Critical/Contextual Analysis

Advertisement is a form of non personal communication of which the main purpose is to entice sales. It also promotes sales of ideas, services and goods to corporate or the general public. There are several forms of advertisement, which include print media, television, radio and the internet.Advertising We will write a custom essay sample on Critical/Contextual Analysis specifically for you for only $16.05 $11/page Learn More Advertisements are effective as they are intended to communicate with the consumers and thereby persuading them. In addition to this, advertisements contribute ideally to the economic growth of the country. There are several factors to look for when placing an advertisement. Some of the se factors include; age, gender and class of the targeted group or audience. The only hurdle in choosing the most effective form of an advert is the cost involved. Advertisements have a lot of impact to the general public and as such, the corporate wo rld has developed advertising as a common trend especially when new products are being introduced in the market. With reference to the provided picture this paper will assess how the advert creates meaning through language, typography, color and image. In addition to this, the paper will establish who the advert is targeted at and how gender, class, race and age are represented. The image entails language techniques. There are several language techniques that can be used in an advertisement. However, in order to reach a great number of people, most businesses use the descriptive language technique. The given advertisement tends to describe a person who is not afraid of failing in anything he does but hates loosing. As such, Thierry Henry is an iconic figure in the world of football and as he is commonly known to do, he tries everything in football to ensure that his team prospers. This means that the advert urges the subjects of the target group to do everything they have to do so l ong as they do not lose. The iconic figure of Thierry Henry, as used in the advert, shows a person who has put his fear behind and thereby showing the willingness to try new ideas to become successful.Advertising Looking for essay on advertising? Let's see if we can help you! Get your first paper with 15% OFF Learn More The use of image also describes a person who is hopeful though having doubts. However, the introduction of the dominant Reebok sign at the bottom of the advertisement heightens the tone of the advert and as such, urges the subjects of the target group to put doubts behind them and move on with new ideas. Despite Thierry Henry being an iconic figure, the mood as shown by his face signifies a person who rarely tries new ideas and is now regretful in regard to why he did not try them out. The tone of the message, that is, the use of bold and light colored writings signifies that one should not give up and move on in new ideas. The image is instructive beca use it instructs the targeted group on what to do so as not to have any regrets upon incorporation of new ideas. In addition to this, the writing can be said to be instructive as it tends to instructs us to develop and try out new ideas in our day to day activities. The image also instructs the targeted group on what to follow in order to ensure success in all their endeavors. Moreover, the image coupled with the writings instructs the targeted group that, for them to succeed; they must never be afraid of failing and must always hate losing when it comes to implementation of new ideas. The image is emotive because, coupling Thierry Henry’s image and the iconic sign of the Reebok brand, which has been a commanding company in the sports world; it creates emotion of hope and happiness. By looking at the image, a sense of hope is imparted on the targeted group such that, if they adapt the message as conveyed, they will indeed have a better future. Furthermore, the image, as portr ayed by the mood on Thierry Henry’s face, depicts emotion of fear in regard to what will happen if the targeted group adapt the conveyed message, ‘I do not fear to fail but am afraid to lose’, but still become unsuccessful. The image of Thierry Henry depicts a person who is having regrets as to why he never tried out new ideas in life. The effectiveness of language techniques is effective depending on the audience being targeted by the advertisement (Freeman 2000).Advertising We will write a custom essay sample on Critical/Contextual Analysis specifically for you for only $16.05 $11/page Learn More The notion of symbolism technique is used in the advertisement. The use of Reebok sign as well as Thierry Henry’s image can be attributed to the use of symbolism and as such, it has proved effective as the main idea behind the advert is passed. For the subjects of the targeted group not regret later in life, they ought not to signif y any fear in regard to failure. Rather, they should always develop an attitude of winning in everything, just like Reebok company and Thierry Henry does, that is, they are usually not afraid to fail but commonly, they are not afraid to fail but they hate losing. The image also symbolizes two kinds of life; a life where one is full of regrets because he never tried out new ideas and a life whereby a person is happy and hopeful and anticipates facing the future because he tried out new ideas which later turned out well for him. Further, the image also signifies a great deal of contrast. As such, the mood of Thierry Henry contrasts with the tone and the message being conveyed. Another technique utilized in the advertisement is typography. Some words have been highlighted in an effort towards emphasizing the importance in the information being portrayed to the targeted group. The image also uses two images, that is, two contrasting images of iconic figure of Thierry Henry entailing dif ferent structural appearances and sizes. This notion indeed symbolizes the two distinct kinds of lives that the two people are living. One of the images is big and visible to symbolize a person who is full of hope and ready to face the future. On the other hand, the second image not that big. In addition to this, the second picture is not substantially visible and this symbolizes a person who has lost all hope for the future due to the decisions he has made in his past. In the advert, words are written such that different color tones are able to put a great deal of emphasis. Some of the words have been highlighted in bold to depict a hopeful and happy person who is ready to face the future with confidence. This is very important because it brings out the importance of the message to the subjects of the targeted group (Lewis 2007). The factors considered when choosing the typography to use is the age, gender and class of the targeted group. The image targets a group of young men and women who have just completed the education system and are not sure of what kind of decisions to make in order to facilitate an appealing future.Advertising Looking for essay on advertising? Let's see if we can help you! Get your first paper with 15% OFF Learn More The image portrays to the target group the kind of life they will get depending on the kind of decisions they make today and how it will affect their future. In addition to this the image creates awareness, that is, it conveys to them that the decisions they make today will affect the kind of life that they will have tomorrow and as such, this helps them not regret making some decisions. Another important technique used is color. This technique has been used to captures the attention of the targeted group. In any advertisement, the use of color attracts sights and as such, message portrayed by the image is conveniently passed to a great number of people. In the advert, words have been highlighted with color and this makes the writings attractive to the targeted group. The targeted group is assumed to be in a kind of dilemma. They are faced with a difficulty of choosing the right decisions to face the future. The image is used to inform the targeted group about how important it is to make informed choices. The image as well as the writings signifies how risky it is if informed choices are not made and how one will regret not making some choices in the future. The image captures both the positive and negative aspects of the future and displays them all in the same image. The class of the targeted group is assumed to be young men and women who don’t know yet how to go about their lives and need someone who will show them the direction to take so that their future will not be entailed with regrets. By looking at the image the young men and women will discover that if they don’t make the right decisions presently, it will not be possible to make them at a future date. On the other hand, the advertisement considers the young from all races. This is because it does not include limiting attributes in the message. The use of a man in the advert seems to discriminate the female gender but with a greater insight into the advert, it is that the female gender is very much considered. This is shown y the generalized writing. When making an advertisement vital to ensure that the designer establishes the targeted group/audience and as such, it will be very easy to make the suitable advertisement (Freeman 2000). The type of advertisement differs considering such factors as age, gender, race and class. Some of the advertisements are racist in nature and as such, they cannot be subjected to some geographic regions (Freeman 2000). The advert has a distinct feature since it identifies the brand that is being advertised to the targeted group. The distinct feature is the use of the brand logo in the image and an arrow point towards it hence making it more visible. The brand logo also uses different colors from the rest of the image hence making it more conspicuous. The brand uses known media personalities and iconic sports brand; Thierry Henry and Reebok sign, in order to attract the attention of the targeted group. The use of known media persona lities is very important because it attracts the attention of a great number of individuals and hence making an advertising strategy more effective (Lewis 2007). As such it is a very effective strategy because; by attracting the targeted group, it passes the intended message, that is, I am not afraid to fail but I am afraid to lose. In the image, the background used represents the past which is known coming into a future which is unknown to the target group. The use of distinct features in advertising is very important because it blends with the expectations of the targeted group to convey the message intended to be passed more effectively (Lewis, 2007). The use of both aspects of the future in the image is also very important because it tells the targeted group the need of making informed choices when it comes to decisions pertaining their lives in the near future. The use of images in advertising is the most effective because, according to many researchers, a picture is worth a th ousand words (Saussure 2011). In addition to this, an image is the most effective type of advertisement because it brings out the sense in which all human being are always attracted to what they see around them (Barthes 2003). It is very important to choose distinct colors which are bright of which they attract the human eye and help in passing the message intended to be passed across to the targeted group/audience. From this analysis, it is clear that the use of images in brand advertisement is the most effective type of advertisement because it helps in the passing of the intended message to the target group/audience. Also we see that the use of distinct color in the image is very effective because by this we see that when one uses the bright colors, they attract the human eye and in the process passing on the intended message to the target group/audience. The use of more than one language, topology and color techniques in advertisement is also very important because it help in th e passing of the message intended more effectively as compared to the other types of advertisements. References Barthes, R (2003), Mythologies, John Wiley and Sons, London, UK Freeman, D (2000), Techniques and Principles in Language Teaching, Oxford University Press London, UK:. Huddersfield, UK Lewis, J (2007), Typography: Design and Practice, Jeremy Mills Publishing, Saussure, F (2011), Course in General Linguistics, Columbia University Press, New York This essay on Critical/Contextual Analysis was written and submitted by user Franco Byers 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.

How Are the Experts Using LinkedIn - Guest Post by Helen Denney-Stone

How Are the Experts Using LinkedIn - Guest Post by Helen Denney-Stone I was honored to discover an article on LinkedIn Publisher that gave me extensive mention and props for my presentation at the LinkedIn Success Summit. I requested that the author, Helen Denney, allow me to publish a revised version of the article on my blog, and she graciously agreed! Enjoy the updated article below! ⊕⊕⊕⊕⊕ When Liam Austin chose the speakers for his LinkedIn Success Summit, he invited Brenda Bernstein and 34 other top speakers to share their winning strategies and tips on how to use the LinkedIn platform. Together, these invited experts condensed decades of experience and success into a wealth of video sessions. If you haven’t yet been able to generate a positive Return on Investment (ROI) using the LinkedIn platform, you most definitely will after hearing these stories and strategies. The following are my takeaways from 3 of the experts, all who have one major thread in common: they are all women experts on LinkedIn! They give advice on how to stand out on LinkedIn, and even how to build a basic LinkedIn profile, in case you’re just starting out! Brenda Bernstein #1 Amazon best-selling author of How to Write a Killer LinkedIn Profile. Brenda is a highly qualified and award winning writer. Founder of the Essay Expert, LinkedIn expert and Speaker. Brenda believes that you can profit from your personality when writing your LinkedIn profile. The key points below are her strategies on how to do this in an authentic and memorable way. Don’t be afraid to share your values, vision, beliefs and personality prominently in your profile. Do this effectively and you will stand out from your competitors. Get a branded head shot that has some oomph! Try choosing 3 words that describe your personality, and share them with your photographer. Then choose your head shot based on which one best captures those 3 words. Don’t lose sight of keywords as you share your personality! Prioritize keywords in your headline if you want to be found in searches. Write your Summary to show your personality and the personality of your business. Figure out what makes you and/or your business stand out- and if you want to be personable, write in the 1st person (I/me).Brenda suggests that to get material for your LinkedIn Profile, you can write down 3 peak moments in your life/business. Next pull out any common threads. You will learn a lot about what you have to offer and what makes you tick. You can also ask people you know what they see as your strengths. Write down what they say and weave it into your profile. If they like it then others probably will too! Finally, determine what you want people to take away from reading your profile. What action do you want them to take next? Read your profile Summary now that you’ve included more of yourself in it. If you were a member of your target audience, would you take the action you want your readers to take? Publish on LinkedIn and show your personality and credibility in your articles. Make sure to respond when people comment on your posts. Be active in LinkedIn Groups and don’t be afraid to show your humour, intelligence and personality. When someone sends you a friend invitation, respond and give them something free first- something you feel will be of value to them. Brendas Quotes: â€Å"Almost no one likes writing about themselves. But almost everyone likes seeing themselves expressed authentically on paper.† â€Å"Top mistake on LinkedIn: Thinking all you need is a KILLER LinkedIn profile.† ⊕⊕⊕⊕⊕ Donna Serdula Donna, the Founder of Vision Board Media, is a LinkedIn Profile Optimisation Expert speaker and author. Donna explained your profile is NOT your resume. Your resume is your professional past; it is what you have already done. Your LinkedIn profile is your online reputation- who you are and why connections should pay attention to you. It is your digital representation of your future. Make your profile compelling, exciting and authentic. It is, after all, people’s first impression of you. It should make people want to know more. Donna’s 3 Keys to Maximising your LinkedIn Profile: Before you start on your profile, answer this question: What is the goal of my LinkedIn profile? Only after you know your goal can you can write strategically, keeping that goal in the forefront of your mind. Always talk about what your target audience wants to hear. Speak to them directly, as if they are across the table from you! Headline Think what people would be typing into the search bar on LinkedIn to find you. Optimise your profile for these keywords so you show up in search results. How can you stand out when someone is scrolling through the search results? The first part they will see is your name, your profile picture, and your headline (which by default is your current job title and your company). So make sure your profile image is professionally done, and that your headline is optimised with keywords, is compelling and showcases a benefit statement. Summary Your Summary, which is 2000 characters maximum, should demonstrate who you are, that you understand your readers’ problems, and that you can help them.Your summary should be in 1st person narrative and written conversationally. Highlight some successes, demonstrating how you can help your audience.Be succinct and answer what your customers/clients want to know. If possible, include a link and offer for them to take the next step. Include a clear call to action at the end, as well as your phone number and email so people can contact you easily. Keywords Research your keywords. Then make sure that these keywords are in your heading, summary, experiences and interests. Place the keywords anywhere that is reasonable. Your profile must read naturally and authentically. Never, never stuff your profile with keywords; but take the time to place them everywhere that is plausible. Donna’s Quotes: â€Å"Recognize your target audience and don’t say what you want to say, rather think what your target audience wants to hear.† â€Å"Step back, think about your goal, think about your audience.† ⊕⊕⊕⊕⊕ Karen Yankovich Founder of Linked Up Success, Karen is a LinkedIn expert and speaker. When someone puts your name in a Google search and sees your LinkedIn profile right at the top, this is statistically what they will look at first. This is a brilliant opportunity through your profile to instantly communicate who you are, your personal brand. Use your profile to get them to feel comfortable doing business with you. Karen shares her 5 tips that you need to pay attention to when completing your profile. Be certain to complete these 5 areas and use them effectively. Headline Your headline should be strong and customer/client centric. In other words, just stating that you are CEO is not enough! Your headline is searchable by Google and shows up prominently in Google Search. Be bold, own what you do, and be confident when painting that picture for others to see! Summary Firstly, actually fill this out! Break your summary into easily consumable sections with bullet points. Write it in the 1st person, use all 2000 characters you are allowed, and include keywords. Experience This section builds on who you are and what you have accomplished to be where you are today. Think about all your past experience, not just your previous jobs. Position yourself as influential and the expert you are. Call to Action Remember to put in a call to action not in a salesy way, but something like, â€Å"Reach out if you want a complimentary training†; â€Å"Listen to my podcast†; or â€Å"Download my free report† Make your profile stand out by taking advantage of all the ways LinkedIn provides to customize your profile. Boost your business with 3 further strategies from Karen: Build up your recommendation and be active; actually ask for recommendations. Show up! Be active in groups, post regularly, share, and comment on influencers. Sort your connections by recency, then send a personal note to the most recent. When they respond, take the opportunity to offer help. Karen’s Quotes: â€Å"Start with a strong personal brand to grow your business on LinkedIn.† â€Å"#1 Mistake on LinkedIn: Don’t be pushy, be mindful.† ⊕⊕⊕⊕⊕ Did you pick up the major common thread? It’s your profile! Your LinkedIn Profile is like a 5-minute fast dating session where you get to say who you are, what you do and how you can help. It is your audience’s first impression- make it great, make it authentic, and make it you! The LinkedIn Success Summit was full of many wonderful interviews and the above is a summary of just 3 of the 35 presenters. You’ll find even more great tips by clicking here. Would you like to read more from Helen about LinkedIn experts and influencers (and save yourself the time of listening to all the presentations at the Summit)? Then please click here to read Part 1 of Helen’s Summit Summaries! Helen Denney-Stone is CEO and co-founder of Nudge Marketing, a firm that provides affordable, results-based marketing training for small businesses. She is a published author and artist and loves all things, mindful and marketing†¦ oh! and high heels, boxer dogs and the smell of freshly cut grass. Read the original version of this article here.

Sexeducation Speech or Presentation Example | Topics and Well Written Essays - 250 words

Sexeducation - Speech or Presentation Example The Problem Sex education is a major issue all over the world. The most widely debated point is whether to educate children about sex. Why do children need to know about sex? Should children learn about sex? At what age should they learn it? All of these questions are hotly debated. This topic has its pros and cons like any other topic, but which arguments are the most convincing? Let’s take a look at the way sex education is handled in two different cultures: American culture and Arab culture. Most people in the United States learn about sex in school, but in Arab culture they are more likely to learn from their parents. I think that makes a big difference. Where and how young people first learn about sex is very important. Bad sex education at an early age could lead to many problems. Fortunately, there is a solution. When introducing young people to a new idea, it’s important to be cautious and make sure they are ready. For example, you shouldn’t teach a five- year-old about the specifics of sex that he isn’t yet ready to understand any more than you would try to feed a baby solid foods before he is able to chew them. Kids should be guided into the topic at a pace that they can understand. It’s important to teach kids about sex carefully, in small steps.

Final reflective Paper Term Example | Topics and Well Written Essays - 750 words

Final reflective - Term Paper Example The film itself is for the most part always in reflection. These reflections are most often not varying shades of gray, but in contrasting dark and light, black and white. From a technical standpoint, lighting in the film tells a story all its own that the director has certainly intended. By his use of light or white to represent the good and higher principles, and his implementation of shadows and darkness to represent the more nefarious ideations in the movies, Welles rummages around in our psyches to evince a reaction to the scenes before word one is spoken. We are certainly instinctively programmed to trust the light, because you can see more, and distrust the mysterious darkness. Welles uses this as his own commentary on his characters as well as social commentary and the greater society. It is also interesting to think how Welles would have done this movie if color filmmaking were more in vogue. Also interesting that Welles, seeing the world through absolutes of black and white , also parallels this with newsprint and running a newspaper where stores are all there in black and white. Again this also represents the search for knowledge. It is interesting to note the progression of light and darkness in Kane as the movie progresses as well. The movie begins, as many good tales do, at the end. Kane murmering those famous words, Rosebud and dropping the snow globe. He is in the darkest of rooms, you can’t even see him, the snow globe however is well lit. When we see Charlie as a child he is in the whites and brightest of scene, virgin snow. As he progresses scenes alternate between light and dark depending on the event, but overall the brightness tends to recede and Kane’s character becomes darker as he is more stained by the realties of life. There is certainly also an element of realism, a documentary

Taking Middle School Kids Back to the Adventurous World of Literature Essay Example for Free

Taking Middle School Kids Back to the Adventurous World of Literature Essay The problem is that middle school students in Texas do not practice leisure reading creating a deficit in their reading skills as measured by the National Center for Education Statistics. Texas students showed an upsetting lack of improvement in reading on the Nation’s Report Card. In 2011, the average score of eighth-grade students in Texas was 261. This was lower than the average score of 264 for public school students in the nation (National Center for Education Statistics, 2011). The purpose of this review of literature was to examine reading interventions to promote positive attitudes towards leisure reading. The need is to improve reading skills as reflected reading scores on the Nation’s Report Card. Students who do not take time to read tend to have poor reading skills and sadly many students in middle school choose not to read. The transition from elementary to middle school makes an impact to the student’s interests and pastimes. Middle school students read less due to time spent with peers, participation in sports activities and other after-school activities, and to a growing lack of interest in textual materials (Johnson, Mckenzie, Miranda Williams-Rossi, 2011). Once the students stop practicing leisure reading, they start struggling with reading. Studies confirm a decline in reading scores on standardized tests, a decline in attitudes towards reading and a growing number of students who have good reading abilities, but choose not to read (Rodriguez Lira, 1998). When students stop practicing leisure reading they stop exercising their vocabulary affecting their reading comprehension. â€Å"The goal of comprehending text is not easily attainable for many adolescents, who demonstrate consistent and persistent difficulties with reading for understanding. † (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed, Stillman Spisak, 2011). According to rate and accuracy scores, middle school students have shown a tendency in declining grades. One of the reasons might be because decoding to reading comprehension drops in adolescence and older students have more highly developed strategies that reduce their confidence on word identification skills (Reed, 2010). Middle school students in Texas struggle with their reading skills because most of them do not practice leisure reading. Both qualitative and quantitative studies demonstrate a connection between success in school and the amount of leisure reading students do (Allington McGill-Franzen, 2003; Krashen, 1993, as cited in Hughes- TAKING KIDS BACK TO THE WORLD OF LITERATURE 2 Hassell Pradnya Rodge, 2007). The purpose of this literature review is to recognize the problem of students who choose not to read and find a possible solution to motivate them in devoting leisure reading time. There are a numerous of experimental, quantitative, qualitative, descriptive, correlational, and causal-comparative research studies done in the State of Texas and outside of Texas that have identified this problem and gathered data, important information, and suggested interventions to create possible solutions. According to Knulst Kraaykamp (1998), leisure reading is the reading students choose to do for pleasure; is the reading done for a hubby or fun, it is a non-school recreational activity. Students in elementary schools do practice leisure reading, but once students get to middle school this practice declines. For some reason many students who are good readers simply choose not to read (Beers, 1998). Students Do Not Comprehend What They Read One of the reasons students choose not to read it is due to the lack of reading comprehension making them lose interest in literature. In the article â€Å"Understanding the Cause of Intermediate and Middle School Comprehension Problems†, the authors were able to conduct a qualitative study by conducting a causal-comparative research. They determined the reasons of middle school students who struggle with reading is due to the lack of comprehension in specific vocabulary knowledge, background knowledge, or an understanding of subjects’ metaphors. They stressed students do not necessarily understand the meaning of words they are able to pronounce (Palumbo Loiacono, 2009). After analyzing their findings they describe data where it shows students in kinder garden were more exposed to narrative reading than to comprehension skills. They indicate that once the students get to middle school, it is now the teacher’s task to teach reading skills, comprehension strategies, vocabulary, and the multifaceted problems of subject matter text by using a variety of activities, supports, and scaffolds (Palumbo Loiacono, 2009). As a possible solution, they suggest using a strategy that has being used in the past since 1980 called Instructional Cloze (a story summary where every fifth word is deleted to be filled in the blank so students can be engaged in subject matter knowledge) to improve subject matter comprehension (Palumbo Loiacono, 2009). TAKING KIDS BACK TO THE WORLD OF LITERATURE 3 Many students don’t understand what they read, but comprehension is not the only reason they choose not to read for pleasure. Skills Alone Do Not Produce Readers On the other hand, Beers, the author of the article â€Å"Choosing Not to Read: Understanding Why Some Middle Schoolers Just Say No†, conducted a qualitative research and found out that skills alone do not produce readers. Reading experts recognize that some students leave school with the ability to read, but without the desire (Beers, 1998). Competency tests force many teachers to think they should focus more on reading skills than on reading pleasure (Maracek ,1978, as cited in Beers, 1998). According to Beers, reading can become a desired activity or an undesirable one. One of the great disasters of present-day education is not so much that many students leave school unable to read and to write, but that others graduate disliking reading even with the abilities they might have. Some of the reasons that indicates as to why students dislike reading is too much television, too little parental modeling, and too much emphasis on a skills approach to reading (Beers, 1998). In order to identify the different kind of readers in middle school, Beers gathered data by conducting interviews to reluctant reading students with openended questions on attitudes towards reading. After this, she provided descriptive data that displays characteristics of uncommitted, unmotivated and unskilled readers. With this data, she was able to see patterns of responses and understood students choose not to read for great number of reasons. Those patterns helped her to categorize types of aliteracy (Beers, 1998). In the Merriam-Webster dictionary, aliteracy is stated as the quality or state of being able to read but uninterested in doing so (hacker, 2012). Beers was able to observed devoted and inactive readers want to choose their own books, have teachers read aloud a few pages, meet the author, buy books at a book fair, keep a reading journal, go to the library, participate in panel debates, small group discussions or share books with friends. While uncommitted and unmotivated readers do want to choose their own books from a narrowed choice, have teacher read aloud entire book, compare movie to book, read illustrated books, do art activities based on books, read nonfiction material such as comic, sports, drawing, cars, fashion, make-up magazines (Beers, 1998). Beers TAKING KIDS BACK TO THE WORLD OF LITERATURE 4 did not give treatments to students in order to determine which reasons causes the distaste in reading, instead she conducted a survey to students about their feelings towards reading to gather qualitative data. Parents Modeling Leisure Reading According to the survey Beers conducted, parental modeling takes a big role in encouraging adolescents to literature practice. Devoted and inactive readers talked about their childhood where they remember seeing their parents reading to them at all times of the days and also remember their parents reading books in front of them, everywhere they were. On the other hand, many of the unmotivated students said their parents don’t read and they explain their parents used to read to them when they were kids but only before going to bed, it was an activity meant to keep them quiet and make them go to sleep. So they would see reading as a boring activity (Beers, 1998). This statement was also observed by researchers Hamston and Love, who conducted a quantitative and qualitative study at a private school. Their article is titled: â€Å"Voicing Resistance: Adolescent Boys and the Cultural Practice of Leisure Reading†. In this research the authors decided to focus on boys, leisure reading, and family reading dispositions due to the concerns raised in the literature regarding boys and literacy (Hamston Love, 2005). The study was conducted in a three year period at a private boy’s school. There were two stages in this research. In the first stage, Hamston and Love focused on 91 boys identified as good and committed leisure time readers. In the second stage, the researchers focused on 75 boys identified as mostly able readers who choose not to read. In both stages of the research, quantitative and qualitative data was gathered from each student through questionnaires about their reading practices, their parents, and the ways their parents share reading with their sons (Hamston Love, 2005). After observing and analyzing the questionnaires, researchers gathered quantitative and qualitative data where they were able to identify a similar culture for committed readers in the study; their parents guided them and facilitated them with leisure time reading. While reluctant readers show several acts of resistance and they lack enthusiasm to engage in the reading practices due to communication and relationships between these boys and their parents (Hamston Love, 2005). The TAKING KIDS BACK TO THE WORLD OF LITERATURE 5  research shows reluctant readers resist to reading novels since they are not highly motivated, they consider these privileged text. However, they are engaging in reading and interacting with multi-media, electronic and complex visual texts that relate to their lives as adolescents, but they still lack the passion in engagement to textual practice. (Hamston Love, 2005). The Leisure Reading Habits In a quantitative and descriptive research done at an urban middle school, Hughes-Hassell and Rodge (2007) found an interesting fact about the leisure reading habits. In this particular school, a study was conducted to collect data by administering a 5-page, 20-item questionnaire. It was focused on factors related to reading by choice. For example, whether or not adolescents read in their leisure time; if so, what, when and why do they read? The questionnaire contained multiple-choice and open-ended questions (Hughes-Hassell, Rodge, 2007). Seventy-two percent of the students indicated that they engaged in reading as a leisure activity, a finding that is consistent with other studies of adolescent reading. Twenty-two percent said they read â€Å"constantly†, and 50% indicated they â€Å"read when they get a chance. † Six percent of the adolescents indicated that they do not read; the other 22% said they read only for school (Hughes-Hassell, Rodge, 2007, p. 23-24). These descriptive data exposes good percentage of students who are engaged in leisure reading. However it also raises a question: Why do these adolescents’ reading scores at this particular school remain low when they reported that they engage in leisure reading? (Hughes-Hassell, Rodge, 2007). It has been proven that â€Å"students who read in their spare time become better readers, score higher on achievement tests in all subject areas, and have more content knowledge that those who do not† (Cunningham Stanovich, 1991; Krashen, 1993, as cited in Hughes-Hassell, Rodge, 2007). But why is the survey showing otherwise? Hughes-Hassell and Rodge suggest a possible explanation that it involves the type of reading they are doing. In their survey it displays that â€Å"books† are not the preferred leisure reading material for both male and female students. In the data gathered it shows 72% read magazines about sports, video games, and music. Forty four TAKING KIDS BACK TO THE WORLD OF LITERATURE 6 percent of the students liked reading comic books, 37% choose internet reading material and only 30% of the students read books for pleasure (Hughes-Hassell, Rodge, 2007). Reading magazines, comic books and internet material is considered light reading and according to Hafner, Palmer and Tullos (1986), light reading does not automatically result in an ability to read advanced material, it only provides motivation for more reading (Hughes-Hassell, Rodge, 2007). After the research was conducted and observations were made, the authors provided these are following suggestions for teachers and librarians. 1. Teachers and librarian should provide the types of materials students prefer, including magazines, comic books, and the Internet. 2. Students’ culture and heritage need to be respected by providing multicultural resources that are relevant to students’ lives, as well as resources in their first language. 3. It is important to talk to students to find out what they are passionate about. of them don’t have time to read after school. 5. Adequate fund must be provided for school and classroom libraries in low-income urban communities. 6. Summer reading must be encouraged because it is critical to summer learning. for â€Å"parents play a significant role in developing and sustaining the leisure reading habits of children and adolescents† (Kim, 2004; Strommen Mates, 2004, as cited in Hughes-Hassell, Rodge, 2007). 8. Teachers and librarians have to be passionate about the love of reading and display the books currently reading by the teacher or librarian. (Hughes-Hassell, Rodge, 2007). 4. Students must be provided with time during the school day to read, because some 7. It is imperative to partner with parents to promote and encourage leisure reading Struggling Readers and Silent Reading In the experimental research: â€Å"Silent Reading Manifestations of Adolescent Struggling Readers† conducted by the researchers Gilliam, Dykis, Gerla, and Wright, vital facts were found about the importance of adolescents practicing silent reading. TAKING KIDS BACK TO THE WORLD OF LITERATURE 7. Many struggling adolescents’ readers have not fully developed the skill to read silently, discouraging them from finding a passion for reading (Gilliam, Dykis, Gerla Wright, 2011). According to Miller (1972), efficient silent reading implies a strong correlation between a rapid reading rate and a high level of comprehension (Gilliam, Dykis, Gerla Wright, 2011). Reading silently is developmental; students start first grade by reading out loud, but at the end of the school year 50% of these students read silently with correct understanding. Students who could not read silently either vocalized or moved their lips as they read to themselves, slowing down their reading rate (Gilliam, Dykis, Gerla Wright, 2011). The purpose of this case study was to discover the connection between speech and reading to oneself among struggling readers in secondary schools. Ninety-five struggling readers in the middle and high school students were chosen as the target population in which they received a treatment for an individual administration of a norm-referenced measure of reading along with direct observations (Gilliam, Dykis, Gerla Wright, 2011). During the test administrations, examiners observed the students in order to determine whether they read silently or whether they moved their lips, mumbled, or whispered as they read, or whether they read aloud. The exam had reading comprehension passages to observe the recorded student’s reading comprehension (Gilliam, Dykis, Gerla Wright, 2011). After making observations, the researchers found that less than half of the secondary struggling readers read silently when reading to themselves. In other words, the majority of struggling readers do not practice silent reading which is a fundamental aspect of comprehension and rate of comprehension. The authors propose silent reading to be taught to struggling readers, the study demonstrated that it will improve their reading rate and comprehension; this might also encourage them to practice leisure reading. (Gilliam, Dykis, Gerla Wright, 2011). Reading Interventions in the Middle Grades In the qualitative article titled: â€Å"Reading Intervention in the Middle Grades†, Allington offers five principles to help middle school struggling readers to succeed. After comparing and contrasting different interventions used in the past without success, TAKING KIDS BACK TO THE WORLD OF LITERATURE 8 his first principle suggests all students need high-quality instruction all day long. He proposes teachers to find appropriate lesson materials, because students need books they can actually read (Allington, 2011). It has been confirmed students cannot learn much from books they cannot read accurately, fluently, and with understanding (Allington, 2007). The second principle is to expand the volume of reading that struggling readers do every day, but do it with a book that they can both read and enjoy. With reading practice matters, struggling readers need to dramatically expand their reading activity (Allington, 2011). It may take years of remediation in which the struggling reader will get better than the achieving peers (Torgeson, 2005). If expanding reading activity among struggling readers is the goal, then the third principle is to provide students with books they can read and books they are interested in reading (Allington, 2011). In the fourth principle, Allington advices not to use decoding instruction for middle school struggling readers because this instruction is rarely useful for older struggling readers. Even when decoding lessons bring struggling older readers’ word recognition up to grade level, there is usually no improvement in their reading comprehension (Torgeson Hudson, 2006). In the fifth and last principle, Allington points out that it is teachers who present the problem that needs to be solved, more than the students do. In other words, it becomes clearer that many of the struggling readers’ problems are caused by teachers, especially when they don’t take action in providing appropriate instruction. In order to help struggling readers, teacher must provide reading material that is to the student’s interest, books they can read and understand to expand their reading time along with reading comprehension (Allington, 2011). Substantial supportive facts with Allington’s fourth principle are found in the article, â€Å"Efficacy of a Reading Intervention for Middle School Students with Learning Disabilities†. Wanzek, Vaughn, Roberts and Fletcher (2011) conducted a one year experimental study which included sixth to eighth grade students with learning disabilities from seven middle schools. In this study, researchers conducted a reading intervention by providing 50 minutes of phonemic decoding instruction to middle school students compared with similar students who did not receive the intervention. No significant differences were found for phonemic decoding fluency and passage comprehension (Wanzek, Vaughn, Roberts, Fletcher, 2011). Since no major effect TAKING KIDS BACK TO THE WORLD OF LITERATURE. 9 was encountered in this experimental study, Allington’s suggestion is correct, teachers should focus more on training struggling readers with reading comprehension by providing time and students’ centered interest reading materials which at the same time it promotes leisure reading (Allington, 2011). Efficacy of Collaborative Strategic Reading Collaborative strategic reading (CSR) is one of the effective solutions found in reading comprehension for struggling readers. Collaborative strategic reading is defined as follows: Collaborative Strategic Reading (CSR) is a set of four strategies. CSR integrates word identification, reciprocal reading, and cooperative learning. CSR teaches students how to monitor their comprehension and also how to use procedures for clarifying understanding when difficulties arise. Students also learn main idea and questioning practices that assist them on text while reading and guiding group responses to text after reading (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011, p. 940). The authors Mohammed, Swanson, Roberts, Vaughn, Klingner, Boardman, SREEA (2010) conducted experimental studies to test the CSR effectiveness for struggling readers. In their article, â€Å"The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1†, they explained the experimental study conducted to diverse students who were identified as struggling readers. After their study analysis and the positive impact made on the intervened students, they concluded CSR is an effective practice that should be used as a reading intervention (Mohammed, Swanson, Roberts, Vaughn, Klingner, Boardman, SREEA, 2010). A year later, another experimental study was conducted by the authors: Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed and Stillman-Spisak (2011), to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students. The title of the article is â€Å"Efficacy of Collaborative Strategic Reading with Middle School Students†. In this study, students were selected from three school districts from seventh and eighth grade. After they were TAKING KIDS BACK TO THE WORLD OF LITERATURE 10 randomly assigned to class, there were 27 comparison classes and 34 treatment classes. Students in the treatment classes received the intervention and students in the comparison classes received typical instruction (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011). Students in the treatment classes outperformed students in the comparison classes on a standardized reading comprehension exam. After the study findings, authors reassure CSR is an achievable and effective practice that can be integrated into reading and language arts instruction to make a positive impact (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011). Even though these two experimental studies about CSR effectiveness were completed in the same states, Texas and Colorado, the researchers had different designs and questions with diversity students. In the first study: â€Å"The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1†, the authors targeted identified struggling students and used CSR as a reading intervention to experiment reading comprehension (Mohammed, Swanson, Roberts, Vaughn, Klingner, Boardman, SREEA, 2010). In the second study: â€Å"Efficacy of Collaborative Strategic Reading With Middle School Students†, the researchers focused on the effectiveness of CSR with adolescent readers when applied by well trained and supported CSR teachers (Vaughn, Klingner, Swanson, Boardman, Roberts, Mohammed Stillman-Spisak, 2011). Reading Time Provided for self-selected books In order to promote leisure reading, one of the many suggestions made by researchers is to provide reading material that will target the adolescents’ interest and give them time during school to read. To test these recommendations and see students’ attitudes towards reading, Rodriguez and Lira (1998) conducted an experimental study at a middle school in South Texas. The study consisted of providing 30-minute periods five times a week for eight months to 41 eighth grade students. The students’ assignment was to read from self-selected books (books which did not have more than five unknown words on any given page), keep a reading log, take home their books and participate in the reading club (Rodriguez Lira, 1998). This experimental design was combined with TAKING KIDS BACK TO THE WORLD OF LITERATURE 11 a descriptive and a group pretest-posttest to determine if there was a significant difference with students’ scores before and after the experiment. Rodriguez and Lira (1998) also made observations on students who participated in this study observing for positive attitudes towards reading. The results point out that most of the students enjoyed the required reading and felt they had improved with their reading skills, specifically their vocabulary and fluency. Even though the study did not reveal significant improvements in reading achievement for the 41 students, however, the study showed greater gains in reading achievement for students with low to average reading abilities than it did with students with better reading abilities (Rodriguez Lira, 1998). In other words, struggling readers improved their reading abilities, and this fact proves a statement mentioned earlier; it may take years of remediation in which the struggling reader will get better than the achieving peers (Torgeson, 2005). Successful Engagement with Text Using the E-reader Making technology part of a motivational reading tool can encourage reluctant students to engage in literature. Johnson, Mckenzie, Miranda Williams-Rossi (2011) conducted an experimental study in a middle school where 199 students were given 1525 minutes to read high interest chapter books and stories on the Amazon Kindle ® reader. This was done to study the attitudes and response to reading using e-books by reluctant students. After making qualitative observations, the authors found reluctant readers demonstrated motivation in reading, engagement and expressed high levels of satisfaction with the e-readers. Researchers were very satisfied with the reluctant attitudes towards reading after this study, that they recommend e-readers to be used in reading improvement classes as another choice for reading material (Johnson, Mckenzie, Miranda Williams-Rossi, 2011). Conclusion The problem is that middle school students in Texas do not practice leisure reading creating a deficit in their reading skills as measured by the National Center for TAKING KIDS BACK TO THE WORLD OF LITERATURE 12 Education Statistics. Texas students showed an upsetting lack of improvement in reading on the Nation’s Report Card. In 2011, the average score of eighth-grade students in Texas was 261. This was lower than the average score of 264 for public school students in the nation (National Center for Education Statistics, 2011). The purpose of this review of literature was to examine reading interventions to promote positive attitudes towards leisure reading. The need is to improve reading skills as reflected reading scores on the Nation’s Report Card. It has been demonstrated that students who practice leisure reading perform better in many subject areas (Hughes-Hassell Pradnya Rodge, 2007). Leisure reading is the key to help students improve the standardized test scores. After examining experimental and nonexperimental studies conducted in and out of the state of Texas, it is alarming to know students in the middle schools choose not to read for numerous reasons. In schools, students are not being motivated to read for pleasure, instead teachers focus more on reading skills to pass standardized tests so teenagers are being forced to read lacking the passion to literature (Beers, 1998). Many reading materials offered to students are out of their interest and most of the time these books are filled with unknown vocabulary words causing the student to struggle by not comprehending the reading (Palumbo Loiacono, 2009). There have been several reading interventions done to help students with vocabulary decoding and reading skills, but researches show the most important of all is reading comprehension; and this can only be obtained when teenagers self-select the reading material (Rodriguez and Lira, 1998). Researches show silent reading is a great way for students to better comprehend text and it helps read at a faster rate, but most of them have not developed this skill (Gilliam, Dykis, Gerla Wright, 2011). When students enter middle school, their reading habits start declining because they start getting involved in after school activities or just hang out with friends. Time must be provided during school hours for them to dedicate leisure time (Allington, 2011). Parents take a big role in influencing their kids in leisure reading by practicing reading themselves and motivating their kids to practice reading at home (Hamston Love, 2005). A research study shows teenagers are fascinated with technology and using electronic devices such as e-readers has made a positive impact on reluctant readers with their attitudes towards reading (Miranda Williams-Rossi, 2011). Both qualitative and TAKING KIDS BACK TO THE WORLD OF LITERATURE 13 quantitative studies demonstrate a connection between success in school and the amount of leisure reading students do (Allington McGill-Franzen, 2003; Krashen, 1993, as cited in Hughes-Hassell Pradnya Rodge, 2007). TAKING KIDS BACK TO THE WORLD OF LITERATURE 14 References Cited Allington, R. L. (2007). Effective teachers, effective instruction. In K. Beers, R, E. Probst, Reif (Eds. ), Adolescent literacy: Turning promise into practice (pp. 273288). Portsmouth, NH: Heinemann. Allington, R. L. (2011). Reading intervention in the middle grades. Voices From The Middle, 19(2), 10-16. Beers, K. (1998) Choosing not to read: Understanding why some middle schoolers just say no. Into Focus: Understanding and Creating Middle School Readers, 1-27. Gilliam, B. K. , Dykes, F. , Gerla, J. K. , Wright, G. L. (2011). Silent reading manifestations of adolescent struggling Readers. Reading Improvement, 48(3), 118-127. Hacker. (2012). In Merriam-Webster. com. Retrieved April 30, 2012, from http://www. merriam-webster. com/dictionary/hacker Hafner, L. , Palmer, B. , Tullos, S. (1986). The differential reading interests of good and poor readers in the ninth grade. Reading Improvement, 23, 39-42. Hughes-Hassell, S. Rodge, P. (2007). The leisure reading habits of urban adolescents. Journal of Adolescent Adult Literacy, 51(1), 22-33. TAKING KIDS BACK TO THE WORLD OF LITERATURE 15 Hamston, J. Love, K. (2005). Voicing resistance: Adolescent boys and the cultural practice of leisure reading. Discourses: studies in the cultural politics of education, 26(2), 183-202. Johnson, K. A., Mckenzie, N. , Miranda, T. , Williams-Rossi, D. (2011). Reluctant readers in middle school: successful engagement with text using the e-reader. International Journal of Applied Science and Technology, 1(6), 81-91. Knulst, W. Kraaykamp, G. (1998) â€Å"Trends in leisure reading: forty years of research on reading in the Netherlands. † Poetics, 26:1 (September), 21-41. Mohammed, S. S. , Swanson, E. , Roberts, G. , Vaughn, S. , Klingner, J. K. , Boardman, A. , Society for Research on Educational Effectiveness. (2010). The effects of collaborative strategic reading instruction on the reading comprehension of middle school students: Year 1. Society For Research On Educational Effectiveness. National Center for Education Statistics. (2011). The nations report card reading 2011 state snapshot report. Texas. Grade 8, Public Schools. National Center For Education Statistics, ERIC. Web. 24 Mar. 2012. TAKING KIDS BACK TO THE WORLD OF LITERATURE 16 Palumbo, A. Loiacono, V. (2009). Understanding the causes of intermediate and middle school comprehension problems. International Journal of Special Education, 24(1), 75-81. Reed, D. (2010). The contribution of retell to the identification of struggling adolescent readers. Request LLC, 1-226. Rodriguez, C., Lira, J. R. (1998). A study of eighth grade students from a south Texas middle school who participated in 30-minute required reading periods of selfselected books. Torgeson, J. K. , Hudson, R. F (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels A. E. Farstrup (Eds. ), What research has to say about fluency instruction (pp. 130-158). Newark, DE: International Reading Association. Torgeson, J. K. (2005). Recent discoveries on remedial interventions for children with dyslexia. In M. Snowling C. Hulme (Eds. ), The Science of reading: A handbook (pp. 521-537). Malden, MA: Blackwe

Main Objectives of Training in Employment

Main Objectives of Training in Employment The training, development and education of employees at all level of hierarchy in an organization are considered as an essential tool in maintaining competitiveness in the international arena. The chance for workplace learning to improve individual and organizational performance has been acknowledged for a very long time. Training is a fundamental component in helping to resolve major organizational or management problem. Training is an ideal way to learn a job. Today, Management of the skills of the workforce is an essential aspect of doing business, and employee development will likely grow in the future (Noe, 1999). The benefits of employee development extend beyond the actual skills gained and their contribution to an individuals productivity (Benson, 2002). Training is the use of systematic and planned instruction activities to promote learning. This approach can be summarized in the phrase learner-based training. (Armstrong, 2001) Training has an opposite role to play in accelerating learning: that is, training should be reserved in circumstances justifying a more directed expert-led approach instead of viewing training as a comprehensive and all-pervasive solution for the development of the people. (Reynolds, 2004) 2.1. Learning Learning is defined as a method of increasing an individuals ability to take action. (Kim, 1993) The definitive aim of learning policies and programs of any organisation is to make provision of skilled, knowledgeable and competent workforce necessary to meet present and prospective needs. (Armstrong, 2001) However, Reynolds et al (2000) explained that there is a need to make difference between learning and training as learning is a process of acquiring new knowledge, skills and capabilities whilst training is one of the actions an organisation can take for the promotion of learning. Similarly, Sloman (2003a) distinguished between learning that lies within the domain of the individual and training that lies within the domain of the organization. Today, The approach is to focus on the individual learning by ensuring that it happened when needed that is, just-for-you and just-in-time learning. 2.2. Definition of Training In General, Training is defined as a planned and systematic effort to modify or develop knowledge, skills and attitudes through learning experiences, to achieve effective performance in an activity or range of activities. (Garavan et al., 1995; Harrison, 1993; Reid et al., 1994). The Manpower Services Commission (1981) described training as a designed process aiming at the development of attitude, knowledge or skill behaviour through the knowhow of learning in order to achieve performance in an activity or series of activities. The idea behind training in the situation of the work is to increase the capabilities of an individual so as to satisfy the current and prospective needs of the organisation. Training is the systematic modification of behaviour through learning which occurs as a result of education, instruction, development and planned experience. (Armstrong, 1999) Decenzo and Robbins (1996) defined training as a learning experience that seeks a relatively permanent change in an individual that will improve the ability to perform on the job. As well, Decenzo and Robbins pointed out that training bring about changes in skills, knowledge, attitudes, or behaviour. Many other definitions provided in literature lay emphasis on a current job focus. Being a very popular activity, it appear to cross all the limits including on- the- job training, off- the- job training , training to young employees , adult training, formal and informal training through work experience. Looking forward critically to the views on training concepts revealed the same thing in appearance what really differs is the alternative of words. 2.3. Aim of Training The central aim of training is to aid an organisation achieving its purpose by adding value to its key resources, that is, the people it employs. Consequently, to attain the overall effectiveness and efficiency of an organisation, it needs to invest in its people to enable them to perform better and to empower them to make the best use of their natural abilities. 2.4. The three main objectives of Training pointed out by Armstrong (1999) are as follows: Training develops the ability of the employee to enhance their performance. Assist in the growth of the people in the organisation as far as possible, as such its future Human Resources can be met within the organisation, The learning time for employees starting new jobs on appointment, transfer or promotion are lessened and also ensure that the latter are totally competent as promptly and cost-effectively as possible. 2.5. The need for training is justified in many ways: Learning can take place through formal training as: Formal instruction can develop the skill for the works requirements. Various skills are needed for the number of employees which have to be developed quickly so as to meet new demands and cannot be obtain through relying on experience. In order to ensure that employees meet their responsibilities critical information need to be imparted. Common learning need has to be met, which can be dealt through training programs. 2.6. The Systematic Approach to training The influential factors in conflict with the good performance of employees are the inadequacy of training. With simple recruitment, no seriously minded organisation can be staffed by employees having expertise and potentials in variety of discipline desired for the total functioning. Through, a systematic approach to training of the personnel on a continuous basis connects the totality of the workforce towards higher productivity in the organisation. The Manpower Services Commission (1981, p.59) defined systematic training as training undertaken on a planned basis as a result of applying a logical series of steps. In practice, the number and description of these steps tends to vary, but in general terms they would cover such aspects as the development of training policy, identification of training needs, development of training objectives and plans, implementation of planned training and validation, evaluation and review of training. Typically, the systematic model consists of 5 components: analysis of training needs, design of training curriculum, development of training curriculum, implementation or delivery and finally the evaluation. (Carnevale et al, 1990). 2.7. Models of Training: 2.7.1. ADDIE model The most common conceptual model for systematic training is the ADDIE model. The ADDIE model presents a systematic process for determining training needs, the design and development of training programs and materials, implementation of the program, and evaluation of the effectiveness of the training (Gagne et al, 2005). The ADDIE model has been evolved through written or oral tradition both formally and informally (Molenda, 2003). Figure 1-ADDIE Model: Phases, System Functions, and Quality Improvement Source: Department of the Air Force (2001) Note: ADDIE = analyze, design, develop, implement, and evaluate. The ADDIE illustrated above is one of the revised model. The model shows that: Evaluation is the focus of the ADDIE process. ADDIE is a continuous process with flexibility to enter and reenter various phases when necessary so as to develop, update or revise instruction. The ADDIE activities take place within and are dependent on system functions. Cooperation is necessary among personnel performing in the system function and those who design develop and implement instructional systems. All activities and system function is based on continuous improvement for the overall system. The entire process of this model is the ADDIE model takes place with the sphere of Quality improvement. ADDIE depends on the mission and job analysis for required data in order to design, develop and implement instruction. There are more than 100 different variations of the model; however, almost all of them reflect the generic ADDIE process. 2.8. Performance improvement focus Models There are normally three models related to training for performance improvement. The following three models, performance-based instruction, training for performance system, and training for impact, take a performance improvement focus. They each work from the assumption that it is unlikely that training by itself will improve individual or organizational performance. These models emphasize the analysis and evaluation phases and their connection to the host organization The performance-base instruction Training for performance system Training for impact. However, these three models work on the assumption that training by itself would not improve the performance of employee or the organisation as emphasize must be on the analysis and evaluation phase. 2.8.1.The performance-base instruction Model Performance-base instruction (PBI) model was developed by Dale Brethower and Karolyn Smalley in 1998. The PBI model was specially designed to add value to individuals and organizations performance through which the gap between the novice and the excellent performance is reduced. Holton et al (2000) stated that the model is learner and organisation centered and seeing that there is an improvement in performance, it hereby adds value to the organization. Figure 2-Performance-Based Instruction Source: Brethower and Smalley (1998). The benefit of this systematic training approach is to enhance the high ratio of benefit to the high ratio of cost as it uses a systematic and efficient development process. Brethower and Smalley (1998) pointed out the application of the PBI model is put into practice through: (1) Guided observation, (2) Guided practice, (3) Demonstration of mastery. 2.8.2. Training for performance system The Training for performance system (TPS) model was initially developed by Richard A. Swason in 1978 which have begin with the composition of the ADDIE model as discussed previously and thus have expand one each phase to mitigate rigidity and shortcomings. Swason(2002) defined the TPS as a process for the development of human expertise for the purpose of improving individual, organizational and process performance. Normally, the TPS analyzes the requirement for basic organisational performance and also deal with the development of the expertise in the field of knowledge work and system work. Figure 3 Training for Performance System, Source: Swanson (2002). TPS give rise to a systematic training model with the potential to produce outstanding outcomes in the training environment for all content. Thus this is accomplished in 2 ways: The traditional 5 phases of training is supported by a solid leadership function. The basis of leadership includes the tasks of: Championing the training and development mission and goals of training, Managing the training and development process, Ensuring the continuous improvement of the process. Each phase is divided into two specific steps which further describe the major processes that make up the phase which is backed up by a an easy-to-use support system for every step. The analysis phases (Swanson, 1996) and the evaluation phase (Swanson, 1996; Swanson Holton, 1999) in the TPS model is emphasis as being the key to success. 2.8.3. Training for impact model This model links training with the specific goal of an organization. That is, the need that drives the request for training is identified in the organization. This model helps the trainer to document their training efforts. The Training for impact model states a mandatory need assessment. That is, the business result expected to take place from the improvements are recognized on the front end. This model helps the Human Resource Development (HRD) professional to focus on the requirement and delivery for the improvement in skills and knowledge whereas, management to focus on the needs required in the working environment to support new skills or knowledge. Then, the results must be measured. (Cowell et al, 2006). Figure 4-Training for impact Source: Robinson and Robinson (1989). Robinson and Robinson (1989) outlined 12 steps of progression through the Training-for-impact model. Step 1: Identify business need and client: This means that training should help in maximizing opportunities, and thus be more projects driven than curriculum base. Step 2: Form a collaborative relationship with client: the learning experience and work environment us examined. Step 3: conduct initial project meeting: This is a key step in the training process. Step 4: Conduct Performance effectiveness assessment: Front-end assessment is mandatory as it identifies. What gap exists? What should be? What should not be? What is the difference between the two? Step 5: Conduct cause analysis: In this step the cause of the gap that exists should be identified. Steps 6 and 7: tabulate, interpret and report results to the client: the HRD manager must present the result in a way to encourage management to take expected action. Step 8: design the reaction and learning evaluation system: In this step, the reaction evaluation that is, receiving information from participant and learning evaluation that is, assessment of the degree of skill and knowledge which have been learn should be designed. Step 9: design tracking system: The behavioural, non-observable and operational results should be identified clearly and must be specific to allow measurement. Step 10: conduct training: maximum impact to the organisation is assured because of the time and efforts devoted in the need assessment. Step 11: collect, tabulate and interpret evaluation and tracking data: comparison of the date collected with the base data for evaluation of outcome evidence. Step 12: report to the client: the results from all evaluation with emphasis on tracking studies should be reported. Clients will assist with evaluation and follow up actions. 2.9. The Systematic training process 2.9.1. Training needs analysis The analysis phase was originally based on the understanding that training was needed and that analyzing the content was the starting point. Goldstein (1986) described needs assessment as an effort to analyse and diagnose the organization, task and person, to determine if a cure is necessary and what cure is most likely to produce the desired results. Needs analysis is a systematic attempt to identify current and future organizational problems. (Anderson, 1993; Roscoe, 1995). Training need analysis is a process of determining what ought to be (goals) and assessing the amount of discrepancy between what ought to be and what actually is (needs). (Briggs, Gustafson and Tillman, 1991). The purpose of a training needs analysis is to close the gap between the actual and desired situations by determining discrepancies in outcomes, placing them in order of priority and selecting the most important for closure or reduction. (Rothwell and Kazanas, 1998). It is important to carry out training needs analysis before organizing any training activities as it guaranteed the success of the activities. The analysis ensures synergy among the learning need of individual and quest for effectiveness, job performance and strategic organisational development. (Potter et al., 2003) Normally the TNA refers to the process of examining needs for training in order to determine how they might actually be met. It attempt to define gaps between what people know and can do and what they should know and be able to do. To gain a meaningful analysis, it is crucial to use the system approach. Following certain steps will be beneficial as it provide direction and focus in the process. As such, it provides a framework within which to work and to report results to management. The steps that are normally used to analyse training needs are as follows: Step 1: Perform a gap analysis Step 2: Identify priorities and importance Step 3: Identify causes of performance problems and/or opportunities Step 4: Identify possible solutions and growth opportunities Step 5: Present your findings A Training Needs Assessment is normally conducted so as to determine what the actual performance problem(s) is (are) (Rossett, 1999). However, in some cases, a problem is not due to the of lack in instruction but to deficiencies within the job structure or environment (Clark, 1999). 2.9.2. Designing the training program The next step consists of designing the training program. It is imperative for organisations to realize while designing the program that is equally important to consider what trainees should know or be able to do after the training is complete. One thing that should be considered before designing the training program us what the program is to accomplish, that is the objectives. Without knowing what the program is to accomplish it is very difficult to design the program. 2.9.2.1. Determining training objectives and training plan After the need analysis, it becomes easier to establish training objectives and to determine what the learners must be able to perform after the training program. However, Mckenna and Beech (2002) stated the importance for a sound basis to be established for other elements of Human Resource Management practice such as performance management, reward management combined with training and development. That is, training and development itself cannot help in the total development of employee without the complement of appraisal and motivation. 2.9.2.2. Determine the content Once, attainable and measurable objectives have been set, it is crucial to determine the content. This can be either a complete training program or ne task only. In the content details of the course content and time, resources required, method of training, who should do the training and who should be trained information should be available. 2.9.2.3. Implementing training The success of the training program totally depends on how well it is implemented. The establishment of a suitable learning environment is one of the most important elements determining the success of the training provided. There should be the right provision for the availability of training facilities as such trainers will be able to gain the interest of the audience, maximize understanding and participation. The method of training used is normally based on the identified needs, training objectives, an understanding on part of the trainees, resources available and the awareness of the learning principle. The most popular training and development techniques used by organizations can be classified as either on the job training and off the job training. (DeCouza et al, 1996) On the job training This is the most widely use method of training as it is simple and less costly to operate. It is normally conducted at the work site and in context of the actual job. Here, there is a close collaboration between the trainer and learner. There are 3 common methods used for on the job training are: learning by doing, mentoring, and shadowing and job rotation. Off the job training Off the job training involves employees taking training course away from their place of work. It might also be provided by the organsation training department or by external providers. The training methods are: Lectures Demonstration Role play Case study Demonstration 2.9.3. Evaluation of training program A review of literature on evaluation of training was conducted to identify methods of effectiveness evaluation for training programs. Upon checking the effectiveness of training, Kenny et al (1992) stated that both during and after the completion of the training, it must be reviewed by training officers, the line manager and if required by the trainee also. Evaluation helps to measure the cost benefits of the training program not only based on the achievement of its laid down objectives. Phillips (1991) defined evaluation as a systematic process to determine the worth, value, or meaning of something whereas, Holli and Calabrese (1998) defined evaluation as contrast of an observed value or a standard quality or criteria of comparison. Therefore, Evaluation is the process of forming value decision about the quality of programs, products, and goals. 2.9.3.1. Methods of training effectiveness evaluation Training can be evaluated in several ways. Beardwell and Holden (1993) have cited some of these methods as follows: Questionnaires : this is the most common approach of obtaining responses about the training program from the trainee. Tests : An important evaluation program for measuring learning. This help to show the change in skills, knowledge or ability of the trainee attribute from the program. These are common on formal courses. Structured exercises : this provides the opportunities to apply the learned skills and techniques under observation of evaluators. Interviews : this is a direct way of gathering information from trainees. This can be formal and informal; individual or group, face to face or by telephone. 2.9.3.2. Approaches to evaluation of training Upon the definition of evaluation, the Kirkpatrick Model was the most commonly reported model. Phillips (1991) pointed out that the Kirkpatrick Model was one of the most well known frameworks for the classification of evaluation areas. This was confirmed by America Society for Training and Development (ASTD) in 1997 when carrying a survey on human resource development. 2.9.2.3. The Kirkpatrick Model: Level one : reaction Level two : Learning Level three : Behavior Level 4 : Results Level one: Reaction Normally, stakeholder reactions provide useful insight into factors that contribute to learner motivation and satisfaction but do not directly measure training results. Typically, reaction data includes the learn ability data collected from trainees and teach ability data collected from trainers. Level 2: Learning The determination of the learning gain is an essential measure. Did the training programs achieve its objectives? Have the trainees mastered the knowledge, skills and attitudes at which the training was directed? If the training does not result in learning, training has no value to an organization. However, there are ample evidences that learning from training is often quickly lost or not transferred to the job in a way that improves employee performance. Therefore, measuring learning alone does not provide adequate evidence of trainings value to the organisation. (Collins, 2002; Dionne, 1996). Level 3: Behaviour It is argued the trainee work performance is the most meaningful and critical factor in judging the training effectiveness. That is, it determines the extent to which changes in behaviour and job performance have occurred as a result of the training event and also involves both the employees and managers evaluation of changes in job related activities. Level 4: Results Finally, the impact of the training event on the organisation performance is measures as it is views as many or equals to more important than individuals work performance. However, organisational performance can only be achieved through individual performance. 2.10.Training and Employees Performance Overview The quality of the workforce and their development through training are key factors in determining long term profitability and the optimum performance of organisations. Therefore, to hire and retain quality employees, it is crucial to invest in their development of their skills, knowledge and abilities so that the individual and eventually the organizations performance can increase. Traditionally, training is given to new employees only. However, this is a mistake as ongoing training for existing employees helps them to adjust to changing job requirement quickly. Figure 5-Bramleys individual model of training Source:Swart et al(2005) The model in general assumes that employee knowledge, skills and attitudes will change by the adoption of a training program; however, this does not always end in that way. If the employee believes, there is an improvement in his knowledge and skills; then it may be safe to also assume that, there will be an increase in the persons individual performance. Through training the persons competencies will be reinforced and will enable him or her to execute the tasks assigned effectively and efficiently. As a result, according to the model, there will be an increase in the overall performance of the organization. Nevertheless, individual job performance is also influenced by the culture and the structure of the organization, by the job design, the reward systems used to motivate employees and the power and politics that exist in the organization and the group processes. Individuals may not achieve their goals and thus not perform well, due to problems associated with the reasons above and not necessarily due to lack of skills. Wright and Geroy (2001), argued to ensure training effectiveness, certain issues must be taken into account. Management style may need to change and training also, has to fit with the culture of the organization. Some companies may offer training programs that, the organization itself is not prepared to accept the ensuing changes. Besides, Eisenberger et al. (1986) proposed that employees are more likely to become committed to an organization, if they believe that the organization is committed to them and management should make efforts to create a positive work environment. Managers, also have the responsibility, to ascertain which factors inhibit effectiveness and make the appropriate decisions, to ameliorate the situation (Swart et al., 2005). Although in theory training seems to increase organizational performance, in actuality the evidence for such a claim is scant. Bartel (1994), in a survey 2.11. Performance Management Definition of performance management Fisher et al (2003) defined performance management as the integration of performance appraisal systems with broader human resource systems as a means of aligning employees work behaviors with organizational goals. Performance management should be an ongoing, interactive process that is designed to enhance employee capability and facilitate productivity. 2.11.1 Criteria for assessing employees performance Productivity Productivity can be said to be the raison dà ªtre of management. According to Armstrong (1999) productivity represents the output of goods and services that can be obtained from a given input of employees. The sources of productivity gains includes (Schiller, 2002) Higher skills- increase in the skills of labour More capital- An increase in the ratio of capital to labor Improved management- better use of available resources in the process. Technological advancement- development and use of better capital equipment. Training leads to the development of higher skill and thus impacts on employee performance. The focus is that employee will not perform better at work no matter how hard they try and regardless of how they want until they know what they are supposed to do and how they are supposed to do it (Zaccarelli, 1997). Productivity is one of the most important elements for assessing employee performance. Motivation and Job Satisfaction Job satisfaction refers to an employees overall assessment of his or her work and work-related experiences, which is influenced by an individuals values, ideals and belief.( Baron, 1976; Chan et al., 2004). Research has been reporting job satisfaction as an important predictor of several critical negative and positive work outcomes. Job satisfaction is a very important motivator for employees performance and has been found to inversely relate to turnover.(Mak and Sockel, 1999; Rust et al., 1996). On the other hand, the offering talented employees training to retain them on their current job function and allowing them to learn to new skills can be utilized to improve employee satisfaction within the organisation (Rice et al, 1991). Evidence suggest that suggests that training is more likely to have a positive impact on employee satisfaction where the employers develop formal, structured approaches to training that link skill formation to job tenure, career progression, recognition and rewards (Heyes and Stuart, 1994). Therefore, these factors lead to the employee being happy and thus performance better. Level of customers satisfaction There is a positive relationship between happy employees and satisfied customers. It would seem that if people feel good about their jobs, their happiness would be reflected in the quality of their work and in positive feedback from their customers. People are an integral part of customer relationship management as it is not just about technology. However, unless the employee is trained and empowered to manage the customer base within the correct organisational structure there will be an impact on the success of the implementation. Employees need to work at the levels of their abilities and have responsibilities commensurate with these if they are not to feel under-utilized which can lead to dissatisfaction. Staff members who manage customers are usually capable of much more than they are asked to do. That is why policies that empower your staff to manage customers better work so well (Stone et al., 2000). Degree of Coordination Coordination is a part of all organizations that have a certain degree of specialization or differentiation among their parts, commanding some sort of coordinated effort across them. A mechanism of coordination can be considered any administrative tool used for achieving integration among different units within an organization. Coordination as compared with control should be less direct and less costly (Cray, 1984). The greater the level of interdependence within the organization, the greater the need for integration. Employees are assessed on the relationship between department and colleagues. Relationship management is very crucial in any orgnisation as it is a social arrangement where all people work together to achieve common goal. Commitment towards the organisation Commitment is a very important concept as it helps to enhance performance of employees. Employees who feel committed to their organisation are more valued and thus perform better. As such investing in people is one important aspect which leads to organisational commitment. Employee may view an effective training experience as an indication that the company is willing to invest in them and cares about them; this, training may enhance their commitment to the organization(Tannenbaum et al., 1991) References Stone, M., Woodcock, N. and Mactynger, E. (2000) Customer Relationship Marketing, Kogan Page, London. Cray, D. (1984), Control and coordination in multinational corporations

Customer Perception Towards Branded Carbonated Drinks

STUDY OF CUSTOMER BEHAVIOR AND ATTITUDE TOWARDS BRANDED CARBONATED DRINKS Submitted by : Hari Baboo CHAPTER 1: INTRODUCTION Beverage Industry in India: A Brief Insight In India, beverages form an important part of the lives of people. It is an industry, in which the players constantly innovate, in order to come up with better products to gain more consumers and satisfy the existing consumers. FIGURE 1: BEVERAGE INDUSTRY IN INDIA The beverage industry is vast and there various ways of segmenting it, so as to cater the right product to the right person. The different ways of segmenting it are as follows: * Alcoholic, non-alcoholic and sports beverages * Natural and Synthetic beverages * In-home consumption and out of home on premises consumption. * Age wise segmentation i. e. beverages for kids, for adults and for senior citizens * Segmentation based on the amount of consumption i. e. high levels of consumption and low levels of consumption. If the behavioral patterns of consumers in India are closely noticed, it could be observed that consumers perceive beverages in two different ways i. e. everages are a luxury and that beverages have to be consumed occasionally. These two perceptions are the biggest challenges faced by the beverage industry. In order to leverage the beverage industry, it is important to address this issue so as to encourage regular consumption as well as and to make the industry more affordable. Four strong strategic elements to increase consumption of the products of the beverage industry in India are: * The qua lity and the consistency of beverages needs to be enhanced so that consumers are satisfied and they enjoy consuming beverages. The credibility and trust needs to be built so that there is a very strong and safe feeling that the consumers have while consuming the beverages. * Consumer education is a must to bring out benefits of beverage consumption whether in terms of health, taste, relaxation, stimulation, refreshment, well-being or prestige relevant to the category. * Communication should be relevant and trendy so that consumers are able to find an appeal to go out, purchase and consume. The beverage market has still to achieve greater penetration and also a wider spread of distribution. It is important to look at the entire beverage market, as a big opportunity, for brand and sales growth in turn to add up to the overall growth of the food and beverage industry in the economy. The Carbonated Drinks Industry In India; A Perspective The Rs. 17000 crore market of carbonated drinks industry in India looked really bad just after the â€Å"Pesticide† controversy last year. But some cool promotions and quick reactions by cola companies have handled the crisis satisfactorily. The controversy has thought the industry few lesson or so and in the process consumer and the economy also benefited. â€Å"Colas, contributing more than 50 per cent to fizzy drink sales, saw a huge slide after the pesticide controversy, but are believed to be making a come back. Thanks to increased advertisement spends which is over 20 per cent higher than last year. There is some good news on the non-cola segment. The lime and lemon segments with brands like sprite and 7up have registered a 30 to 40 per cent growth, although on a smaller base. Nevertheless, the battle between two cola giants, Coke & Pepsi, did not go any slow. Rather it has become fiercer. They are now fighting each other even at the local level. That too the trend is as old as start of this millennium. The present scenario of the carbonated drinks market is behaving the way it has all to do with a duopoly situation. A duopoly is a competitive situation where there are two competitors, normally of roughly equal si ze. Although in every place they have local competitors and there is a huge unorganized flavoured water market. Yet again, packaged water is also a competitor to the cola brands and in this category neither of the two cola companies are market leaders. However, as far as the carbonated drinks are concerned there are only two brands, Coke and Pepsi. Therefore, we can safely say that this condition does qualify to be a near duopoly situation and thus there is such intense competition. Unless, the two parties in a duopoly collaborate with each other, which is certainly not the case in the cola market worldwide or in India, this battle is not going to slow down even a bit! Rather, it would grow stronger with every passing day. In a situation like this it is very interesting to observe marketing strategies in general and Product & Pricing strategies in specific of the players, merely because the action of one player is bound to invite similar reaction from the other. As if, the third law of Newton, that ? every action has an equal and opposite reaction? , can‘t fit better in any other situation! In a duopoly like situation, as far as cola industry in India is concerned, it can be said that it is foolish to cut prices unless, one of the two parties has a much lower cost base. But that is not the case in India. In fact, both the companies, Coke and Pepsi, invest heavily in advertising and in distribution through their franchise as well as their own systems. However, a great deal of attention is paid by both companies to cost, particularly in the development of a tightly effective supply chain system in which economies are squeezed out and, wherever possible both overheads and working capital are controlled. Therefore, it is extremely difficult to for both the parties to play with the prices. Rather, it is counter-productive exercise, as when prices are reduced in a particular area by one of the cola brands, the second must follow. If we look into the history of pricing of these two particular players of the carbonated drinks industry, we will see that the first major initiative in the price front took place some years ago when the brand Coca-Cola came back to India. At that point of time colas were available only in 200 ml bottles. Coca-Cola, in it‘s come back trail, broke the tradition by launching Cola in the 300 ml size bottles but at the same price as Pepsi, which was then in a 200 ml bottle. With this strategy, Coke expected to gain advantage in the market especially in India, which is traditionally a highly price sensitive market. However, Pepsi, as being a fierce competitor was prepared for it and soon launched its colas in the 300 ml sizes. Thereby, in India, it was the 300 ml bottle which became the standard in most parts of the country, making the price a parity issue between the two brands. Then, a few years ago, one litre and 1. 5 litre non-returnable PET bottles at a discount in comparison to, a 300 ml returnable glass bottle, the traditional packaging in this product category, was launched by Pepsi. It was a successful move resulting in significant increase in the consumption level especially amongst the loyal consumers in the urban areas. And part of the rule of the game, Coke followed Pepsi in the above move in order to reduce the cost per glass to the consumer. Then came the days of a 500 ml non-returnable PET bottle which was advertised almost totally on the cost of the consumer per 100 ml of cola! Nevertheless, the great advantage that the PET bottles provided is that they have increased home consumption level which was not of much significance compared to out of home consumption till then. And in very recent times the Coke did a u-turn that is price cuts. The latest move of reducing price to the consumer is the very opposite of what has been happening to-date. It has now re-launched a 200 ml bottle at a unit price of approximately 2/3rd of the 300 ml price, thus making retail purchase look cheaper. This strategy was meant to fight consumption pattern of smaller towns and rural areas where two people share a 300 ml bottle. Importantly, by making the bottle smaller it has only reduced unit price without affecting the trade margin. It has been reported that Pepsi has been cutting the price of its 300 ml bottle in some places, until an inventory of 200 ml bottles was built, as an answer to the Coke‘s strike. However, this act of Pepsi might boomerang as there is a strong probability of having some negative effect on the supply chain and other inventory cost in the long run. Competitive Arena The soft drink market all over the world has been witnessing a neck to neck battle between the two major players, Coca-Cola and Pepsi since the very beginning. The thirst quenchers are trying hard to have the major chunk of the pie of carbonated soft drink market. Both the players are spending their energies in building capacity, infrastructure, promotional activities etc. Coca-Cola being 11 years older than Pepsi has dominated the scene in most of the soft drink markets in the world and enjoying leadership in terms of market share. But the Coca-Cola people are finding it hard to keep away Pepsi, which has been narrowing the gaps regularly. The two are posing threats to each other in every nook and corner of the world. While Coca-Cola has been earning most of its bread and butter through beverage sales, Pepsi has a multi products portfolio with some portion from the same business. Aims/Objective In this research we are making an attempt to study which carbonated drink is preferred by consumers around Manipal, and do they take into account factors such as price, brand, taste etc while purchasing a carbonated drink. * Consumer perception towards Carbonated drinks. * To understand buying behavior of consumers. * To recommend for future course of action. CHAPTER 2:RESEARCH DESIGN Research Design: Descriptive research- also known as statistical research, describes data and characteristics about the population. Descriptive research answers the questions who, what, where, when and how. COLLECTION OF DATA 1. Primary data : Based on questionnaire, will be distributed among consumers & direct interview will be taken, to collect the data. 2. Secondary data : Collected from articles, magazines, newspaper research reports and internet. 3. Sampling: Stratified sampling technique will be considered. A sample size of 200 consumers will be selected from Manipal to study. The process of grouping members of the population into relatively homogeneous subgroups before sampling. Proportionate allocation uses a sampling fraction in each of the strata that is proportional to that of the total population. If the population consists of 60% in the male stratum and 40% in the female stratum, then the relative size of the two samples (three males, two females) should reflect this proportion. SAMPLE SIZE This refers to the number of element to be selected from the universe to contribute a sample. The sample should be optimum i. e. it should fulfill all the requirement of efficiency, respectiveness, reliability and flexibility pertaining to the research conducted. It is generally denoted by ‘n’. It can be calculated using the formula:- n = z / e? in case of Infinite population. Where, n=sample size ?=Standard deviation e=error Many a times, the standard deviation of population is not known and sample is not yet taken, rough estimate of the population will given by, Range of Population Distribution 6 Here range is the difference between highest and lowest score. In this case, range = 5-1 =4 Therefore standard deviation, For 95% confidence level, from normal distribution table, z=1. 96 Error, e=0. 1 Substituting these values in the above equation , we get, n= (1. 96 0. 67? )/(0. 1? ) Sample size, n=172. 44 Taking sample size as 200. Random sampling is undertaken for selecting sample from the population SAMPLING ERROR: In any study involving the sampling process, there would normally be a certain amount of inaccuracy in the data collected. This inaccuracy is termed as ‘Sampling Error’. In other words, sampling errors are those errors which arise on account of sampling. Limitations of the Study 1. Some of the respondents refused to fill the questionnaires. 2. The responses may vary as some people did not want to come up with real answers. 3. The people were busy in their own work so they might not have given actual responses. . Limitation of time. 5. The survey is conducted only in few areas of Manipal; hence the results may vary in other parts of the cities. 6. Small sample size. 7. And like any other research the limitation of personal bias of respondents limits the scope of the study. 8. The findings are based on the survey conducted in the month of feb; the results may vary in other months. CHAPTE R 3. DATA REPRESENTATION AND ANALYSIS 3. 1 DEMOGRAPHIC FACTOR Gender of respondents Frequency table: GENDER | Frequency| Percent| Valid Percent| Cumulative Percent| Valid| male| 106| 53. | 53. 0| 53. 0| | female| 94| 47. 0| 47. 0| 100. 0| | Total| 200| 100. 0| 100. 0| | Inference The above pie chart depicts the distribution of the total sample that we had undertaken in our study. We observe here that most of the respondents are male than female. Male respondents are 106 out of 200 respondents whereas females are 94 out of 200. Age of respondents Frequency table AGE | Frequency| Percent| Valid Percent| Cumulative Percent| Valid| 0-15| 68| 34. 0| 34. 0| 34. 0| | 16-25| 56| 28. 0| 28. 0| 62. 0| | 26-35| 44| 22. 0| 22. 0| 84. 0| | 36-45| 26| 13. | 13. 0| 97. 0| | 46-70| 6| 3. 0| 3. 0| 100. 0| | Total| 200| 100. 0| 100. 0| | As per respondents, age group of 0-15 people with the frequency of 68 out of 200, 16-25 group people are around 56 , 26-35 are 44 people , 36-45 are 26 people respec tively. 3. 2 PROFESSIONAL FACTOR Frequency table WORK| | | | | | | | | Frequency| Percent| Valid Percent| Cumulative Percent| Valid| professional| 26| 13| 13| 13| | | businessman| 18| 9| 9| 22| | | service| 52| 26| 26| 48| | | student| 98| 49| 49| 97| | | others| 6| 3| 3| 100| | | Total| 200| 100| 100| | | Inference As per respondents the student respondent are 98 out of200while service people were around 52 out of 200 ,professional people are around 26 ,businessman people are around 18 whereas 6 of them are in others category. 3. 3 CARBONATED DRINKS Frequency table COLA | Frequency| Percent| Valid Percent| Cumulative Percent| Valid| coca cola| 36| 18. 0| 18. 0| 18. 0| | pepsi| 34| 17. 0| 17. 0| 35. 0| | thumbs up| 52| 26. 0| 26. 0| 61. 0| | 7up| 24| 12. 0| 12. 0| 73. 0| | sprite| 22| 11. 0| 11. 0| 84. 0| | mazza| 16| 8. 0| 8. 0| 92. 0| | fanta| 16| 8. 0| 8. 0| 100. 0| | Total| 200| 100. 0| 100. 0| | | | | | | | | | | | | As per respondents, 52 people out of 200 likes thumbs up, while people loves to drink coca cola , pepsi, 7up, mazza, fanta 36,34,24,22,16,16 respectively Gender vs. age GENDER * AGE Cross tabulation| | | | | | | | | AGE| | | | | Total| | | | 0-15| 16-25| 26-35| 36-45| 46-70| | GENDER| male| Count| 34| 30| 25| 14| 3| 106| | | Expected Count| 36. 04| 29. 68| 23. 32| 13. 78| 3. 18 | 106| | female| Count| 34| 26| 19| 12| 3| 94| | | Expected Count| 31. 96| 26. 32| 20. 68| 12. 22| 2. 82| 94| Total| | Count| 68| 56| 44| 26| 6| 200| | | Expected Count| 68| 56| 44| 26| 6| 200| | | | | | | | | From the respondents, in the age group of 0-15 have 34 males and females respondent respectively. While 16-25 age group have 30 males and 26 females’ respondent respectively. While 26-35 age group have 30 males and 26 females’ respondent respectively. Because they are major consumers of branded carbonated drinkers Gender vs. Occupation GENDER * WORK Cross tabulation| | | | | | | | | WORK| | | | | Total| | | | professional| businessman| service| student| others| | GENDER| male| Count| 20| 12| 23| 47| 4| 106| | | Expected Count| 13. 78| 9. 54| 27. 56| 51. 94| 3. 8| 106| | female| Count| 6| 6| 29| 51| 2| 94| | | Expected Count| 12. 22| 8. 46| 24. 44| 46. 06| 2. 82| 94| Total| | Count| 26| 18| 52| 98| 6| 200| | | Expected Count| 26| 18| 52| 98| 6| 200| As per respond ents, male generally who respondent are majorly students and in female also major respondent were student only. While service people are only 23 as male and 29 as female respondent, professional count is 20 in male and 6 at female. In businessman category 12 are male respondent while 6 of them are female. Gender vs. Prefer branded carbonated drinks GENDER * COLA Cross tabulation| | | | | | | | | | COLA| | | | | | | Total| | | | coca cola| pepsi| thumbs up| 7up| sprite| mazza| fanta| | GENDER| Male| Count| 21| 22| 31| 12| 8| 5| 7| 106| | | Expected Count| 19. 08| 18. 02| 27. 56| 12. 72| 11. 66| 8. 48| 8. 48| 106| | female| Count| 15| 12| 21| 12| 14| 11| 9| 94| | | Expected Count| 16. 92| 15. 98| 24. 44| 11. 28| 10. 34| 7. 52| 7. 52| 94| Total| | Count| 36| 34| 52| 24| 22| 16| 16| 200| | | Expected Count| 36| 34| 52| 24| 22| 16| 16| 200| As per respondent male person like thumbs up are around 31 persons while 21 and 22 people like coca cola and Pepsi respectively. In7up category 12 male respondent and in sprite, mazza, fanta 8,5,7 respectively are there. And in female person like thumbs up are around 21 persons while 15 and 12 people like coca cola and Pepsi respectively. In7up category 12 female respondent and in sprite, mazza, fanta 14,11,9 respectively are there. Gender vs. Effect of advertisement GENDER * ATTRACT Cross tabulation| | | | | | | | | ATTRACT| | | | | Total| | | | creativity| Effect of brand ambassador| idea| frequency| logical| | GENDER| male| Count| 29| 25| 14| 28| 10| 106| | | Expected Count| 25. 4| 26. 5| 11. 66| 26. 5| 15. 9| 106| | female| Count| 19| 25| 8| 22| 20| 94| | | Expected Count| 22. 56| 23. 5| 10. 34| 23. 5| 14. 1| 94| Total| | Count| 48| 50| 22| 50| 30| 200| | | Expected Count| 48| 50| 22| 50| 30| 200| As per respondents, advertisement is mode of marketing where frequency of ads, creativity and effect of brand ambassador for male respondent are 28,29and 25 respectively. While in female has effect of brand ambas sador, frequency of ads and logic of ads are 25, 22 and 19 respectively. Age vs. Preferred branded carbonated drinks AGE * COLA Cross tabulation| | | | | | | | | | | | COLA| | | | | | | Total| | | | coca cola| Pepsi| thumbs up| 7up| sprite| mazza| fanta| | AGE| 0-15| Count| 13| 12| 15| 13| 5| 5| 5| 68| | | Expected Count| 12. 24| 11. 56| 17. 68| 8. 16| 7. 48| 5. 44| 5. 44| 68| | 16-25| Count| 8| 11| 9| 8| 7| 7| 6| 56| | | Expected Count| 10. 08| 9. 52| 14. 56| 6. 72| 6. 16| 4. 48| 4. 48| 56| | 26-35| Count| 11| 7| 15| 2| 5| 1| 3| 44| | | Expected Count| 7. 92| 7. 48| 11. 44| 5. 28| 4. 84| 3. 52| 3. 52| 44| | 36-45| Count| 4| 3| 12| 0| 4| 2| 1| 26| | | Expected Count| 4. 8| 4. 42| 6. 76| 3. 12| 2. 86| 2. 08| 2. 08| 26| | 46-70| Count| 0| 1| 1| 1| 1| 1| 1| 6| | | Expected Count| 1. 08| 1. 02| 1. 56| 0. 72| 0. 66| 0. 48| 0. 48| 6| Total| | Count| 36| 34| 52| 24| 22| 16| 16| 200| | | Expected Count| 36| 34| 52| 24| 22| 16| 16| 200| As per respondents, 0-15 age group does show that much of variation and as same at other age groups. While the age group of 16-25 show much variation than 46-70 age group pe ople. Age vs. Reason of purchase AGE * LIKE Cross tabulation| | | | | | | | | | | LIKE| | | | | | | Total| | | brand name| taste| easy avail| packaging| price| Effect of brand ambassador| others| | AGE| 0-15| Count| 16| 16| 9| 10| 11| 6| 0| 68| | | Expected Count| 13. 6| 17| 10. 88| 6. 8| 13. 6| 5. 44| 0. 68| 68| | 16-25| Count| 9| 14| 9| 4| 15| 3| 2| 56| | | Expected Count| 11. 2| 14| 8. 96| 5. 6| 11. 2| 4. 48| 0. 56| 56| | 26-35| Count| 10| 8| 11| 2| 10| 3| 0| 44| | | Expected Count| 8. 8| 11| 7. 04| 4. 4| 8. 8| 3. 52| 0. 44| 44| | 36-45| Count| 5| 8| 2| 4| 4| 3| 0| 26| | | Expected Count| 5. 2| 6. 5| 4. 16| 2. 6| 5. 2| 2. 08| 0. 26| 26| | 46-70| Count| 0| 4| 1| 0| 0| 1| 0| 6| | Expected Count| 1. 2| 1. 5| 0. 96| 0. 6| 1. 2| 0. 48| 0. 06| 6| Total| | Count| 40| 50| 32| 20| 40| 16| 2| 200| | | Expected Count| 40| 50| 32| 20| 40| 16| 2| 200| As per respondent, 0-15 age groups reasons for purchases of branded carbonated drinks are basically on brand name and taste. While age group 16 -25 group people think price and brand name is the important factor in selection of drink. Other age group thinks taste as one of the factor and as well as brand name, prices are important factor. Null hypothesis: ho: Is taste dependent on the selection of branded carbonated drinks? The results are as shown below with the help of table and graphical representation. COLA * TASTE Cross tabulation | | TASTE| Total| | | very important| important| not important| not at all important| | COLA| coca cola| Count| 5| 19| 7| 5| 36| | | Expected Count| 8. 1| 17. 6| 7. 7| 2. 5| 36. 0| | Pepsi| Count| 15| 8| 9| 2| 34| | | Expected Count| 7. 7| 16. 7| 7. 3| 2. 4| 34. 0| | thumbs up| Count| 5| 33| 10| 4| 52| | | Expected Count| 11. 7| 25. 5| 11. 2| 3. 6| 52. 0| | 7up| Count| 9| 8| 6| 1| 24| | | Expected Count| 5. 4| 11. 8| 5. 2| 1. 7| 24. 0| | Sprite| Count| 5| 13| 4| 0| 22| | Expected Count| 5. 0| 10. 8| 4. 7| 1. 5| 22. 0| | Mazza| Count| 3| 8| 5| 0| 16| | | Expected Count| 3. 6| 7. 8| 3. 4| 1. 1| 16. 0| | Fanta| Count| 3| 9| 2| 2| 16| | | Expected Count| 3. 6| 7. 8| 3. 4| 1. 1| 16. 0| Total| Count| 45| 98| 43| 14| 200| | Expected Count| 45. 0| 98. 0| 43. 0| 14. 0| 200. 0| We can observe here that the respondents takes as taste as important in selection of carbonated drinks. A s taste is one of factor which influence in the selection of carbonated drinks Chi-Square Test | Value| df| Asymp. Sig. (2-sided)| Pearson Chi-Square| 31. 655(a)| 18| . 024| Likelihood Ratio| 33. 984| 18| . 013| N of Valid Cases| 200| | | a 13 cells (46. 4%) have expected count less than 5. The minimum expected count is 1. 12. INTERPRETATION: Since the calculated value 0. 024 is less than 0. 05, we reject the null hypothesis and conclude saying that the taste is dependent on the selection of carbonated drinks. Null hypothesis: ho: Are carbonated drinks only popular among the youth? AGE * COLA Cross tabulation Count | COLA| Total| | coca cola| pepsi| thumbs up| 7up| sprite| mazza| fanta| | AGE| 0-15| 13| 12| 15| 13| 5| 5| 5| 68| | 16-25| 8| 11| 9| 8| 7| 7| 6| 56| 26-35| 11| 7| 15| 2| 5| 1| 3| 44| | 36-45| 4| 3| 12| 0| 4| 2| 1| 26| | 46-70| 0| 1| 1| 1| 1| 1| 1| 6| Total| 36| 34| 52| 24| 22| 16| 16| 200| As per respondents, age group 0-15 are 68 respondent where they like coca cola, Pepsi, thumbs up,7up 13,12,15,13 respectively. Age group 16-25 are 56 respondent where they like coca cola, Pepsi, thumbs up,7up 8,11,9,8 respectively. Age group 26-35 are 44 re spondent where they like coca cola, Pepsi, thumbs up,7up 11,7,15,2 respectively. We can observe here that the respondents age factor affect importantly in selection of carbonated drinks. As taste is one of factor which influence in the selection of carbonated drinks Chi-Square Tests | Value| df| Asymp. Sig. (2-sided)| Pearson Chi-Square| 27. 016(a)| 24| . 304| Likelihood Ratio| 31. 222| 24| . 147| N of Valid Cases| 200| | | a 18 cells (51. 4%) have expected count less than 5. The minimum expected count is . 48 . INTERPRETATION: Since the calculated value 0. 304 is higher than 0. 05, we accept the null hypothesis and conclude saying that the age is interdependent on the selection of carbonated drinks. So, carbonated drinks are popular among the youth. Null hypothesis: HO: Is advertisement a major factor in the selection of the brand of carbonated drinks? COLA * LIKE Cross tabulation| | | | | | | | Count | | | | | | | | | | | | LIKE| | | | | | | Total| | | brand name| taste| easy avail| packaging| price| Effect of brand ambassador| others| | COLA| coca cola| 11| 7| 4| 3| 9| 1| 1| 36| | pepsi| 7| 10| 3| 3| 8| 3| 0| 34| | thumbs up| 10| 11| 9| 4| 13| 5| 0| 52| | 7up| 5| 9| 5| 3| 1| 1| 0| 24| | sprite| 1| 6| 6| 4| 2| 2| 1| 22| | mazza| 3| 4| 4| 2| 2| 1| 0| 16| | fanta| 3| 3| 1| 1| 5| 3| 0| 16| Total| | 40| 50| 32| 20| 40| 16| 2| 200| We can observe here that the respondents advertisement affects importantly in selection of carbonated drinks. As advertisement is one of factor which influence in the selection of carbonated drinks Chi-Square Tests | Value| df| Asymp. Sig. (2-sided)| Pearson Chi-Square| 32. 104(a)| 36| . 654| Likelihood Ratio| 33. 992| 36| . 564| N of Valid Cases| 200| | | a 34 cells (69. 4%) have expected count less than 5. The minimum expected count is . 16. INTERPRETATION: Since the calculated value 0. 654 is higher than 0. 5, we accept the null hypothesis and conclude saying that the advertisements are interdependent on the selection of carbonated drinks. So, advertisement affects in the selection of branded carbonated drinks. Null hypothesis: HO: Does occupation has a role in selecting the Carbonated drink? WORK * COLA Cross tabulation| | | | | | | | Count | | | | | | | | | | | | COLA| | | | | | | Total| | | coca cola| pepsi| thumbs up| 7up| sprite| mazza | fanta| | WORK| Professional| 5| 4| 7| 2| 3| 2| 3| 26| | Businessman| 6| 12| 0| 0| 0| 0| 0| 18| | Service| 11| 8| 14| 14| 4| 1| 0| 52| Student| 14| 9| 30| 7| 14| 12| 12| 98| | Others| 0| 1| 1| 1| 1| 1| 1| 6| Total| | 36| 34| 52| 24| 22| 16| 16| 200| As per respondent, 30 student select thumbs up as their favorite drink , in businessman category nobody likes other drink rather than coke and pepsi. While in other occupation doesn’t have any definite favorite drinks. Chi-Square Tests | Value| df| Asymp. Sig. (2-sided)| Pearson Chi-Square| 73. 241(a)| 24| . 000| Likelihood Ratio| 77. 160| 24| . 000| N of Valid Cases| 200| | | a 22 cells (62. 9%) have expected count less than 5. The minimum expected count is . 48. INTERPRETATION: Since the calculated value 0. 000 is lower than 0. 05, we reject the null hypothesis and conclude saying that the occupation are dependent on the selection of carbonated drinks. So, occupation does not affect in the selection of branded carbonated drinks. CHAPTER 4: FINDINGS AND CONCLUSION Findings 1. Maximum number of people surveyed is below 15 years because they are major consumers. 2. Out of 200 people 13%are professionals, 9% are businessman, 26% are serviceman, and 49% are students. 3. Out of 200 respondents, 97% of consumers buy cold drinks and only 3% of them do not buy. 4. 9% respondents prefer coke, 18% prefer Pepsi, 12% 7up, 11 % of them prefer Sprite, 9% Fanta, and 23% prefer Thumbs-up. 5. 25% people purchase cold drinks because of taste, 20% people purchase cold drinks because of brand name, 20% people purchase cold drinks because of packaging, 15% people purchase cold drinks because of price, 11% people purchase cold drinks because of brand ambassador, 8 % people purchase cold drinks because of easy availability & 1% people purchase cold drinks because of any other reason. 6. Out of 200 consumers 98% have seen the advertisement and only 2% have not seen the advertisement of any brands. 7. 3% people remember the advertisement of coke, 23% people remember the advertisement of Pepsi, 1% people remember the advertisement of 7up, 6% people remember the advertisement of sprite, 4% people remember the advertisement of Fanta, and 23% people remember the advertisement of Thumbs-up. 8. 24% people remember the advertisement because of creativity, 25% people remember the advertisement because of brand ambassador, 11% people remember the advertisement because of their idea of delivering the message, 25% people remember the advertisement because of frequency of ads, and 15% people remember the advertisement because of logical reason. Conclusion From the analysis of the data collected and from the experiences we have reached the following conclusions: * COKE is most popular amongst its users mainly because of its TASTE, BRAND NAME. Thus it should focus on good taste so that it can capture the major part of the market. But most of the consumers prefer THUMSUP as their 1st preference, then COKE. * We come to the conclusion that visibility affects the sales of project in a very special way. And in terms of the advertisements lays is lacking behind mostly consumers remember the advertisement because of the frequency of add and brand ambassadors, creativity. After acquiring a new customer, there is lot of importance of its retention also. This can be done only by providing extra flavors and good taste. * In today’s scenario, customer is the king because he has got various choices around him. If you are not capable of providing him the desired result he will definitely switch over to the other provider. Therefore to survive in this cutthroat competition, you need to be the best. Customer is no more loyal in today’s scenario, so you need to be always on your toes. We feel that there is cut-throat competition between COKE,PEPSI,THUMSUP so to be on top of mind of the customers they need to do something outstanding every time. CHAPTER 5:ANNEXURE QUESTIONNAIRE Dear Sir/Madam, This questionnaire has been prepared with a view to make a STUDY OF CUSTOMER BEHAVIOR AND ATTITUDE TOWARDS BRANDED CARBONATED DRINKS . The information will be strictly used for educational purpose only by the students of Manipal Institute of Management (Manipal University) . we would be grateful if you could spare some time in filling up this questionnaire. ) NAME : 2) AGE :a)0-15 b) 15-20 c) 21-35 d) 36-45 e) 46-70 3) Gender : M F 4) Occupation : Professional Businessman Service Student Other 5) Do you drink soft drinks: Yes No 6) If yes which soft drink Brand: Coke Pepsi 7) If No why so?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8) Which carbonated drink do you prefer most: Coke Pepsi 7Up Mountain Dew Thumbs Up Sprite Fanta 9) Which packa ge do u prefer most: Pet Bottle Glass Bottle 10) About Carbonated drink what do you like the most: Brand name Taste Easy availability Packaging Price Brand ambassador Any other†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11) What is the importance of taste in a carbonated drink? (Please rate them from 1- 4) 1=>Very Important 2=>Important 3=>Not important 4=>Not at all important 12) Have you seen any advertisements of carbonated drinks: Yes NO 13) Advertisement of which carbonated drinks do you remember the most : Coke Pepsi 7Up Thumbs Up Sprite Mountain dew Fanta 14) What attracted you in the advertisement? (PLEASE RATE THEM from 1-4) Creativity Brand ambassador Idea of delivering the message Frequency of add Logical reason 15) What is your opinion of the brand? Excellent Good Fair Poor 16) What is your monthly consumption? 17) Any suggestions? ____________________________________________________________ __ CHAPTER 6 : BIBILOGRAPHY (i) Research methodology by C. R. Kotari (ii) Websites: www. cocacola. com www. pepsi. com www. wikipedia. com (iii) Doing Quantitative Research in Education with SPSS by Daniel Muijs.