marketing 098

[1:31 AM, 11/10/2021] Flo: Question: The Reserve Bank is the central bank of New Zealand and a unique entity. Due to its exclusive status, it is not therefore afforded the recruitment opportunities available to organisations in more prolific industries. In addition, the average lifetime of staff members is more than nine years, resulting in a significant potential loss of knowledge on departure. Consequently, the Bank has identified knowledge loss as a high risk within the organisation. In response to this risk, an extensive knowledge management program has been initiated that now spans a five-year period.

The nature of the work of the Reserve Bank was such that it required a range of specialist skill sets that were not readily available within New Zealand. This was mainly due to the fact that each country has only one central bank, and therefore does not have a large pool of individuals with the specialist skill sets, such as macro-economics and banking supervision, that are required. Consequently, recruitment of staff was effectively limited to a global pool of specifically skilled labour drawn from central banks around the world. In addition to the scarcity of skill sets, the average length of service at the Reserve

During this time, staff members accumulated an extensive knowledge of the Bank and its operations, resulting in a very high exposure to loss of knowledge on the departure of key staff. As a consequence of this exposure and of the "rightsizing" program that the Bank was then undergoing, the Bank recognised that it needed to take action to minimise the risk of knowledge loss. Although the NZRB was one of the first to recognise the significance of these issues, other central banks such as the Bank of Canada have also expanded their research programs to include the issues of talent and knowledge sharing (Bank of Canada, 2002).

In 1999, with the combination of national and local drivers, that the Bank developed a corporate vision that focussed on knowledge management as a key component. The vision was led by the then deputy governor, whose involvement signified the high level of importance that the Bank attributed to knowledge management. This was an important first step and allowed the Bank's vision to permeate the organisation, providing staff with a needed sense of purpose that transcended everyday activities (Gold, Malhotra, & Segars, 2001). The Bank's new corporate vision prompted the required changes within the organisation (Kanter, Stein, & Jick, 1992). In this case, the vision encapsulated the contribution that knowledge-based value creation can make (Earl, 2001).

The first step after development of the corporate vision was for the Bank to develop a business case to move forward in developing a knowledge management program. Development of a business case for knowledge management is difficult given the seemingly intangible benefits and difficulty in quantifying or measuring the potential outcomes of initiatives. Although the Government vision and the national drivers arising from this were a key source of support for the Reserve Bank vision, they did not assist in the development of a direct business case for the undertaking of a knowledge management program. However, the Bank's status as a quasi-government department enabled it to leverage government interest in building the knowledge economy and positioning the public sector as the driver of the knowledge economy was of particular importance to the Bank. The Bank also emphasised its view that government departments should be showing leadership. By emphasising the importance of leadership from the public sector, the Bank was able to add significant weight to its own business case.

One of the most significant steps in the Bank's journey to knowledge management was the establishment of the Knowledge Services Group. This group, comprising staff from across the organisation, was charged with identifying the importance of knowledge management for the Bank and, subsequent to this, implementation and maintenance of organisational knowledge management practices. The Bank appointed Yogesh Anand to the role of chief information officer (CIO). His role was to head the Knowledge Services Group and take overall responsibility for the Group's combined areas of knowledge management, information management, and technology. A critical part of Anand's role was to take the knowledge management vision and understand what it meant for the Bank, to refine it, to elaborate it, and finally to replace theory with action.

From the outset, involvement in the knowledge management initiative came from all levels. The Bank's governor directly sponsored the initiative, and this top-level support was particularly helpful in communicating the importance of the initiative to all staff. A clear corporate vision (Kanter, Stein, & Jick, 1992; Nonaka & Takeuchi, 1995) and top-level support (Blackler, 1995; Nonaka & Konno, 1998) are widely acknowledged as fundamental to the development of a strong knowledge culture. At the same time, staff from the library and records management area as well as other parts of the Bank came together to form an informal, grassroots network. This network followed the growth of thinking on knowledge management theory and could be categorised as an early community of practice, defined as one of three key critical components of knowledge management (Cohen & Prusak, 2001). Other critical components were identified as the trust of the organisation's staff and the presence of appropriate social norms and organizational culture, both of which were confirmed by the experience of the Bank. Communities of practice have an important role to play in sharing learning and knowledge across an organisation (DiBella & Nevis, 1998), as evidenced within the Bank, where this informal network initiated brown-bag lunchtime sessions, where those interested in finding out more about knowledge management and how it would work in the Bank could meet and discuss the various issues. This group also helped to identify the barriers that existed in terms of knowledge sharing.

Case reference: Jennex, M.E. (2005). Case studies in knowledge management. Hershey Pa: Idea Group Pub.

1) In the above case study, identify at least two forms of Tacit Knowledge and two forms of Explicit Knowledge in use. Describe the different aspects of Knowledge Management (KM) at the Reserve Bank of New Zealand within a BTOPP framework (Benefits-Tool-Organization-People-Process). (10 marks)

2) Identify and explain at least one KM initiative that you would recommend for the organisation and describe how this initiative relates to each aspect of the Nonaka & Takeuchi model (or any other KM model). (10 marks)

NOTE: You are required to include any diagram for answering this question Teams are essential in any job, and sometimes it may not go the way people in the group want to. According to the textbook, "team cohesiveness is defined as the extent to which members are attracted to the team and motivated to remain in it (Daft, 2017, pg 303)." For efficient members in the group should be highly motivated to stay because then the group relationship can get stronger. One factor that are can affect this team's cohesiveness is groupthink. Groupthink is defined as the "tendency when people in cohesive groups to suppress contrary opinions (Daft, 2017, pg 305)." For example, Brad Fitzgerald the creative director had one final slide which landed the deal with the client because the entire presentation was going downside until the last slide. However, according to Tyle Green, a brand strategist, no one knew there was a final slide (Daft, 2018, pg 321). The group only knew he was working on a tag for the last slide, and it was discussed with the group (Daft, 2018, pg 321). The group should know what is being presented because if any surprises come up, it can throw the entire team cohesiveness, which can irritate folks in the group. Another factor that affects team cohesiveness is relationship conflict. According to the textbook, relationship conflict is defined as "personal incompatibility that creates human tension and feelings of personal animosity among people (Daft, 2018, pg 312). " In a group having relationship conflict can affect the task at hand and stress to finish the upcoming jobs. In this team, there was a conflict between Brad Fitzgerald and Trish Rodrieck; Trish only realized a certain tension between her and Brad and which is never good in a group. This team had many issues even though the objective of the group was completed but there was poor team cohesiveness.

Add two scholarly articles to this. The sources should have real-life examples of team cohesiveness. And explain why. Also, use intext citations as well.

Teams are essential in any job, and sometimes it may not go the way people in the group want to. According to the textbook, "team cohesiveness is defined as the extent to which members are attracted to the team and motivated to remain in it (Daft, 2017, pg 303)." For efficient members in the group should be highly motivated to stay because then the group relationship can get stronger. One factor that are can affect this team's cohesiveness is groupthink. Groupthink is defined as the "tendency when people in cohesive groups to suppress contrary opinions (Daft, 2017, pg 305)." For example, Brad Fitzgerald the creative director had one final slide which landed the deal with the client because the entire presentation was going downside until the last slide. However, according to Tyle Green, a brand strategist, no one knew there was a final slide (Daft, 2018, pg 321). The group only knew he was working on a tag for the last slide, and it was discussed with the group (Daft, 2018, pg 321). The group should know what is being presented because if any surprises come up, it can throw the entire team cohesiveness, which can irritate folks in the group. Another factor that affects team cohesiveness is relationship conflict. According to the textbook, relationship conflict is defined as "personal incompatibility that creates human tension and feelings of personal animosity among people (Daft, 2018, pg 312). " In a group having relationship conflict can affect the task at hand and stress to finish the upcoming jobs. In this team, there was a conflict between Brad Fitzgerald and Trish Rodrieck; Trish only realized a certain tension between her and Brad and which is never good in a group. This team had many issues even though the objective of the group was completed but there was poor team cohesiveness.

Add two scholarly articles to this. The sources should have real-life examples of team cohesiveness. And explain why. Also, use intext citations as well.

Ready,Set,Start your Business with a Plan Ready,Set,StartYourBusinessPlanExerciseTemplateBusinessPlanSectionBusinessStep

ReadySetStartBusinessPlanTemplate-1.xlsx Download ReadySetStartBusinessPlanTemplate-1.xlsx,

Executive summary.One-to three page overview.

Descriptionofproposedbusiness.Briefdescriptionofthecompanythatanswerssuchquestionsaswhatyourproposedcompanywilldo,what goods or services it will provide, and who its main customers will be.

Industry analysis.Shortintroductiontotheindustryinwhichyouproposetooperate.

Mission statement and core values. Declaration of your mission statement, which are fundamental beliefs about what's important and what is(and isn't)appropriateinconductingcompanyactivities.Managementplan.Informationaboutmanagementteamqualificationsandresponsibilities,and designation of your proposed legal form of organization.

Goods,services,and the production process. Description of the goods and services that you'll provide in the market place;explanation of how you plan to obtain or make your products or of the process by which you'll deliver your services.

Marketing. Description of your plans in four marketing-related areas: target market,pricing,distribution,and promotion.

Global issues.Description of your involvement,if any,in international markets.

Financial plan. Report on the cash you'll need for start-up and initial operations,proposed funding sources,and means of repaying your debt.

Appendices. Supplemental information that may be of interest to the reader.

Let's start with three givens:

(1) college students love chocolate chip cookies,

(2) you have a special talent for baking cookies, and

(3) you're always broke.

Given these three conditions, you've come up with the idea of starting an on-campus businessselling chocolate chip cookies to fellow students. As a business major, you want to do things right by preparing a business plan. First, you identified a number of specifics about your proposed business. Now, you need to put these various pieces of information into the relevant section of your business plan. Using this template, ReadySetStartBusinessPlanTemplate-1.xlsx Download ReadySetStartBusinessPlanTemplate-1.xlsx, and the business plan format described in section 5.4 Ready, Set, Start Your Own Business (Links to an external site.), indicate the section of the business plan into which you'd put each of the following

https://allencc.instructure.com/courses/1270/files/244429?wrap=1

https://openstax.org/books/introduction-business/pages/5-4-ready-set-start-your-own-business

You'll bake the cookies in the kitchen of a friend's apartment. You'll charge $1 each or $10 a dozen. Your purpose is to make the best cookies on campus and deliver them fresh. You value integrity, consideration of others, and quality. Each cookie will have ten chocolate chips and will be superior to those sold in nearby bakeries and other stores. You expect sales of $6,000 for the first year. Chocolate chip cookies are irresistible to college students. There's a lot of competition from local bakeries, but your cookies will be superior and popular with college students. You'll make them close to campus using only fresh ingredients and sell them for $1 each. Your management team is excellent. You expect first-year sales of $6,000 and net income of $1,500. You estimate start-up costs at $600. You'll place ads for your product in the college newspaper. You'll hire a vice president at a salary of $100 a week. You can ship cookies anywhere in the United States and in Canada. You need $600 in cash to start the business. There are six bakeries within walking distance of the college. You'll bake nothing but cookies and sell them to college students. You'll make them in an apartment near campus and deliver them fresh

1. DeWitt uses the metaphor of a jigsaw puzzle to illustrate how one's worldview is an interconnected construct of beliefs. CONSTRUCT an image representing the interconnectedness of your worldview. You need only to incorporate 10 of your core or fundamental beliefs (if need be, you could include some peripheral beliefs).

2.There are two specific and related celestial events that were very observable to the Ancients, as they are to us today, that would be difficult, but not impossible, to reconcile with Aristotelian geocentricism. These events are not common, as they do not occur every year, for example, but would occur multiple times throughout ones lifetime. What are these events and how might they be COUNTER examples to geocentricism. How could they be or how did the Ancients and medieval Europeans explain them

Problem 9.29. On July 20, 2004 Microsoft surprised the market by announcing a $3 dividend. The ex-dividend date was November 17, 2004 and the payment date was December 2, 2004. Its stock price at the time was about $28. It also changed the terms of its employee stock options so that each exercise price was adjusted downward to Pre-dividend Exercise Price The number of shares covered by each stock option outstanding was adjusted upward to Number of Shares Pre-dividend "Closing Price" means the official NASDAQ closing price of a share of Microsoft common stock on the last trading day before the ex-dividend date. Evaluate this adjustment. Compare it with the system used by exchanges to adjust for extraordinary dividends (see Business Snapshot 9.1).

If a company does not do better than its competitors but the stock market goes up, executives do very well from their stock options. This makes no sense" Discuss this viewpoint. Can you think of alternatives to the usual executive stock option plan that take the viewpoint into account.

[1:31 AM, 11/10/2021] Flo: Question: The Reserve Bank is the central bank of New Zealand and a unique entity. Due to its exclusive status, it is not therefore afforded the recruitment opportunities available to organisations in more prolific industries. In addition, the average lifetime of staff members is more than nine years, resulting in a significant potential loss of knowledge on departure. Consequently, the Bank has identified knowledge loss as a high risk within the organisation. In response to this risk, an extensive knowledge management program has been initiated that now spans a five-year period.

The nature of the work of the Reserve Bank was such that it required a range of specialist skill sets that were not readily available within New Zealand. This was mainly due to the fact that each country has only one central bank, and therefore does not have a large pool of individuals with the specialist skill sets, such as macro-economics and banking supervision, that are required. Consequently, recruitment of staff was effectively limited to a global pool of specifically skilled labour drawn from central banks around the world. In addition to the scarcity of skill sets, the average length of service at the Reserve

During this time, staff members accumulated an extensive knowledge of the Bank and its operations, resulting in a very high exposure to loss of knowledge on the departure of key staff. As a consequence of this exposure and of the "rightsizing" program that the Bank was then undergoing, the Bank recognised that it needed to take action to minimise the risk of knowledge loss. Although the NZRB was one of the first to recognise the significance of these issues, other central banks such as the Bank of Canada have also expanded their research programs to include the issues of talent and knowledge sharing (Bank of Canada, 2002).

In 1999, with the combination of national and local drivers, that the Bank developed a corporate vision that focussed on knowledge management as a key component. The vision was led by the then deputy governor, whose involvement signified the high level of importance that the Bank attributed to knowledge management. This was an important first step and allowed the Bank's vision to permeate the organisation, providing staff with a needed sense of purpose that transcended everyday activities (Gold, Malhotra, & Segars, 2001). The Bank's new corporate vision prompted the required changes within the organisation (Kanter, Stein, & Jick, 1992). In this case, the vision encapsulated the contribution that knowledge-based value creation can make (Earl, 2001).

The first step after development of the corporate vision was for the Bank to develop a business case to move forward in developing a knowledge management program. Development of a business case for knowledge management is difficult given the seemingly intangible benefits and difficulty in quantifying or measuring the potential outcomes of initiatives. Although the Government vision and the national drivers arising from this were a key source of support for the Reserve Bank vision, they did not assist in the development of a direct business case for the undertaking of a knowledge management program. However, the Bank's status as a quasi-government department enabled it to leverage government interest in building the knowledge economy and positioning the public sector as the driver of the knowledge economy was of particular importance to the Bank. The Bank also emphasised its view that government departments should be showing leadership. By emphasising the importance of leadership from the public sector, the Bank was able to add significant weight to its own business case.

One of the most significant steps in the Bank's journey to knowledge management was the establishment of the Knowledge Services Group. This group, comprising staff from across the organisation, was charged with identifying the importance of knowledge management for the Bank and, subsequent to this, implementation and maintenance of organisational knowledge management practices. The Bank appointed Yogesh Anand to the role of chief information officer (CIO). His role was to head the Knowledge Services Group and take overall responsibility for the Group's combined areas of knowledge management, information management, and technology. A critical part of Anand's role was to take the knowledge management vision and understand what it meant for the Bank, to refine it, to elaborate it, and finally to replace theory with action.

From the outset, involvement in the knowledge management initiative came from all levels. The Bank's governor directly sponsored the initiative, and this top-level support was particularly helpful in communicating the importance of the initiative to all staff. A clear corporate vision (Kanter, Stein, & Jick, 1992; Nonaka & Takeuchi, 1995) and top-level support (Blackler, 1995; Nonaka & Konno, 1998) are widely acknowledged as fundamental to the development of a strong knowledge culture. At the same time, staff from the library and records management area as well as other parts of the Bank came together to form an informal, grassroots network. This network followed the growth of thinking on knowledge management theory and could be categorised as an early community of practice, defined as one of three key critical components of knowledge management (Cohen & Prusak, 2001). Other critical components were identified as the trust of the organisation's staff and the presence of appropriate social norms and organizational culture, both of which were confirmed by the experience of the Bank. Communities of practice have an important role to play in sharing learning and knowledge across an organisation (DiBella & Nevis, 1998), as evidenced within the Bank, where this informal network initiated brown-bag lunchtime sessions, where those interested in finding out more about knowledge management and how it would work in the Bank could meet and discuss the various issues. This group also helped to identify the barriers that existed in terms of knowledge sharing.

Case reference: Jennex, M.E. (2005). Case studies in knowledge management. Hershey Pa: Idea Group Pub.

1) In the above case study, identify at least two forms of Tacit Knowledge and two forms of Explicit Knowledge in use. Describe the different aspects of Knowledge Management (KM) at the Reserve Bank of New Zealand within a BTOPP framework (Benefits-Tool-Organization-People-Process). (10 marks)

2) Identify and explain at least one KM initiative that you would recommend for the organisation and describe how this initiative relates to each aspect of the Nonaka & Takeuchi model (or any other KM model). (10 marks)

NOTE: You are NOT required to include any diagram for answering this question [1:32 AM, 11/10/2021] Flo: Teams are essential in any job, and sometimes it may not go the way people in the group want to. According to the textbook, "team cohesiveness is defined as the extent to which members are attracted to the team and motivated to remain in it (Daft, 2017, pg 303)." For efficient members in the group should be highly motivated to stay because then the group relationship can get stronger. One factor that are can affect this team's cohesiveness is groupthink. Groupthink is defined as the "tendency when people in cohesive groups to suppress contrary opinions (Daft, 2017, pg 305)." For example, Brad Fitzgerald the creative director had one final slide which landed the deal with the client because the entire presentation was going downside until the last slide. However, according to Tyle Green, a brand strategist, no one knew there was a final slide (Daft, 2018, pg 321). The group only knew he was working on a tag for the last slide, and it was discussed with the group (Daft, 2018, pg 321). The group should know what is being presented because if any surprises come up, it can throw the entire team cohesiveness, which can irritate folks in the group. Another factor that affects team cohesiveness is relationship conflict. According to the textbook, relationship conflict is defined as "personal incompatibility that creates human tension and feelings of personal animosity among people (Daft, 2018, pg 312). " In a group having relationship conflict can affect the task at hand and stress to finish the upcoming jobs. In this team, there was a conflict between Brad Fitzgerald and Trish Rodrieck; Trish only realized a certain tension between her and Brad and which is never good in a group. This team had many issues even though the objective of the group was completed but there was poor team cohesiveness.

Add two scholarly articles to this. The sources should have real-life examples of team cohesiveness. And explain why. Also, use intext citations as well.