Activity 1: Defining culture Allow 60 minutes for this activity. This first activity will help you to define key norms and values. It consists of four separate tasks, the first three of which involve reading short pieces of writing. Each of these extracts deals with a different aspect of culture – beginning with the idea of culture itself and then moving on, more specifically, to the notions of ‘national culture’ and ‘organisational culture’. 3.5 Building the relationship: developing your donors Donor development is all about ensuring that you and your donors get the most you can from your relationship in ways which are mutually agreeable and beneficial. It is the process by which, from their very first contact onwards, you can encourage and enable donors and supporters to make the maximum contribution they both desire and are capable of. Effective donor and supporter development depends hugely on your capacity to keep an accurate record of each donor's unique involvement with 3.3 Deciding what to ask for What you ask for will very largely determine what you receive. You are therefore faced with a crucial but complicated set of judgements and choices in translating your overall requirements into suitable ‘ask size’ chunks. Your global requirement for support has to be refined into a range of specific requests which it will be feasible and appropriate to direct to the particular cohort(s) of donors and supporters you seek to involve. 2 Asking someone for something: the core skill A simple question goes to the very heart of your work in winning resources and support: how do you ask people for something? You are fundamentally in ‘the asking business’ – so what are the core processes and skills of asking? ‘Making the ask’ is a phrase which is often used to describe this absolutely vital feature of your work. Your work may involve all sorts of activities. But your success and effectiveness in securing resources and support will be very limited if you do no Acknowledgements The unit has been adapted for OpenLearn by The Open University Business School from The Open University course B713 Fundamentals of Senior Management. Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-Sh 4.2.7 Implementing the solution Getting agreement will not in itself ensure effective implementation. An action plan is needed, to set out exactly what each person now has to do. Your adjusted project plan (especially the critical path diagram and Gantt chart) and observation of what is happening should enable you to monitor how the recommended actions are being carried out. In Example 8 the leader of a children and families team describes how they tackled a quality problem as part of a project to improve the process 4.2.4 Collecting possible solutions This is the most creative part of the problem-solving process: it involves breaking the mindset within which situations are normally interpreted. Brainstorming is a good way to generate new approaches, by making sure that even apparently ridiculous ideas are not thrown out in the initial stages. Brainstorming has two basic principles: quantity is more important than quality, in the creative phase; critical comments are not allowed, at 4.2 Problem solving Involving the whole team in the problem-solving process shows that you value their experience and knowledge in devising a solution. It may also be appropriate to involve other stakeholders and/or the project sponsor. If problems are solved jointly there is usually wider ownership of the solutions and their implications; and, if more resources are agreed to be needed or new procedures are put into place, there is also likely to be more support. Problem solving can be broken down into a s 3.3 Managing conflict Conflict can emerge when a project is thought to be absorbing scarce resources or shifting the balance of power. The schedule for project meetings provides a framework for communication while the project is in progress. Meetings with team members on a one-to-one basis, in addition to group meetings, will help them to feel supported and could be an opportunity to provide coaching when necessary. 2.3 The role of the operations manager Some people (especially those professionally involved in operations management!) argue that operations management involves everything an organisation does. In this sense, every manager is an operations manager, since all managers are responsible for contributing to the activities required to create and deliver an organisation's goods or services. However, others argue that this definition is too wide, and that the operations function is about producing the right amount of a good or service, a 2 Perfect and efficient markets Before we consider whether financial markets are indeed efficient in the sense of offering fair prices, we need to look more closely at the definition of an efficient market. The best starting point for this is the concept, in general economic theory, of a perfectly competitive market (or perfect market for short). In a perfect market, there would be no barriers or even temporary delays to the formation of perfectly fair prices, that is, prices would instantaneously and universally reflect al Learning outcomes By the end of this unit you should be able to: make an informed judgement about whether or to what extent a financial market satisfies the conditions of an efficient market; identify the main factors that could detract from that efficiency. Introduction How do financial markets match providers with users, and how efficiently does the market determine prices? Financial markets can be notoriously volatile, and the stock market is possibly the most volatile of them all. This is after all the place where, depending on skill or on luck, investors either ‘make a killing’ or ‘lose their shirts’. But which does it depend on – skill or luck? Or does it depend on a mixture of the two? In this unit, you will find the answers to these key que References Learning outcomes At the end of this unit you should be able to: identify the main features of a project; explain the importance of the key dimensions of budget, time and quality; identify the links between a project's scope and definition and a sponsor's strategic and operational objectives; agree the objectives of the project in sufficient detail to enable it to be planned effectively; assess the feasibility of a project and to negotia 2 What's so great about innovation? So far we have suggested that innovation is a positive concept and, it appears, the rate of innovation continues to accelerate, led mostly by technology. The process is an example of positive feedback, in which the change is self-reinforcing: the development of technology itself increases the capacity for technological innovation, and raises the expectation of consumers for further innovation. While there seems little reason why this process of accelerating technological change should 1.3 Essential ‘voluntary’ work experience For entry and progression into many careers, voluntary work experience is essential. Teaching, Law, Environmental/Conservation and Social Work are common examples but there are many others. Positions in the Arts, Media, Publishing, Development and Charitable sectors are rarely advertised and are also difficult to enter without a network of contacts, direct practical experience of the industry and enormous enthusiasm. For more details on any of these look at the Prospects website, which 1.5.1 The co-production of meaning The third sense in which discourse is a social action refers to the origins of meanings. Meaning emerges from complex social and historical processes. It is conventional and normative. We have some idea what it signifies to say Prince Charles is a proud man because we are members of a speaking community and culture which has agreed associations for ‘proud man’. We draw on those to make sense. Meaning is also relational. Proud signifies as it does because of the existence of other t Learning outcomes On completion of this unit, you should be able to: identify some key themes in discourse analysis; appreciate the consequences of discourse research for some key topics in social science, such as indentity, interaction and subjectivity; be familiar with some discourse analytical techniques and their consequences for analysing social interactions. 1.6.4 Summary EU enlargement is going to impose new problems for both monetary and fiscal policy. The process by which the accession countries can enter the Euro-zone will be long and will possibly lack stability. According to the rules of the SGP fiscal retrenchment is called for some governments because of government sector imbalances, though this might be offset by payments to the accession countries and regions from Structural and Co
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Author(s):
Butterfield, J. (1997) ‘Strategy Development’ in Butterfield, L. (ed.) (1997) Excellence in Advertising, Oxford Institute of Practitioners in Advertising/Butterworth Heinemann pp. 65–90.
Economist, The (2001) ‘Rebirth of a salesman’, 14 April 2001, p. 82.
Fill, C. (2002) Marketing Communications: Contexts, Strategies and Applications, 3rd edition, Har
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