiders were quick to challenge his claim,arguing that, “It was planned as a way to inspire ‘Cadbury nostalgia’ in consumersafter it was hit by the salmonella scare”.As a direct result of the campaign, Cadbury decided to relaunch the Wispa.Bilsborough added, “We have noticed the web interest for some time and theconsumer passion has undeniably swayed our opinion to relaunch the Wispa. This isthe first time that the internet has played such an intrinsic role in the return of aCadbury brand”.On its relaunch in October 2007, Cadbury’s sold 1.2 million Wispa bars. This in turnearned the company nearly £25 million in sales. Cadbury’s, however, showed cautionwith the bar, making Wispa a limited edition product.Company representatives remained adamant that it was the public and not thecompany themselves that had instigated the return of the bar. Phil Rumbol,Cadbury’s head of marketing, argued that, “Cadbury’s revival of Wispa as not anorchestrated PR stunt”. Instead, he suggested that it was the “Importance of abrand’s personality and its effect on the spontaneity of its marketing”.3____________________________________________The success of the Wispa relaunch can, according to Robert Opie, found of theMuseum of Brands, be attributed to a phenomenon known as “nostalgia marketing”.“We have a great affection,” he notes, “for the treats of our youth. Knowing that amuch-loved brand from the past is making a comeback is bound to stir our memories.The bar epitomises all fun, retro and kitsch nostalgia of the 1980s”. Time Richardson,author of Sweets: A History of Temptation, has also researched the success and, inparticular, the psychology behind this type of marketing strategy. He writes: “Peopledevelop emotional bonds with sweets that date back to their earliest memories ofchildhood, locality and the family home. Sweets are the memorials of our innocence.They remind us of a time when the world could be measured out in sweet littleobjects of desire. Particular brands can conjure up memories of specific moments ofchildhood in a way that nothing else can. It is a truism that smell is the sense mostintimately connected with memory, but perhaps sweets are the objects connectedmostly with our childhoods. The extraordinary brand loyalty of confectionarycustomers over decades, and in many cases lifetimes, is commercial testimony tothis resonant quality. 80

The limited edition launch was backed by a long-copy press campaign, created bythe marketing company Publicis, which aimed to exploit consumer nostalgia byreminding people of other products and brands that were popular when Wispa waslaunched in the ‘80s.The New York Times argues that, “throwbacks and nostalgia driven products areparticularly appealing in times of economic turbulence. Customers are more likely toreturn to what they know, stores are more likely to give space to the tried and tested,and manufacturers are tempted to reinvigorate old formulas than invest significantlyin new product development”.The concept of “nostalgia marketing” can, in effect, be seen as a re-adoption of localmarket distinction, which is in direct contrast to the trend in recent years for theincreasing globalisation of products and brands.4____________________________________________On December 11th 2007, Cadbury announced that Wispa, “had made a positivecontribution to sales throughout its UK businesses”. The Wispa, which was originallylaunched as a limited edition produce, was again relaunched as a permanentcountline in early 2008 at a retail price of 45p. This, according to company insiders,was due to “the phenomenal success of the limited edition last autumn”. According toTony Bilsborough, “Wispa is a true icon loved by its fans everywhere. We brought itback temporarily to see if desire was genuine, but fans are still rallying so we took thedecision to bring it back for good. We know others have looked at Wispa and tried tocopy its success by bringing back other brands, but we don’t believe anyone hasmanaged to create the same excitement”.However, one source suggested that, “It is a surprise it is being reintroducedpermanently because when it was axed, it was down to production cost”.Cadbury’s were quick to cash in on interest in all things 1980s by launching a newviral campaign to support the 2008 relaunch of the Wispa. The campaign invitedenthusiasts to upload a photograph of themselves and then create an 80s loo0k topost on the web.The successful Wispa campaign was followed by several others. The most notablebeing an extended television advertisement for the Dairy Milk chocolate bar featuringa drumming gorilla.Despite these successes, the Cadbury management team remained cautious.Speaking in August 2008, Cadbury chairman Roger Carr said, “Against a backgroundof more challenging economic conditions, we will take whatever measures arenecessary in costs, prices, organisation structure, and business portfolio to underpinand deliver the performance commitments we have made for 2008 and beyond”.Interestingly, by December of the same year, although up, were at a level of 30%. 81

Reading Task_Risk ManagementTo be accessed through the Aston Smart Search.Merna, T. & Al-Thani, F. 2008. Corporate risk management, 2nd ed. Hoboken, NJ : Wiley,pp.44-58.This week you will be discussing the fundamentals of risk management. Your tutor is goingto ask to you to do some background reading and prepare a short talk which will introduceyour classmates to the subject. 1. Survey the text, noticing the number and titles of sections and sub-sections. What do you expect to learn from the text? Write down your thoughts in the space below. 2. Think about the language in the text and assess the level of difficulty. Decide how you are going to deal with vocabulary: are you going to look up every unknown word or are you going to select the words which you need most? 3. Read section 3.3. Use the information included in the section to write your own definition of risk management. 82

4. Look at the heading of section 3.4 and skim its contents. What use can you make of the heading, sub-headings, numbering, bullet points, diagrams and first sentences of paragraphs to help you read the text faster and understand it better? 5. Summarise section 3.4, focusing on key information.Reading and writing: revision of paragraph structure Read the paragraph below and decide how it is structured, considering the main idea and the type of support. What helped you make your decision? Despite risk analysis being a growing element of major projects, there is no standard to which reference may be made for techniques, factors and approaches. To overcome this, number of organisations and research authorities have identified ways to describe the risk management process. Typically, there are a number of phases associated with this process. Merna (2002) took three processes, namely risk identification, analysis and response, and implemented a 15-step sequence to account for risk management. However, four processes had been identified by Boswick’s 1987 paper (PMBOK 1996), Eloff et al. (1995) and the British Standard BS 8444 (BSI, 1996). (Merna and Al-Thani, 2008: 45)Structure: 83

Vocabulary: a) Look at section 3.4 again and identify 10 compound nouns e.g. ‘project management’. Write down your definition of every noun you have identified. b) Identify 10 words and/or phrases which you might use to discuss risk. Write a paragraph about risk management using the phrases. c) Revision of suffixes: complete the table with the appropriate word forms.Verb Noun adjectivesinsure ambiguity uncertainaccept liableprescribeoperateidentifyallocateconsideravoidretainWorking in groups find another two sources that discuss risk management. You will be usingthese for the Pecha Kucha task that will be explained in class. 84

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Aston Pre-sessional Week 8 Theme:Management Information Systems 86

Wispa Case Study: Mock Report Writing TaskWrite a Case Study Report in 600 words that addresses the following: a) The problems experienced by Cadbury’s in 2006 b) The solutions to Cadbury’s problems that were offered by the Wispa bar in 2007 and 2008 c) The concept of “nostalgia marketing” and whether it works. You should provide other examples of this marketing technique to support your opinion. 87

Developing research questions 88

Introduction to Critical ThinkingTask 1Activity description:Genetically Modified Foods – Are they Dangerous?Some types of information are more persuasive than others. The followingexamples are all about the same subject, but are very different. Read throughthem and ask yourself the following questions:What am I expected to believe?How convincing is each?What evidence is produced to convince me?How can I evaluate them?Once you have finished, look at the feedback at the end of the task and see ifyour thinking really is critical. 89

Example 1 - Jackie FamousMajor Movie Stars Protest Genetically Modified FoodsJackie Famous says, \"Genetically modified foods are terrible for animals and people! Say no to GM foods!\"Example 2 - Interesting ResearchUnintended effects and their detection in genetically modified cropsFrom: Journal of Food and Chemical Toxicology 42 (2004) 1089–11251. IntroductionThe approaches used in the safety assessment of crops and foods derived from genetically modified organismshave been developed in collaborative work with international agencies such as the Organisation for EconomicCo-ordination and Development (OECD, 1993) and the United Nations World Health Organisation/Food andAgricultural Organisation (FAO/WHO,1991, 2000). The approach involves the concept of substantialequivalence, whereby the characteristics of the modified crop/food are compared to an existing food/cropwith a history of safe use. This is most usually the parent crop from which the modifications were made. Theprocess involves a targeted compositional analysis (profile of major nutrients and toxicants), and the expectedintake and role in the diet of the novel food. This comparison provides the basis on which to focus furthertoxicological requirements for a safety assessment.Example 3 - Popular GeographicJune 1987Direct from the source:Our field reporter observes the latest of creating new hybrid, mutant animals that have the possibility of invadingour rivers and lakes. He speaks with wildlife conservation groups.Example 4 - Mog’s BlogWe luv GM foodsHave you heard of GM foods? They can save millions of lives! All my friends support it! We luv GM foods. [smiley]Posted May 2009, 03:21:08Example 5 - International EnquirerApril 1st, 2014GM foods are secret work of ALIENS!Exclusive! Aliens landed in a small country field yesterday, dropping off advanced GM animals that could be roamingyour neighbourhood any day. So far a wolf-bear and a snake-bird have been seen with more modified creatures toappear…Example 6 – WakipaediaBased on preliminary tests, GM foods have been found to have genuine benefits. [ Edit ] 90

Task 2Activity description: Reading criticallyRead the following passageA gift is a giftAccording to English law no money can be given or received in the sale of human blood. Indeed, the humanbody and its products should remain independent of market capitalism. The trading and buying of bloodinvolves treating the person as a mere means to an ends and is thus an affront to the respect due to humanbeings. Offering financial incentives for blood donation would not only discourage voluntary donations, itwould increase the risk of transmitting disease by donors motivated solely by gain and willing to falsifypertinent health information.Adapted from Shenfield and Steele. \"Why gamete donors should not be paid.\"; In Human Reproduction. 10.1(1995): pp253-255.Now consider the following questions.1. What am I being asked to think or believe? a) It is against the law to pay for blood. b) Financial incentives cause dishonesty. c) Donors should not be paid for giving blood d) Financial incentives would reduce the number of voluntary donors.2. What evidence is produced to convince me? a) It is against the law to pay for human tissue. b) Treating the body as a consumer product is demeaning. c) Payment would discourage voluntary donations. d) Payment would increase the transmission of disease.3. Is the evidence sufficient? 1) It is against the law to pay for human tissue. 2) Payment would discourage voluntary donations. 3) Payment would increase the transmission of disease. 4) None of the above have sufficient evidence.4. Are there any hidden assumptions? a) Yes b) No c) I don't know Cottrell, S., (2008) \"Critical analytical skills\" from Cottrell, S., The study skills handbook pp.276-285, Basingstoke: Palgrave Macmillan ©Additional resources available on Blackboard : Cottrell, S. (2008).The Study Skills Handbook. (3rd ed.). Hampshire: Palgrave Macmillan. 91

WORKING WITH TEXT: Active Readingin TESCO strategy analysis textMain aimsGain some new strategies for readingand using complex texts for academicassignments; practise paraphrasing 92

Working with Text [Datamonitor, 2011. Tesco PLC: Company Profile. Datamonitor.]Task 1Reading for understanding 1. Before you begin reading, consider what you know about Tesco. Note down a few key points in the space below. You might want to do some background research. 2. Look at the text and identify where it comes from. What is Datamonitor? 3. Survey the text, noticing the number and titles of sections and sub-sections. What do you expect to learn from the text? Write down your thoughts in the space below. 4. Now look at the Company Overview section. What type of information is listed in the section? 5. Which ‘Key Facts’ are mentioned? 6. What information is mentioned in the introduction to the SWOT Analysis? 7. Decide whether the following sentences would come from the Strengths/ Weaknesses/ Opportunities / Threats sections of the SWOT analysis for TESCO PLC 93

a) Tesco’s business in Asian countries will benefit from the strong growth potential of these marketsb) Tesco’s international business generated 1.8% of profits losing customers to competitorsc) Consumer shopping preferences lead to decline in customer traffic at hypermarketsd) Sustainable business model through diversification and value oriented retailinge) Strong growth in Chinese, Indian and Thailand markets provide long term growth prospectsf) Another competition that is brewing up is with the foray of Amazon into the online grocery marketg) Another key factor that has helped the company to build a sustainable business model is its value oriented retailingh) According to the Bank of Thailand, the country’s retail sales index increased from 174.6 in April 2011 to 201.46 in August 2011i) The decrease in Tesco’s share in food and grocery shoppersj) Tesco has been unable to retain customers in its UK market in recent timesk) The company teamed up with Dream Works Studio in 2009, for the rights to sell the short animated Christmas film Merry Madagascar.l) Asia’s retail sales are estimated to increase with China and India driving the growth.m) Against the backdrop of challenging trading conditions, hypermarkets with high focus on non-food sales have suffered.n) Growing use of online retail channel for making purchases.o) Tesco’s customer loyalty programme, Clubcard launched in 1995, is one of the longest running loyalty schemes in the UK.p) A major reason for the decline in the number of its shoppers has been the company’s inability to gauge market trend appropriately and accordingly design its pricing strategy.q) Other Asian nations such as Thailand hold huge potential for growth.r) The deepest fall among the demographic segments that shop at Tesco came from shoppers 65 and over, which fell by six percentage points to reach 42.4% in 2010. 94

8. Now read the company profile SWOT Analysis and check your answers.Task 2Focus on Language: Vocabulary - noun phrasesOne of the features of academic and specialist English is the frequency of nouns and noun phrases. 1. Look at the noun phrases below and write their definitions: a) international diversification: ___________________________________________________________________________ __________________________________________________________________________ b) revenue growth: ___________________________________________________________________________ ___________________________________________________________________________ c) customer retention ___________________________________________________________________________ ___________________________________________________________________________ d) supplier base ___________________________________________________________________________ ___________________________________________________________________________ e) loyalty scheme ___________________________________________________________________________ ___________________________________________________________________________ f) customer acquisition ___________________________________________________________________________ ___________________________________________________________________________ g) multi-channel shopping facility ___________________________________________________________________________ ___________________________________________________________________________ h) customer’s buying behaviour ___________________________________________________________________________ __________________________________________________________________________ 95

2. Match the words and phrases from column A with the words from column B to create noun phrases.a. sustainable business i. downturnb. value oriented ii. factorsc. market iii. shared. gross domestic iv. modele. economic v. scalef. economies of vi. productg. key vii. retailingTask 3 - Focus on skills: Paraphrase the following sentences1. Tesco is one of the leading retailers in the world and has been building a sustainable business model over the years through diversification into new geographies and value oriented retailing.2. Additionally, value oriented retailing builds on customer loyalty and helps sustain revenue growth even during difficult economic times.3. Growing its non-food business will be instrumental in its future growth for Tesco since the UK grocery market has reached a certain level of saturation.4. Strong growth in Chinese, Indian and Thailand markets provide long term growth prospects.5. Strong economic growth, population expansion, increasing wealth of individuals and the rapid construction of organized retail infrastructure are key factors behind the expected growth.6. In countries such as Norway, Iceland, Finland, Ireland, Czech Republic and Belgium, the revenue generated by enterprises through e-commerce sales was 18% or above in 2010.7. While in the UK, Tesco has been losing customers amid intense competition, with the entry of Amazon in the country’s grocery market, customer retention can become a primary concern for the company and can also lead to further loss of market share.8. A growing number of single person households means that more customers will be shopping for a single person, and the propensity for a large weekly shop at an out of town hypermarket will decline. 96

Task 4: Focus on Language - Grammar - revision of tensesIdentify the tenses or grammatical structures of the following sentences and explain theirusage. 1. Tesco is one of the leading food retailers in the world and has been building a sustainable business model over the years through diversification into new geographies and value oriented retailing. 2. In 2000, Tesco operated in markets that represented 8% of global domestic product (GDP) and currently it operates across the globe in countries which contribute 53% of the GDP. 3. Another key factor that has helped the company to build a sustainable business model is its value oriented retailing 4. Tesco has been expanding its offerings in the non-food merchandise category, especially electrical, in recent times 5. Tesco Mobile is one of the fastest growing UK mobile networks 6. In 2011, the company upgraded its website 7. The company is replicating measures to gain market share on a global scale 8. Tesco has expanded its stores under the F&F banner in 10 markets and it has become a market leading clothing brand in the Czech Republic, Hungary and Slovakia. 9. These services will drive margins and also will contribute to revenues incrementally 10. Lower prices and sharper promotions are maintaining Tesco’s appeal to a broad customer base and driving robust sales growth 97

GROUP PROJECT: SupermarketComparison PresentationMain aimsPractise researching about a company,critically comparing, and working as ateam on a presentation 98

PresentationsBefore the session:  Go over the PowerPoint slides on giving presentations, which are available on Blackboard from the last module  Watch this video: https://www.llas.ac.uk/video/6097  For more resources, follow this link: http://www.prepareforsuccess.org.uk/skills_for_presenting_in_seminars_a.htmlTask 1What makes an effective presentation?Think about a good presentation you delivered or watched, in English or in your ownlanguage, and consider what made it a successful presentation. Then think about anexample of a bad presentation – what went wrong?Now work in groups and make a list of what you should and should not do when youprepare and give a presentation. Write down your thoughts in the columns below.DOs DON’Ts 99