4.12.1 Communities of practice and technology Communities of practice are technical and social networks which set the context in which new knowledge arises in daily work, and determine how it is shared and interpreted, what counts as important knowledge and how people become recognised as members of that community: A good deal of new technology attends primarily to individuals and the explicit information that passes between them. To support the flow of knowledge, 4.1.1 Mapping who knows what One of the most widespread ways to represent what you know is to represent who knows what. This avoids the complications of codifying or storing the knowledge in great detail – you simply map the relevant people to a high-level taxonomy, leaving them to give contextualised answers when asked. Initiatives to provide corporate ‘yellow pages’ which map an organisation by what people know rather than by where they work, or alphabetically, have been reported to be extremely popular and succe 5 Conclusion The argument underpinning this course has stressed the dangers of seeing implementation as somehow separate from the policy process, or as just one stage within it. Instead it has been emphasised that it is vital to place implementation centrally within that process – involving negotiation, learning and adaptation. Others too have come to regard this as central to the policy process. In the first edition of their book on implementation, Pressman and Wildavsky emphasise the disjunction betwe 3 Governance, policy and action It was noted earlier in this course that the models you would meet are both descriptive/explanatory and normative. In Section 2 they were used as explanatory tools to illuminate different possible causes as to why change might not happen in the ways that policy makers intended. This might be viewed as failure, or it might signify the system adapting to circumstances that were not covered by the original policy. In other words, not all implementation failure is necessarily a policy failure: po 1.5 The problem of power: policy as political The plural polity that characterises contemporary policy making means that many stakeholders are involved in the policy-action relationship dynamic, from commercial firms, public and non-profit organisations, the professions, central and local government, service delivery organisations, trade unions and the media, to organised groups of the public itself. Viewing policy as political, then, does not mean simply focusing on politicians. Rather, it signifies adopting a stakeholder perspective in 1.4 The contribution of culture: policy as meaning making The third model of the relationship between policy and action, between structure and agency, is based on the idea that human agency cannot be understood by simply regarding people either as cogs in a machine or as elements in an interactive system. Rather, human beings are meaning makers and act on the basis of their understandings and interpretations of events. In other words, they construct their own reality. Such constructions are not unique to them as individuals, but draw on a stock of s 1.1 Policy delivery The question of policy delivery seems to be growing in importance. So, for example, the Blair governments in the UK were, from the outset, preoccupied with ‘delivery, delivery, delivery’ as ministers and prime minister grew increasingly frustrated with what was often viewed as the intransigence of public service professionals. The constant cycle of change, in which new policies and initiatives were introduced in rapid succession, producing what critics described as ‘policy overload’ o Learning outcomes After studying this course, you should be able to: think critically about and be able to comment on processes by which local practices are situated within their wider contexts think critically about and be able to comment on dimensions of globalisation think critically about and be able to comment on the nature and significance of institutional rules of practice think critically about and be able to comment on some differences between Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce materia References Conclusion The aim of the first section was to introduce you to the concept of the market-led approach to marketing (also referred to as pan-company marketing or marketing orientation) and to differentiate it from ‘marketing department marketing’. I used examples and case studies to make you think about the applicability of this concept to commercial (for-profit) and non-profit organisations, and gave you activities to help you apply it in your own organisation. Five of the learning outcomes w 5.4 Activity 8 The M & S case study illustrates the importance of managing relationships. Having read it, try to answer the following questions. On which value discipline has the com 4.3.2 Operational excellence Companies that pursue this [value discipline] are not primarily product or service innovators, nor do they cultivate a deep one-to-one relationship with their customers. Instead, operationally excellent companies provide middle-of-the-market products at the best price with the least inconvenience. Their proposition to customers is simple: low price and hassle-free service. (Treacy and Wiersema, 1996) 4.3.1 Product leadership Its practitioners concentrate on offering products that push performance boundaries. Their proposition to customers is an offer of the best product, period. Moreover, product leaders don't build their positions with just one innovation; they continue to innovate year after year, product cycle after product cycle. (Treacy and Wiersema, 1996) For product leaders, competition is not about pric 4.2 Narrowing the focus Offering a unique value proposition involves designing a value-driven operating model. This is a combination of operating processes, management systems, business structures and culture that will give the organisation the ability to deliver superior value. The value-driven operating model is the means of delivering the value proposition. Organisations that are market leaders have value-driven cultures and management systems that treat all employees as ‘part-time marketers’ (Gu 4 How do organisations become market leaders? Drucker (1992) wrote: The five most important questions you will ever ask about your organization [are]: What is our business? Who is our customer? What does our customer consider value? What have been our results? What is our plan? Can you answer these questions for your own organisation? I don't expect you to know all the answers now. Try to think about them 3.4 We know what's best for you: high-credence services The professional's knowledge and experience adds value to the services provided by lawyers and accountants. These types of service are classed as high-credence services. Credence means trust. A lawyer has ‘credentials’ to handle your case – their qualifications are written evidence of trustworthiness and authority. High-credence services are found in both the commercial and the non-profit sectors. Services are mainly, by their very nature, intangible, so customers have diff 3.2 Who is the customer?
Customers are people who buy our products and services, and may or may not use them. The key to defining these people as ‘customers’ is that each engages in an exchange relationship that adds value to the organisation providing the product or service. Consumers do not give any value to organisations – there is no exchange relationship. They use products and services, but do not buy them. 3 Do all organisations need to be market oriented? As you have seen, many marketing writers maintain that to be successful all organisations (commercial and non-profit) must be market oriented and must focus their attention on adding value to their products and services to satisfy their customers’ needs. Leaving aside the word profit from the CIM's definition of marketing, at a conceptual level the process of becoming market orientated is concerned with identifying, anticipating and satisfying customers’ needs. Kotler (Drucker, 1992 2.1 Three approaches to marketing This section has been written with the assumption that you have some prior marketing knowledge. As a brief revision you will read how marketing can be described both as an organisation-wide customer-orientated philosophy and as a functional department that handles activities concerned with understanding and satisfying customers’ needs. Studies show a direct link between the success of an organisation and the extent of its market orientation. These marketing concepts are applicable to both f
Activity 8
Pages 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 14895 result(s) returned
Brassington, F. and Pettitt, S. (2000) Principles of Marketing, 2nd edn, England, Pearson Education Limited.
Christopher, M., Payne, A. F. T. and Ballantyne, D. (1991) Relationship Marketing: Bringing quality, customer service and marketing together, Oxford, Butterworth Heinemann.
Curtis, J. (2000) ‘A clear view of CRM’, Marketing Direct, No. 50, pp. 4
Author(s):
Pages
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745
Copyright 2009 University of Nottingham