Learning Styles and Pedagogy

Presentation As a person inside the showing calling, I understand how it is frequently imperative to look at myself to decide the adequacy of my exhibition. It is a part of basic reflection that addresses my genuine presentation, accordingly helping me in discovering answers to probably the most squeezing questions.Advertising We will compose a custom basic composing test on Learning Styles and Pedagogy explicitly for you for just $16.05 $11/page Learn More The basic reflection helps in building up the calling since it goes about as a structure square, empowering the reinforcing of more fragile territories and upgrading execution considerably further in best performed regions (Leung Kember, 2003, p. 61). Learning and showing procedures or exercises, in spite of the fact that directed in an unexpected way, are comparable in numerous significant perspectives (Roxã ¥, Mã ¥rtensson Alveteg, 2011, p. 99). I consider the way wherein I adapt in a general sense to have an immediate bearing in transit I inevitably show my understudies. It is difficult to be an educator without having experienced learning on the grounds that the two are shared. This paper draws from the standards of vocation reflection to think about my profession as an educator. The paper investigates the learning and showing forms all in all. The paper at that point dives further into the various variables that are included before basically pondering a portion of the rule ideas that are associated with the two procedures. Learning Process and the Factors Involved Learning is a requesting procedure that obviously relies upon the duty of the person to an enormous degree (Bhusry Ranjan, 2012, p. 313). Except if an individual feels that he emphatically claims and is straightforwardly liable for the whole procedure, learning may never be accomplished paying little heed to how much exertion is included. I for all intents and purposes found this during my days as a student in graduate school. In spite of th e fact that I had almost no idea at first about my accurate style of learning, I in the long run decided my priority when I continuously valued the way that the whole procedure relied upon my own duty and resolve. As a learner in graduate school, I found that three basic methodologies of learning were powerful in my investigations. They included gathering conversations and learning, down to earth introductions and movement, just as ceaselessly handling assignments (Moores, Change Smith, 2004, p. 77).Advertising Looking for basic composition on instruction? How about we check whether we can support you! Get your first paper with 15% OFF Learn More The consequences of this experience were show in me on the grounds that my primary procedure of learning had at first depended vigorously on perusing class work and other related writings. There was a reasonable change in my presentation and by and large handle quickly I exchanged procedures. This appraisal has expanded my capacity to make a considerable and scholarly end with respect to my method of learning. I explicitly comprehend what my qualities are and, thusly, understand a portion of the shortcomings that I face. I have an away from on a portion of the manners in which that can help in expanding open doors for my vocation development, including strategies and methods for tending to shortcomings. By the by, as Tomlinson et al. (2003) appropriately state, people contrast in their learning ways and styles that straightforwardly influence their presentation. While my techniques of learning paid off significantly, I understood that a lot of my partners had their own appropriate strategies for discovering that didn't really take after one another’s. A few students grumbled that learning in bunches influenced their fixation such a great amount of that there was small learning accomplished at long last. They favored doing concentrates all alone inside tranquil and separated conditions. The way toward learning p ossibly becomes effective when it changes a person as far as his comprehension and information. The essential guideline of learning for any understudy is in the first place tolerating and thinking about the requirement for change (Bellas, 2004, p. 19). This occurs from an individual’s perspective where a student must acknowledge the information obtained to change him. I have my primary origination of learning as a procedure that prompts the procurement of realities and methods expected to accomplish a goal. As a student, I frequently test the degree to which I have experienced change by endeavoring test questions and applying the calculations, abilities, and formulae that I have concentrated previously. I utilize the resultant score to these self-regulated tests and test evaluation inquiries to decide the degree of the change undergone.Advertising We will compose a custom basic composing test on Learning Styles and Pedagogy explicitly for you for just $16.05 $11/page Learn Mo re Teaching Process and the components Involved Gurney (2007, p. 89) portrays instructing as an instructive procedure that should concentrate on making supporting encounters to empower the learning procedure to be normal and inescapable. Educating ought to briefly allude to viable activities of assisting learning for the understudies, rather than concentrating on some other related angle. Quality showing involves ten essential attributes that remember centering for the accomplishment of understudies, performing instructive practices that bring about mindful, and comprehensive and brought together learning networks. It must make successful connections with the school’s social setting, be receptive to the learning procedures of the understudies, just as offer adequate learning openings (Gurney, 2007, p. 90). Other quality parts of educating incorporate compound assignments and settings, which help in supporting learning cycles, viably adjusting educational plan objectives, and a training that demands giving understudies with input about their undertaking commitment. As Gurney (2007, p. 90) further records, educators and understudies should frequently participate in concocting objective arranged appraisal and figure a framework that advances learning directions, metacognitive techniques, understudy self-guideline, just as a keen understudy talk. My training strategies have enormously been impacted by my learning styles. I have a more noteworthy inclination that urging understudies to concentrate in gatherings can improve their scholarly exhibition a lot. In any case, I additionally welcome the way that understudies are not no different. Much the same as a portion of my partners in school didn't endorse of gathering conversation as the most ideal method of considering, I understand that a portion of my understudies may likewise be thinking that its an insufficient technique for contemplating, contingent upon their own comprehension and conviction. With resp ect to quality strategies for instructing (2007, p. 90), I have singled out drawing in with my understudies valuably so as to complete an exhaustive objective arranged assessment.Advertising Searching for basic composition on training? How about we check whether we can support you! Get your first paper with 15% OFF Find out More I utilize such meetings to permit the understudies to decide the sort of troubles they face in their examinations, just as assess their zones of solidarity. It in the long run gives me the influence to set up the best instructing strategies that suit every one of the understudies, therefore keeping away from the error of utilizing a uniform procedure for the whole class. Educator information, energy, just as obligation regarding learning are yet other basic viewpoints that decide instructing as a procedure (Eisner, 2002). Since encouraging involves going of information, it will depend with the nature of information that I have as an educator for an understudy to adapt completely as envisioned. I frequently experience my readied notes ahead of time before I go to class to show the understudies. This gives me certainty since it guarantees me of whatever I am instructing, not normal for entering a class without having recently arranged regarding the matter to be educated. My Personal Le arning Style I am an outgoing individual with a solid detecting discernment. I depend on instinct and emotions to decide. My demeanor toward the outside world is fundamentally shaped out of my own judgment instead of the observations that I have. In light of the Myers-Briggs Type Indicator, I am an outgoing, detecting, thinking, and judgment individual (ENFJ) (Sample, 2004, p. 67). My extroversion clarifies why I lean toward bunch function as the best procedure for my examinations. During my instructor instructional course as an undergrad, my considering was done for the most part during the day to take into consideration meaningful conversation meetings with my associates. In the wake of understanding the way that I performed well in study gatherings, we sorted out ourselves together in an investigation gathering of five individuals including people with a similar character types. Adapting basically occurred between 8 am and 4 pm, where we alternated in doing short introductions to uphold the change procedure of information. The vast majority of the individual examinations in my room in the nighttimes just went on for a limit of two hours as they just involved handling of assignments and test questions. The handling of self-controlled assignments and questions offered me the chance to assess myself concerning information change. My general discernment, which is ‘intuition’ as portrayed by Myers-Briggs, had a solid bearing on my learning (Cools Van, 2007, p. 359). This keeps on influencing my learning procedure even at present concerning the general life wonder. I am quick at learning and increasing general information. I don't really depend on esteem realities and information to upgrade my learning. While going to the examination bunch in school, I would concentrate all my introduction of thoughts and realities that I concentrated to help myself. Similarly, I would challenge different individuals at whatever point they made their introductions to help their situations with decided thoughts and realities and demonstrate the degree to which they had comprehended an idea. Another basic part of my ‘intuitive’ observation that has been basic in my learning is an everyday practice

Clouds Socrates Unjust Speech free essay sample

Aristophanes’ play, â€Å"clouds†, there is a fight between the â€Å"old† and â€Å"new† method of going out about existence. This can be seen through the â€Å"just† and â€Å"unjust† discourse, whose factious results direct the manner by which society ought to approach instructing its residents. The â€Å"unjust speech†, which is an overwhelming consistent and manipulative way to deal with considering life (â€Å"new†), appears to undermine the â€Å"just speech†, which seems to depend on good and legendary legitimization (â€Å"old†). Pericles, a conspicuous and compelling Politian in Athens, has contended that vote based system is the best type of government since it decently creates the most instructed and brilliant residents, through opportunity to go about however they see fit, will in the long run shape there soul into an incredible individual (Warner 145). Hence, if residents are permitted to ponder unreservedly and be endured with deference by individual residents as Pericles depicts, and if Socrates (a Greek savant) and the â€Å"thinkry† spread their â€Å"unjust speech† talk, Pericles’s stage for enormity won't make the Athenians the most superb and taught residents. Truth be told it will exacerbate them into individuals, individuals who are going to essentially scrutinize the estimation of their organization. Eventually, Aristophanes proposes that majority rule government can't work as one with â€Å"unjust speech†, which sabotages Pericles contention that â€Å"unjust speech† ought to be endured under vote based system, in light of the fact that â€Å"unjust speech† utilizes its enticing capacity to dismantles the aggregate shrewdness vote based system has assembled and permits the rare sorts of people who comprehend its capacity to make an inconsistent society (West). Aristophanes contends on the off chance that a popular government is confronted with a general public of inconsistent forces, at that point it could change the law based framework Pericles drew up, where all forces were to be isolated similarly among residents, into a theocracy or oppression, with the residents utilizing shameful discourse to pick up lion's share force and direct arrangement (West). At whatever point approaches are structured by a couple in power they tend not to reflect or profit those in the bigger greater part without power. On the off chance that strategies don’t profit and speak to however many individuals as could reasonably be expected, at that point they are ineffectual approaches. This instructs the residents of Athens to get one of the elites since strategy and force will support them all the more then others. Aristophanes doesn’t accept that is the best or most attractive type of training. In this manner, uncalled for discourse can’t work in association with vote based system since it transforms a libertarian culture into inconsistent powers and makes ineffectual arrangements be executed. Aristophanes is worried about what sort of government it is and how it’s structured. Pericles address that worry while expressing, â€Å"Our constitution is known as a popular government since power is in the hands not of a minority however of the entire people† and â€Å"everyone is equivalent under the watchful eye of the law; when it is an issue of placing one individual before another in places of open duty, what tallies isn't enrollment of a specific class, yet the genuine capacity which the man possesses†(Warner 145). Aristophanes subverts this by belligerence on the off chance that what tallies is the capacity which the man has, at that point unreasonable discourse permits that participation to shape through keeps an eye on capacity to control and win contentions, which gives treacherous speakers more force then different residents and they are currently inconsistent favorable position illegal and have the force in their grasp rather than the greater part (West). Pericles likewise states, â€Å"In open undertakings we keep to the law†(Warner 145), Aristophanes contends that residents fit for uncalled for discourse have the force, the individuals in power have a more grounded voice, the more grounded voice makes strategies, and in this manner residents occupied with treacherous discourse make the laws (West). The individuals who make the laws typically do as such in a manner valuable to them â€Å"in open affairs†(West). Crooked discourse has the ability to decrease the aggregate shrewdness the Athenians have developed by calling attention to little inconsistencies and utilizing manipulative thinking that just discourse can’t guard through rationale. Just discourse must be protected during that time it has effectively endure and through the solid bond every resident offers with one another (West). In this way, Aristophanes contends through â€Å"clouds† that unjustifiable discourse can separate aggregate wisdoms, win contentions, make inconsistent forces, and at last destroy majority rule government (West). For instance, low discourse states, â€Å"I very deny that Justice even exists†(West 902) to which just discourse answers â€Å"It does with the gods† (West 904), at that point unfair discourse ask the inquiry â€Å"then for what valid reason didn’t Zeus die when he bound his dad? To which just discourse answers â€Å"give me a bowl: to upchuck in†(West 907), fundamentally expressing in the event that simply exists inside the divine beings, at that point it has neither rhyme nor reason in light of the fact that the divine beings are not simply themselves. For this situation unjustifiable found a consistent way to deal with excuse the existences of just discourse. This little logical inconsistency dishonors only discourse overall, guides to the disarray of just discourse, and offers capacity to out of line discourse. This outcome makes only discourse through its shroud to the crowd and tempest out. Another example seen where treacherous uses its capacity to ruin just discourse is when Strepsiades ask Socrates, â€Å"And who is it that forces them to be borne along? Isn’t it Zeus? †(West 378), to which Socrates answers â€Å"Not at all. Its ethereal Vortex†(West 380). In this occasion, Strepsiades is persuaded through rationale and science that Zeus doesn’t make it downpour by â€Å"pissing through his sieve†(West 373). In the end this leads Strepsiades to turn out to be increasingly vague about his organizations aggregate knowledge, and by and by it helps to more disarray for just and power for out of line discourse. On account of Strepsiades, it prompts express perplexity, which later makes him torch the â€Å"thinkry†. Moreover, these two models are closely resembling with the contemporary Gay Rights development we see today. Gays not having the option to get hitched originates from strict qualities (just discourse), which state individuals are just expected to be with other gender. Numerous Americans have incorporated this with our aggregate astuteness, particularly in the South. In any case, gay people challenge these strict philosophies with rationale (unreasonable discourse), which attempts to convince a strict moderate that since god expressed something doesn’t make it valid or sensible. The gay network, who may have a point, is testing and controlling the moderate shrewdness through out of line discourse, and on the off chance that gay people win than more force speaks to their gathering, at that point previously. The outcome is another convention (strict moderates) is debilitated, another character (Gays wedded) is shaped/reinforce, and the aggregate shrewdness of all residents under that vote based system is presently reduced and increasingly isolated. The three models show how crooked discourse can separate aggregate shrewdness, win contentions, make inconsistent forces, and at last destroy the majority rule government Pericles drew up and cause turmoil as well as brutality. Strepsiades winds up torching a structure and Socrates’ understudies acquire power, the fair discourse brutally tosses its shroud to the crowd and tempests off leaving shameful discourse with more powers, and strict preservationists have intensely dissented, some with viciousness, against gay people (the result hasn’t been resolved so power hasn’t moved at this point). This demonstrates Aristophanes contention that treacherous discourse sabotages majority rules system by getting residents to scrutinize their government’s aggregate wisdoms, which can move power (West). In the event that enough inquiries are raised, at that point new ways will be manufactured and the center bond that once held the state together is presently debilitate. Aristophanes contends that knowing how the â€Å"Vortex† functions or how some other minor logical information works isn't what makes a general public incredible, yet rather keeping the center character and astuteness together is the means by which one keeps up significance and keeps vote based system alive (West). Be that as it may, the harm of out of line discourse in a popularity based society doesn’t stop there. Out of line discourse likewise can open the window for ethically unsound choices, which can possibly build horrendous strategies. As clarified by Aristophanes, shameful discourse can separate aggregate wisdoms, win contentions, and make inconsistent forces. The last part is the thing that worries Aristophanes on the grounds that inconsistent forces open the entryway for political and moral defilement. At whatever point arrangements are planned by a couple in power they tend not to reflect or profit those in the bigger populace without power. On the off chance that approaches don’t profit and speak to however many individuals as could be expected under the circumstances, at that point they are awful strategies. For instance, when Pheidippides takes part in a physical squabble with his dad Strepsiades, he utilizes low discourse to cause his activities to seem moral. This is seen when Pheidippides states, â€Å"did you beat me when I was a kid? †(West 1408), to which Strepsiades answers â€Å"Yes, I did; I was well-intentioned†(West 1409), at that point Pheidippides utilize the unreasonable discourse by expressing â€Å"isn’t it additionally only for me moreover to be benevolent toward you and beat you, since in actuality to be good natured is to beat? (West 1410-1412), Pheidippides includes, â€Å"Old men are kids twice†(West 1417), and in conclusion â€Å"I’ll beat mother as well, similarly as I did you†(West 1443). Pheidippides legitimately bodes well by essentially saying that if Strepsiades, his dad, beat him when he was more youthful so as to teach and shape his character, wouldn’t it just bode well for Pheidippides

Literary Tourism Bozeman, Montana

Literary Tourism Bozeman, Montana On the northern tip of Yellowstone National Park, a bit west of where Montana takes on the weird landscape one finds in a book by Dr. Seuss, lies the small college town of Bozeman. For those who havent been, the west side of Montana (and really the entire state) is bonkers beautiful. Ive driven through Montana on trips from Michigan to the West Coast and back about three times each way, and Ive stopped in Bozeman on two of those occasions. Home to Montana State University, Bozeman has the same hip coffeehouses, indie bookstores, esoteric boutiques, and niche restaurants of many other college locales, perhaps with a dash of Twin Peaks added in. Needless to say, its awesome and you should go to there. My recommendation: Go camp in either Yellowstone or Glacier depending on which direction youre coming from, spend a few days relaxing in Bozeman, and then go camp in the other national park. Of course, this is assuming you have time and resources to do so. Anyway, heres some bookish stuff worth checking out while youre there. Country Bookshelf Country Bookshelf is Montanas largest independent bookstore and is located right in downtown Bozeman. Founded in 1957, its safe to say that Country Bookshelf has become a community staple. The bookstore hosts regular author readings, celebrates Banned Books Week, and participates in   the Downtown Bozeman Art Walk. Vargos Jazz City Books Google Maps marks the walk from Country Bookshelf to Vargos at 164 feet, with a cafe called Wild Joes Coffee Spot sandwiched between the two establishments. Not exactly a tortuous trek for book lovers. This way, you can save all your energy for a hike in the mountains. Vargos is renowned as being a bit quirkier than the bookstore down the road. With a wide selection of vinyl records, new and used books, postcards, and other knickknacks, Vargos seems to balance out Bozemans downtown literary scene. Montana State University Notably, Robert M. Pirsig, David Quammen and Richard Brautigan all taught creative writing at Montana State, although they were each only at the university for a limited time. Well-known journalist and essayist Sarah Vowell earned her B.A. from Montana State in 1993. MSU also has this cool program called the Yellowstone Writing Project, an invitational summer institute for teachers of all grade levels. Teachers are immersed in a four week program at the university crafting their personal writing abilities and exploring strategies for teaching students to write. Sounds pretty cool to me. The view doesnt look to bad either. Childrens Festival of the Book The Bozeman Public Library puts on this awesome annual event called Childrens Festival of the Book in which community members get to rub elbows with an array of talented authors and illustrators that have crafted childrens and YA books. According to the festivals blog, past visitors have included Lois Lowry, Henry Cole, Paul Zelinsky, and Maile Meloy. The 2014 program included Amy Krouse Rosenthal, Charise Mericle Harper, and Janet Fox. Paradise Valley and the surrounding area. Located about thirty miles east, which in Montana might as well be next door, lies Paradise Valley. Jim Harrison and Thomas McGuane both live in the area, though Ill always consider Harrison a Michigan man no matter where he lives. Maile Meloy also grew up nearby, in the states capital, Helena. Many of Meloys short stories take place in Bozeman and other parts of Montana. ____________________ We run a pretty sweet little bookish Instagram account, if we do say so ourselves (and we do). Come check it out. Save

Branding and Development of Customer Loyalty - Free Essay Example

Sample details Pages: 23 Words: 6886 Downloads: 8 Date added: 2017/06/26 Category Statistics Essay Did you like this example? THE ROLE OF BRAND IN DEVELOPINING CUSTOMER LOYALTY INTRODUCTION 1.1 Nature of Assignment My project is about The Role of Brand in the Development of Customer Loyalty. Its the part of MBA and it is the requirement of my institute, THE UNIVERSITY OF WALES, for the completion of our degree. Don’t waste time! Our writers will create an original "Branding and Development of Customer Loyalty" essay for you Create order The purpose of project is to determine the role of brand in the development of customer loyalty. After completion of this project I can easily understand that how brand helps in the development of customer loyalty. I am doing work on this project to collect data and other relevant information to build a relation between role of brand and customer loyalty and to prove that brand plays an important role in the development of customer loyalty. It is my project which is being supervised by a senior person allocated by my institute. In order to make my project more reliable field data will also be collected and analyzed. Data from the pre-research on this topic will also be studied to make my project well designed and easily understandable. From the company point of view my research work will be helpful to understand the relationship between brand and customer loyalty. 1.2 The Rationale for this Study * Literature review has proved that customer loyalty affects by brand. * Different work on this topic has been done which is in chapter# 2. * It is a moralize agreement that brand affects customer loyalty. * I will try to test this claim that the role of brand in the development of customer loyalty with the help of this project using primary and secondary research. * In UK context it would be useful contribution towards this field. * This research will be helpful in understanding the role of brand in the development of customer loyalty. * In local environment findings from this project will be used in number of groups including companies, scholars and also researchers. 1.3 Brand In marketing, a brand is a collection of feelings toward an economic producer. Feelings are created by the accumulation of experiences with the brand, both directly relating to its use, and through the influence of advertising, design, and media commentary. A brand is a symbolic embodiment of all the information connected to a company, product or service. A brand serves to create associations and expectations among products made by a producer. A brand often includes an explicit logo, fonts, color schemes, symbols, which are developed to represent implicit values, ideas, and even personality. Concepts Some marketers distinguish the psychological aspect of a brand from the experiential aspect. The experiential aspect consists of the sum of all points of contact with the brand and is known as the brand experience. The psychological aspect, sometimes referred to as the brand image, is a symbolic construct created within the minds of people and consists of all the information and expectations associated with a product or service. The nicest approach to brand building considers the conceptual structure of brands, businesses and people. 1.4 Brand Loyalty Brand loyalty is the ultimate goal a company sets for a branded product. Brand loyalty is a consumers preference to buy a particular brand in a product category. It occurs because consumers perceive that the brand offers the right product features, images, or level of quality at the right price. This perception becomes the foundation for a new buying habit. Basically, consumers initially will make a trial purchase of the brand and, after satisfaction, tend to form habits and continue purchasing the same brand because the product is safe and familiar. Brand loyalists have the following mindset: * I am committed to this brand. * I am willing to pay a higher price for this brand over other brands. * I will recommend this brand to others. Importance of Brand Loyalty There are three main reasons why brand loyalty is important: Higher Sales Volume The average United States Company loses half of its customers every five years, equating to a 13% annual loss of customers. This statistic illustrates the challenges companies face when trying to grow in competitive environments. Achieving even 1% annual growth requires increasing sales to customers, both existing and new, by 14%. Reducing customer loss can dramatically improve business growth and brand loyalty, which leads to consistent and even greater sales since the same brand is purchased repeatedly. Premium Pricing Ability Studies show that as brand loyalty increases, consumers are less sensitive to price changes. Generally, they are willing to pay more for their preferred brand because they perceive some unique value in the brand that other alternatives do not provide. Additionally, brand loyalists buy less frequently on cents-off deals these promotions only subsidize planned purchases. Retain Rather than Seek Brand loyalists are willing to search for their favorite brand and are less sensitive to competitive promotions. The result is lower costs for advertising, marketing and distribution. Specifically, it costs four to six times as much to attract a new customer as it does to retain an old one. 1.5 Customer Loyalty When a consumer finds that a particular brand is delivering the best products and services for him and that brands solves his problems with their products, he begins to identify that brand with a certain quality and develops a loyalty for it. In fact, if you have a customer who is committed to your brand, chances are that he will choose your product or service over the others that are available in the market. Customer loyalty plays a major role in making your business successful. If you are capable of retaining as much as 5% of your old customer base, then your business can grow up to 75%. Another great thing about your old customers who rely on you is that they will tell their friends, family and acquaintances about your products and services. In this manner, your business will get the best kind of advertising possible. Similarly, a customer who does not like your products might do some negative marketing for you, so you need to be on your toes and ensure that all your customers are satisfied with you. This will help you convert your prospective customers to your clients. 1.6 The Role of Brand in the Development of Customer Loyalty In order to keep your old customer base alive and loyal towards your brand. You need to have something unique about your brand. If you are able to have a unique feature that your customers love, then chances are that your customers will stick to your company and even tell others about it. The key is to develop this USP or Unique Selling Point in order to entice the customers and keep them loyal. If your customer is aware of your USP and benefits from it, you will get a brand loyalty that will be enough to keeps your business booming. Customer loyalty is more than simple repurchasing, however. Customers may repurchase a brand due to situational constraints, a lack of viable alternatives, or out of convenience. Such loyalty is referred to as spurious loyalty. True brand loyalty exists when customers have a high relative attitude toward the brand which is then exhibited through repurchase behavior. This type of loyalty can be a great asset to the firm. Customers are willing to pay higher prices, they may cost less to serve, and can bring new customers to the firm. 2. LITERATURE REVIEW To determine the role of brand in the development of customer loyalty some articles have been studied. After studying these articles we came to know that how much research has been done by different persons on this topic. Previous research putts light on different kinds of factors related to development of customer loyalty that how customer loyalty can be measured and how properly or effectively brand can be managed and implemented. And what models can be used to make a particular brand more successful. Previous research also explains that what factors are responsible for the decline of a brand. So we came to know about loyalty that a customers loyalty can be determined by studying that how repetitively customer make purchasing of products of a particular brand when some others alternatives are available to customers. Several studies have been conducted in this area following are the list of some key articles and a brief description will be given following. 2.1 Summaries of Articles 1st article is about Brand Loyalty which is being studied by Nancy Giddens, Agricultural Extension Value Added Marketing Specialist. Brand Loyalty has been proclaimed by some to be the ultimate goal of marketing. In marketing, brand loyalty consists of a consumers commitment to repurchase the brand and can be demonstrated by repeated buying of a product or service or other positive behaviors such as word of mouth advocacy. True brand loyalty implies that the consumer is willing, at least on occasion, to put aside their own desires in the interest of the brand. Brand loyalty is more than simple repurchasing, however. Customers may repurchase a brand due to situational constraints, a lack of viable alternatives, or out of convenience. Such loyalty is referred to as spurious loyalty. True brand loyalty exists when customers have a high relative attitude toward the brand which is then exhibited through repurchase behavior. This type of loyalty can be a great asset to the firm: customers are willing to pay higher prices, they may cost less to serve, and can bring new customers to the firm. For example, if Joe has brand loyalty to Company A he will purchase Company As products even if Company Bs are cheaper and/or of a higher quality. This article is about decline of brands by James Surowiecki. The truth is weve always overestimated the power of branding while underestimating consumers ability to recognize quality. When brands first became important in the US a century ago, it was because particular products Pillsbury flour or Morton salt offered far more reliability and quality than no-name goods. Similarly, many (and arguably most) of the important brands in American history Gillette or Disney became successful not because of clever marketing, but because they offered something you couldnt get anywhere else. (Gillette made the best razors; Disney made the best animated movies.) Even Nike first became popular because it made superior running shoes. Marketers looked at these companies and said they were succeeding because their brands were strong. In reality, the brands were strong because the companies were succeeding. Over time, certain brands came to connote quality. They did provide a measure of insurance which in turn made firms less innovative and less rigorous. (Think of the abominable cars General Motors, Ford, and Chrysler made in the late 1960s through the 1970s remember the Pinto? in part because they assumed that they had customers for life.) That sense of protection is eroding in industry after industry, and instead of a consumer economy in which success is determined in large part by name, its now being determined by performance. The aristocracy of brand is dead. Long live the meritocracy of product. This article is about customer engagement by Richard Sedley. Customer Engagement refers to the engagement of customers with one another, with a company or a brand. The initiative for engagement can be both consumer- or company-led and the medium of engagement can be on or offline. A customers degree of engagement with a company lies in a continuum that represents the strength of his investment in that company. Positive experiences with the company strengthen that investment and move the customer down the line of engagement. This article is about Brand Engagement by Watson Wyatt. Brand Engagement is a term loosely used to describe the process of forming an attachment (emotional and rational) between a person and a brand. It comprises one aspect of brand management. What makes the topic complex is that brand engagement is partly created by institutions and organizations, but is equally created by the perceptions, attitudes, beliefs and behaviors of those with whom these institutions and organizations are communicating or engaging with. As a relatively new addition to the marketing and communication mix, brand engagement sits in the space between marketing, advertising, media communication, social media, organizational development, internal communications and human resource management This article is on Brand management by Neil H. McElroy. Brand management is the application of marketing techniques to a specific product, product line, or brand. It seeks to increase the products perceived value to the customer and thereby increase brand franchise and brand equity. Marketers see a brand as an implied promise that the level of quality people have come to expect from a brand will continue with future purchases of the same product. This may increase sales by making a comparison with competing products more favorable. It may also enable the manufacturer to charge more for the product. The value of the brand is determined by the amount of profit it generates for the manufacturer 3. RESEARCH METHODOLOGY Research methodology will be discussed in the following section. 3.1 Theoretical Framework The dependent variable, customer loyalty of branded casual wear companies depend upon two independent variables which are price and awareness. Most of the people in Pakistan belong to middle class and they prefer to buy products of low price with good quality. So poor quality of these companies has affected its sale as well as customer loyalty. We know that awareness of any product plays an important role to increase or decrease the customer loyalty. The quality and comfort of branded products are close to local brands. Similarly the awareness of the branded casual wearing is low because of less impressive advertisement. So, it is clear that the sale and customer loyalty is low because of high price and unawareness. 3.2 Research Objectives Following are the objectives of this study: 1. To determine the importance of branding in creating customer loyalty. 2. To identify the characteristics of a brand that help in brand loyalty. 3. To investigate the reasons for brand preference. 4. How brand loyalty can be developed? 5. What makes the customer loyal? 6. To make recommendations for developing customer loyalty through branding. 3.3 Operationalization Customer Loyalty In this, we will measure the customer loyalty whether the people are buying it or not and why. We have price and awareness as an independent variable and we will measure customer loyalty for different types of the branded casual wearing. Awareness Awareness is an independent variable and we will measure it by the following indicators: i) By asking the people whether they are aware or not. ii) If yes, then from which media vehicle they became aware of it e.g. Newspapers, Magazines, T.V, Radio, Bill boards, word of mouth etc. Methodology Used To perform this task, research was conducted in such a way that reflected the awareness towards branded casual wearing. The primary source of data collection was used and the instrument for data collection was personally administered Questionnaire. This questionnaire was administered personally due to sampling information, administrative control, and helping the respondents in answering technical questions. The population of the research consists of ultimate consumers. Therefore Convenience Sampling technique was used. 3.4 Research Design The purpose of this research was to establish the relationship between independent variables high price awareness and the dependent variable customer loyalty. This is a field study because it examined the relationship between the variables. For this purpose questionnaire was developed to get response of the people. Neither the variables were controlled nor was artificial setting created for the study. The unit of analysis for this study is an individual and tool of data collection is questionnaire. For data collection we have used convenience sampling technique. Procedure Used Standardized questionnaire was designed for consumers. The questionnaire was developed in order to make it comprehensive, so as to enable the researcher to collect all needed information from consumers. The questionnaires was distributed and filled in by the consumers. Methods of Data Collection Population consisting of people who are using the branded casual wears were considered for the collection of data. Survey questionnaire was thus used to collect data from respondents in different areas and University of the Central Punjab. Tool for Data Collection Tool to collect data was survey questionnaire which was very carefully designed. It consisted of all the types of questions i.e. dichotomous questions and multiple choices. So as to acquire in depth knowledge from the consumers about the research problem. After preparation of questionnaire, it was shown to kind teacher for changes in it. Pre-testing After developing and getting it approved, 5 copies of the questionnaire were filled out by the senior students of the University. The respondents faced only few problems which were then replaced and made it easier and comprehensive. After pre-testing 50 copies were again distributed among the public and students. Sampling Techniques We have selected the samples which gave maximum representatives of target market. These samples gave more reliable and accurate information because they are end users of branded casual wears and can provide better information about research problem. Nature of the Study The research study was applied research because it was performed to find solution of problem. Why customer loyalty of branded casual wears is lower. After finding solution of problem, companies implement it to rectify problem situation. Purpose of Study The research has two main purpose first purpose is aimed at to be completed as a requirement of course. Second purpose was to study the impact of important factors that affect customer loyalty of branded casual wears. Some of important factors to be studied were: * Demographic factors like age, income occupation * Quality * Price * Brand name * Availability * Advertisement All these factors were studied to find out all possible ways to maintain and to improve factors such as availability, quality, price, advertisement etc. Study Setting This is a field study because it examined attitude and behavior of the people towards low demand for branded casual wears. For this purpose we had surveyed different areas and got filled in the questionnaires from students. Variables were neither controlled nor manipulated and no artificial setting was created for the study. Time Horizon The data for this research was collected over one month period. Field Work We had 50 sample sizes. We went to the commercial and business areas to fill this questionnaire. The areas consisted of Green heith markets and white city commercial markets. During our field work, we faced a few problems like negative responses from the respondents. Some of the persons hesitated refused to fill questionnaire. But we faced all problems boldly as a good researcher. 3.5 LIMITATIONS OF THE RESEARCH STUDY Our research has following limitations: 1) Lack of time 2) Cost for collecting data. 3) Sample size is small. 4. ANALYSIS OF SURVEY QUESTIONNAIRE, INTERPRETATION OF DATA AND TABULATION REPRESENTATION TABLE NO.1 Do you prefer branded clothes? Response Frequency %age Yes 41 82% No 9 18%_ Total 50 100__ According to our analysis 82% respondents preferred branded clothes while 18% respondents out of our selected samples did not prefer branded clothes. So our analysis shows that majority of the people prefer branded clothes. TABLE NO.2 Brand is important for which item of clothing? Items Frequency %age Shirt 10 20% Jeans 22 44% Casual wears 18 36% Total 50 100% 20% of respondents preferred branded shirts, 44% of respondents preferred branded jeans while 36% of respondents preferred branded casual wears. So according to our analysis its clear that majority of people prefer branded jeans. TABLE NO.03 Why do you prefer branded clothes? Strongly agree Agree Disagree Strongly Disagree Total High Quality 24 (48%) 18 (36%) 6 (12%) 2(4%) 50 Comfort 26 (52%) 15 (30%) 8 (16%) 1 (2%) 50 Durability 25 (50%) 18 (36%) 5 (10%) 2 (4%) 50 This graph shows that 48% respondents are strongly agreed, 36% respondents are agreed, 12% respondents are disagreed and 4% respondents are strongly disagreed that they prefer branded clothes due to high quality. 52% respondents are strongly agreed, 30% respondents are agreed, 16% respondents are disagreed and 2% respondents are strongly disagreed that they prefer branded clothes due to comfort. 50% respondents are strongly agreed, 36% respondents are agreed, 10% respondents are disagreed and 4% respondents are strongly disagreed that they prefer branded clothes due to durability. So majority of people prefer branded clothes due to comfort. TABLE NO.04 Which of the following element is important for your choice of the branded item? Elements Frequency %age Product features 31 62% Price 14 28% Promotion 04 08% Placement 01 02% Total 50 100_ This graph shows that 62% respondents preferred product features, 28% respondents preferred price, 8%respondents preferred promotion and 2% preferred placement for the choice of branded items. So our analysis shows that product feature is the most important element for the choice of branded items. TABLE NO.05 Approximately, how many times do you buy your clothes? Buying Period Frequency %age Once a week 02 04% Once every 2 weeks 00 00% Once a month 08 16% At the beginning of season 10 20% During the sales period 00 00% During the Christmas Festivities 00 00% As the need arise 15 30% Occasionally 13 26% Rarely 02 04% Others 0 00% Total 50 100% This graph shows that 30% respondents are used to buy clothes as the need arises. So majority of people go to buy clothes as the need arises. TABLE NO.06 From where do you usually buy clothes? By the use of Frequency %age Catalogues 05 10% Magazines 07 14% Internet 03 06% Open Market 35 70%__ Total 50 100%_ Above graph shows that 70% of respondents prefer to buy from open market. 6% respondents through internet, 14% respondents use magazine and 10% respondents use catalogues to buy clothes. So majority of people go to buy clothes from open market. TABLE NO.07 How influential is advertising in your purchase of branded wears? Advertising Frequency %age Very Influential 09 18% Influential 22 44% Slightly Influential 10 20% Not Influential 07 14% Dont Know 02 04%_ Total 50 100__ Above graph shows that 18% of respondents are much influenced, 44% are influenced, 20% are slightly influenced, 14% are not influenced by advertising to purchase branded clothes while 4% of respondents do not know about it. So our analysis shows that majority of people are influenced by advertising to purchase branded clothes. TABLE NO.08 If a company wants to advertise to you, which of the following medium would be most effective in gaining consumers? Medium Frequency %age TV 24 48% Radio 00 00% Magazines 10 20% Newspaper 01 02% Billboards 11 22% Internet 03 06% Others 01 02% Total 50 100% 48% respondents told that T.V is the most effective advertising media. So our analysis shows that majority of people are influenced by advertising through T.V. TABLE NO.09 How influential is a celebrity endorsement in your decision to purchase branded clothes? Celebrity Frequency %age Very Influential 05 10 Influential 15 30 Slightly Influential 13 26 Not Influential 12 24 Dont Know 05 10 Total 50 100 30% respondents told that they are influenced by a celebrity to make their decisions to purchase branded clothes. So our analysis shows that branded clothes should be advertised through a celebrity. TABLE NO.10 How influential are other consumers opinions of a brand in your perception of that brand? Other Consumers Opinion Frequency %age Very Influential 14 28 Influential 19 38 Slightly Influential 12 24 Not Influential 02 4 Dont Know 03 6 Total 50 100 This graph shows that 38% respondents are influenced by other peoples opinion. So company should achieve more and more market reputation. Table No.11 When buying clothes, you: Buying clothes Frequency %age Go directly in a particular shop 31 62 Go round in various shops 19 38 Total 50 100.00 62% respondents go directly to purchase branded clothes in a particular shop while 38% respondents go round in various shops. So a company should have more physical outlets to capture market. Table No.12 How would you rate the following statements? Strongly Agree Agree Disagree Strongly Disagree I wear only well known brands 6 30 9 5 I buy clothes depending on their colors 8 31 6 5 I buy styles that suit me rather than what is fashionable 15 31 3 1 I only buy the style that my friends wear 3 15 23 9 I only buy the latest fashion as long as they suit me 16 20 12 2 I create my own fashion rather than follow it 4 27 14 5 I tend to stick to classic styles that wont date 1 26 19 4 I wear only clothes that are widely available 1 21 23 5 I hate going round for clothes and I let others buy my clothes 2 25 14 9 I search for sales and low prices 18 12 10 10 30 respondents out of 50 are agreed that they wear only well known branded clothes, 31 respondents are agreed that they buy clothes depending on their colors, 31 respondents are agreed that they buy styles that suit them rather than what is fashionable. 23 respondents are disagreed that they only buy the style that their friends wear. 20 respondents are agreed that they only buy the latest fashion as long as they suit them. 27 respondents are agreed that they create their own fashion rather than follow it. 26 respondents are agreed that they tend to stick to classic styles that wont date. 23 respondents are disagreed that they wear only clothes that are widely available. 25 respondents are agreed that they hate going round for clothes and they let others buy their clothes. 18 respondents are strongly agreed that they search for sales and low prices. Table No.13 How important would you rate the following factors in influencing the choice of clothes purchased? Almost Always Sometimes Rarely Never Fashion Magazines 8 20 11 11 Beauty Magazines 6 10 14 20 Television 18 13 15 4 Radio 9 13 14 14 Newspapers 10 25 7 8 Billboards 9 33 8 0 Cinema 8 15 8 19 Promotional Leaflets 3 20 10 17 Internet 17 12 15 6 Others 0 0 0 0 Majority of people are influenced by fashion magazines, T.V, news paper, billboards, promotional leaflets and internet while they are not influenced by beauty magazines, radio and cinema to make the choice of branded clothes. So a company should focus to advertise through T.V and billboards. TABLE NO.14 Do you think that wearing branded clothes would reflect? Strongly Agree Agree Disagree Strongly Disagree Confidence 32 17 1 0 Superior Image 14 29 5 2 Exclusivity 13 32 5 0 Snob Appeal 11 28 9 2 32 respondents are strongly agreed that wearing branded clothes show level of confidence, 29 respondents are agreed that wearing branded clothes reflect superior image. 32 respondents are agreed that branded clothes reflect exclusivity and 28 respondents told that its a snob appeal. So our analysis shows that majority of people purchase branded clothes due to high level of confidence, superior image, exclusivity and snob appeal. TABLE NO.15 Criteria used for the selection of specific brand? Selection Criteria Frequency %age Well known brand name 24 48% Brand shows the quality 18 36% Brand offers incentives 08 16% Total 50 100% The graph and its analysis show that criteria used for selection of specific brand is well known brand name. TABLE NO.16 Which brand is preferred by customer? Preferred Brand Frequency %age Offer more services 10 20% High price with high quality 26 52% Low price with high quality 14 28%_ Total 50 100% 52% respondents told that only that brand is preferred which provides high quality with high price. So a company should mainly focus on high quality. TABLE NO.17 What attracts you more to select a specific brand? Attraction Frequency %age More advertisement 06 12 Market reputation 11 22 Existing customers satisfaction 33 66 Total 50 100 66% respondents told that existing customers satisfaction attracts more to select a specific brand. So majority of people are influenced by existing customers opinion. TABLE NO.18 Why most people prefer local brand? Attraction Frequency %age Less price 26 52 Easy availability 6 12 Same features like imported brand 18 36 Total 50 100 This graph shows that most of the people prefer branded clothes due to less price. TABLE NO.19 Local brand captures market due to Attraction Frequency %age Offer more then one product under one roof 04 8 More retail outlets in every market 27 54 Not properly defined prices 19 38 Total 50 100 This graph shows that local brand capture market due to more retail outlet in every market. So companies of branded clothes should have their retail outlets in at least famous markets. TABLE NO. 20 Please indicate your top 3 favorite brands with 1 being your most preferred brand, 2 being your second and 3 being your third. _____ Old Navy 8%__ Hang Ten 22%_ Next _____ Versace _____ Lerner _____ Dollhouse _____ Lucky 4%___ Diesel 4%__ DKNY _____ Lee _____ Polo _____ Tommy Hilfiger 14%__ Nike 42% Levis _____ Express _____ Seven 6%__ Gap _____ Abercrombie and Fitch _____ Other, please specify brand name: _____________________________________ Levis, Next and Nike are the most preferred brands. TABLE N0.21 Please measure your satisfaction level with your selected brand: (Check one for each) Very Satisfied Somewhat Satisfied Neither Satisfied nor Dissatisfied Somewhat Dissatisfied Very Dissatisfied Dont Know Colors/Washes 28 (56%) 06 (12%) 09 (18%) 02 (4%) 04 (8%) 01(2%) Durability 41 (82%) 6 (12%) 02 (4%) 01 (2%) Cut/Style** 33 (66%) 9 (18%) 8 (16%) Stitching** 44 (88%) 2 (4%) 01 (2%) 03 (6%) Sizing 46 (92%) 4 (8%) Comfort 47 (94%) 03 (6%) Pricing 9 (18%) 12 (24%) 29 (58%) 56% respondents are very satisfied with colors, 82% with durability, 66% with cut style, 88% with stitching, 92% with sizing and 94% with comfort of selected brands while 58% are neither satisfied nor dissatisfied with pricing of selected brand. TABLE NO.22 AGE GROUP Age group Frequency %age Years 0-15 0 0 16 25 27 54 26 39 19 38 40 51 03 6 Above 52 01 2 Total 50 100.00 People ranging from 16 to 25 years prefer more to wear branded clothes. Table No.23 Gender Sex Frequency %age Male 39 78 Female 11 22 Total 50 100.00 This graph shows that out of 50 respondents 39 were male which contribute 78 percent and remaining 11 were female which were 22 percent. 5. FINDINGS AND RECOMMENDATIONS The findings and recommendations are discussed in this concluding chapter. The discussion is organized by studys objectives listed below for easy reference. 1. To determine the importance of branding in creating customer loyalty. 2. To identify the characteristics of a brand that help in brand loyalty. 3. To investigate the reasons for brand preference. 4. How brand loyalty can be developed? 5. What makes the customer loyal? 6. To make recommendations for developing customer loyalty through branding. 5.1 Importance of Branding In Creating Customer Loyalty 82% of sample respondents preferred branded clothes while 18% respondents out of our selected samples did not prefer branded clothes. So our analysis shows that majority of the people prefer branded clothes. So this analysis supports our research objective that branding is important in developing customer loyalty because majority of people preferred branded clothes. Those who did not prefer branded clothes were those who are price conscious and not focusing on quality and other features provide by branded clothes. 5.2 Characteristics that Help in Developing in Brand Loyalty 48% respondents are strongly agreed, 36% respondents are agreed, 12% respondents are disagreed and 4% respondents are strongly disagreed that they prefer branded clothes due to high quality. This analysis supports our research objectives that there are certain characteristics of brand that help in the development of brand loyalty Our research has proved that quality is one of the important characteristic which develops brand loyalty. This analysis has also proved another research objective that there are certain reasons for brand preference. Our research shows that majority of people prefer branded clothes due to high quality. 52% respondents are strongly agreed, 30% respondents are agreed, 16% respondents are disagreed and 2% respondents are strongly disagreed that they prefer branded clothes due to comfort. So according to this analysis our research objective that how brand loyalty is developed satisfies that brand loyalty can be developed by providing good quality. 50% respondents are strongly agreed, 36% respondents are agreed, 10% respondents are disagreed and 4% respondents are strongly disagreed that they prefer branded clothes due to durability. So majority of people prefer branded clothes due to comfort. This analysis also supports our research objective that characteristics of brand helps in the development of customer loyalty. Table 16 shows that 52% respondents told that only that brand is preferred which provides high quality with high price. So a company should mainly focus on high quality. This analysis also supports our research objective that characteristics of brand helps in the development of customer loyalty .Those who do not prefer quality or any other characteristics of brand are those who are unaware about the characteristics which a particular brand offers. Table 21 shows that 56% respondents are very satisfied with colors, 82% with durability, 66% with cut style, 88% with stitching, 92% with sizing and 94% with comfort of selected brands while 58% are neither satisfied nor dissatisfied with pricing of selected brand. 5.3 Reasons for Brand Preference Table 7 shows that 18% of respondents are much influenced, 44% are influenced, 20% are slightly influenced, 14% are not influenced by advertising to purchase branded clothes while 4% of respondents do not know about it. This analysis answers to our research objective that an organization should focus more on advertising to make their customer more loyal. So our analysis shows that majority of people are influenced by advertising to purchase branded clothes. 48% respondents told that T.V is the most effective advertising media. So our analysis shows that majority of people are influenced by advertising through T.V. 30% respondents mentioned that they are influenced by a celebrity to make their decisions to purchase branded clothes. So our analysis shows that branded clothes should be advertised through a celebrity Table 12 shows that 30 respondents out of 50 are agreed that they wear only well known branded clothes, 31 respondents are agreed that they buy clothes depending on their colors, 31 respondents are agreed that they buy styles that suit them rather than what is fashionable. 23 respondents are disagreed that they only buy the style that their friends wear. 20 respondents are agreed that they only buy the latest fashion as long as they suit them. 27 respondents are agreed that they create their own fashion rather than follow it. 26 respondents are agreed that they tend to stick to classic styles that wont date. 23 respondents are disagreed that they wear only clothes that are widely available. 25 respondents are agreed that they hate going round for clothes and they let others buy their clothes. 18 respondents are strongly agreed that they search for sales and low prices. Majority of people are influenced by fashion magazines, T.V, news paper, billboards, promotional leaflets and internet while they are not influenced by beauty magazines, radio and cinema to make the choice of branded clothes. So a company should focus to advertise through T.V and billboards. Table 14 shows that 32 respondents are strongly agreed that wearing branded clothes show level of confidence, 29 respondents are agreed that wearing branded clothes reflect superior image. 32 respondents are agreed that branded clothes reflect exclusivity and 28 respondents told that its a snob appeal. So our analysis shows that majority of people purchase branded clothes due to high level of confidence, superior image, exclusivity and snob appeal. Our analysis shows that criteria used for selection of specific brand is well known brand name. Most of the people prefer branded clothes due to less price. Table 22 shows that People ranging from 16 to 25 years prefer more to wear branded clothes. 20% of respondents preferred branded shirts, 44% of respondents preferred branded jeans while 36% of respondents preferred branded casual wears. So according to our analysis its clear that majority of people prefer branded jeans. 5.4 Developing Brand Loyalty 62% respondents preferred product features, 28% respondents preferred price, 8%respondents preferred promotion and 2% preferred placement for the choice of branded items. So our analysis shows that product feature is the most important element for the choice of branded items. 5.5 Determinants of Customer Loyalty Table 20 shows that Levis, Next and Nike are the most preferred brands. 5.6 Recommendations for Developing Customer Loyalty through Branding 30% respondents are used to buy clothes as the need arises. So a company should create an artificial environment to create a desire. The majority of people (70%) buy clothes from the open market, 6% respondents through the Internet, 14% respondents use magazine and 10% respondents use catalogues to buy clothes. According to analysis 38% respondents are influenced by other peoples opinion. So company should achieve more and more market reputation. It supports our research objective that branding is an important factor from the organization point of view and customer loyalty can be developed by advertising on TV and associating brand with celebrity, so a company should achieve more and more market reputation by using an effective media for advertising and using a model or celebrity in advertising. Table 11 shows that 62% respondents go directly to purchase branded clothes in a particular shop while 38% respondents go round in various shops. So a company should have more physical outlets to capture market. 66% respondents told that existing customers satisfaction attract more to select a specific brand. So majority of people are influenced by existing customers opinion. Local brand captures market due to more retail outlet in every market. So companies of branded clothes should have their retail outlets in at least famous markets. 5.7 RECOMMENDATIONS * Maximum focus should be to maintain the quality level of branded clothes to make the customer more loyal. * Attention should also be given to increase and maintain the level of comfort and durability to increase the customers loyalty. * Continuously work on innovative designs in order to retain customers. * Price of the branded clothes should be reduced to develop a customer loyalty. * In order to make customer loyal and to keep in touch with customer company should focus on advertising using effective media. * Emphasize on celebrity endorsement * Company should develop a good image in the minds of customers by continuous focusing on its core competencies so that it may have a good word of mouth. * A company should have more physical out lets at least in running markets to capture market completely and to make sure of availability of its products. * More focus should be on identifying and satisfying the needs and wants of target customers. References * Miller Muir (2004) The Business of Brands, ISBN 0470862599 Examines how brands can create value for businesses * Dick, Alan S. and Kunal Basu (1994), Customer Loyalty: Toward an Integrated Conceptual Framework, Journal of the Academy of Marketing Science, 22 (2), 99-113. * Recommended text book Marketing Research by Naresh K. Malhotra,Fifth edition. * Nancy Giddens, Agricultural Extension Value Added Marketing Specialist, Missouri Value-added Development Center, University of Missouri; and Amanda Hofmann, Student Research Assistant. * James Surowiecki ([emailprotected]/* */), a staff writer for The New Yorker, is the author of The Wisdom of Crowds. * Birkin, Michael (1994). Assessing Brand Value, in Brand Powe. * P. Kotler, Marketing Management (Prentice-Hall, 7th edn, 1991) * https://www.articlesnatch.com/ * https://wikipedia.com/ Questionnaire 1. My project is about The Role of Brand in the Development of Customer Loyalty. 2. Our project is the part of MBA and it is the requirement of our institute, University of Wales. 3. The purpose of project is to determine the role of brand in the development of customer loyalty. After completion of this project we can easily understand that how brand helps in the development of customer loyalty. 4. We request you for the cooperation for the successful completion of the project. 5. Expected Time to attempt the questionnaire is 7-10 minutes. Q.1 Do you prefer branded clothes? Yes ____ No _____ Q.2 Brand is important for which item of clothing? Shirt Jeans Casual wears Q.3 Why do you prefer branded clothes? Strongly Agree Agree Disagree Strongly Disagree High quality Comfort Durability Q.4 Which of the following element is important for your choice of the branded item? Product futures Price Promotion Placement Q.5 Approximately, how many times do you buy your clothes? (Please tick where appropriate) Once a week Once every 2 weeks Once a month At the beginning of season During the sales period During the Christmas Festivities As the need arises Occasionally Rarely Others _______________________________________________ Q.6 What is the reason for your choice? ____________________________________________________ Q.7 From where do you usually buy clothes? By the use of: Catalogues Magazines Internet Open Market Others _____________________________________________ Q.8 How influential is advertising in your purchase of branded wears? Very Influential Influential Slightly Influential Not Influential Dont Know Q.9 If a company wants to advertise to you, which of the following medium would be most effective in gaining consumers? (Please check one) ____ TV ____ Radio ____Magazines ____Newspaper ____Billboards ____Internet ____Other, please specify _______________________________ Q.10 How influential is a celebrity endorsement in your decision to purchase a brand of jeans? Very Influential Influential Slightly Influential Not Influential Dont Know Q.11 How influential are other consumers opinions of a brand in your perception of that brand? Very Influential Influential Slightly Influential Not Influential Dont Know Q.12 When buying clothes, you: Go directly in a particular shop. Go round in various shops. Others ________________________________________ Q.13 How would you rate the following statements? (Please tick one box for each characteristic) Strongly Agree Agree Disagree Strongly Disagree I wear only well known brands I buy clothes depending on their colors I buy styles that suit me rather than what is fashionable I only buy the style that my friends wear I only buy the latest fashion as long as they suit me I create my own fashion rather than follow it I tend to stick to classic styles that wont date I wear only clothes that are widely available I hate going round for clothes and I let others buy my clothes I search for sales and low prices Q.14 How important would you rate the following factors in influencing the choice of clothes purchased? (Tick one box for each characteristic) Almost Always Sometimes Rarely Never Fashion Magazines Beauty Magazines Television Radio Newspapers Billboards Cinema Promotional Leaflets Internet Others ___________________________________________________________ Q.15 Do you think that wearing branded clothes would reflect: (Tick one box for each characteristic) Strongly Agree Agree Disagree Strongly Disagree Confidence Superior Image Exclusivity Snob Appeal Q.16 Criteria used for the selection of specific brand? a) Well known brand name b) Brand shows the quality c) Brand offers incentives (discount, replacement) Q.17 Which brand is preferred by customer? a) Offer more services b) High price with high quality c) Low price with high quality Q.18 What attracts you more to select a specific brand? a) More advertisement b) Market reputation c) Existing customers satisfaction Q.19 Why most people prefer local brand? a) Price b) Less Easy availability c) Same features like imported brand Q.20 Local brand captures market due to: a) Offering more than one products under one roof b) More retail outlets in every market c) Not properly defined prices Q.21 Please indicate your top 3 favorite brands with 1 being your most preferred brand, 2 being your second and 3 being your third. _____ Old Navy _____ Hang Ten _____ Next _____ Versace _____ Lerner _____ Dollhouse _____ Lucky _____ Diesel _____ DKNY _____ Lee _____ Polo _____ Tommy Hilfiger _____ Nike _____ Levis _____ Express _____ Seven _____ Gap _____ Abercrombie and Fitch _____ Other, please specify brand name: _____________________________________ Q.22 Please measure your satisfaction level with your selected brand: (Check one for each) Very Satisfied Somewhat Satisfied Neither Satisfied nor Dissatisfied Somewhat Dissatisfied Very Dissatisfied Dont Know Colors/Washes Durability Cut/Style** Stitching** Sizing Comfort Pricing **Cut/Style= boot cut, hip huggers, loose fit, relaxed, etc **Stitching= pocket design, thread color Q.23Please rank these age groups in order of who wears branded clothes the most? ____ 0-15 ____ 16-25 ____ 26-39 ____ 40-51 ____ 52+ Name__________________________________ Email__________________________________ Age________________ What is your gender? ___Male ___Female Occupation _____________________________ The Role of Brand in the Development of Customer Loyalty

Obstacles For Women s Participation - 1862 Words

Obstacles to Women s Participation in Sports The obstacles to women’s participation in sports are categorised into three and these are financial, non-support and time. Financial Influence Findings from the study indicate that playing sport requires an ability to pay for facilities and services. Participants complain that the high cost involved in paying for the facilities serve as a deterrent to their sports participation especially for those who have limited income. Non-affordability and inability to pay on time to play truncates regular participation. The services that participants say they require include: employing highly skilled and qualified professionals (coach, instructors, and etcetera), a physiotherapist, equipment†¦show more content†¦This is a major challenge for them. Mothers in situations like this say, what they normally do is to save up towards payment of registration fees. This creates the problem of irregular participation for them since they have to wait and not play until a period they are able to raise money for the payments. Findings in the study show that participants who have the habit of impulse spending, tend to unavoidably find them selves spending more than their budget can support. They end up with financial troubles especially during sales periods for sports products. For moms, kids also add to the financial troubles in the case where kids want their moms to buy items they did not budget for. Buying sale items and customized items which participants actually do not need or not plan for increase the financial burden of participants. This situation makes it more expensive and more difficult for participants to afford as they should and play as they wish. Additional cost and miscellaneous spending on items like- diet/drinks, and memorabilia associated with play go on to increase the cost of participation. For the team and non-team participants interested in owning or renting equipment, it is very challenging because participants complain that apart from the high cost, time becomes an issue since participants will have to wait for their turn to rent. The circumstance of this nature ends up altering play. Even th ough there is availability and access

The Issues Of The Interpretations Of Competence Education Essay Free Essays

string(203) " perceiver clicking off a purportedly unambiguous assessment checklist \( Jones, 1999 \) of the distinct undertakings performed by scholars in situ \( Griffin A ; Gillis, 2000 ; Mulder, 2006 \) \." There are assorted issues related to competency in CBA peculiarly those related to the readings and the appraisal of competency. Competence is doubtless an abstract construct which can non be straight observed ( Wilmut A ; Macintosh, 1997 ) but which by and large can be inferred from ascertained public presentation ( Gonczi, 1994 ; Wood A ; Power, 1987 ) . However, such illation may or may non supply accurate penetration into competency ( Wood A ; Power, 1987 ) . We will write a custom essay sample on The Issues Of The Interpretations Of Competence Education Essay or any similar topic only for you Order Now The undermentioned subdivision will seek to analyze both the issues of the reading of the construct of competency and the appraisal of competency. The construct of competency is frequently socially constructed ( Evans, 2001 ) , taking on assorted definitions and readings ( Eraut et al. , 1998 ; Lizzio A ; Wilson, 2004 ; Messick, 1984 ; Miller, 1990 ; Parry, 1996 ; Tillema et al. , 2000 ) in different contexts and is used to back up peculiar ideological places ( Evans, 2001 ) . The common impression of competency is that it consists of combination of cognition, accomplishments and attitudes that could be used to work out a job ( Baartman et al. , 2007 ) in appropriate occupation contexts ( Lizzio A ; Wilson, 2004 ) . Taconis et Al. ( 2004 ) farther emphasis on this impression of competency as cognition, accomplishments and attitudes if addressed individually in CBA, is non sufficient for the coveted competent professional behavior. Harmonizing to Tillema et Al. ( 2000 ) , competencies which include professional accomplishments such as larning to larn, synergistic accomplishments, communicating accomplishments, information proc essing, problem-solving and brooding accomplishments are indispensable in the current information and cognition society. They farther emphasise the demand for scholars to be equipped with competencies that will assist them to be more employable in the competitory labor market. Chapter 3 has discussed in item the definitions and readings of competency in relation to employability as utilized in the survey. However, the research worker would wish to reflect on two of the three common attacks to construe the construct of competency in CBA ; the behaviorist and cognitive ( Hager, 1994 ; Norris, 1991 ; Gonczi, 1994 ; Wesselink et al. , 2003 ; Mulder et al. , 2007 ) . Subsequently, the research worker will research what it means to state a scholar is competent which doubtless involves looking at what the judgement is based on ; that is, the basic premises of the appraisal being made ( Pitmann et al. , 1999 ) . Deciding on what it is to be assessed is important in transporting out any assessment procedure ( Hager et al. , 1994 ) and as the name itself suggests, CBA involves the procedure of measuring competency. Hager et Al. ( 1994 ) point out that there are assorted ways to measure competency depending on how it is being conceived. In this survey, the appraisal of competency will be discussed in dealingss to the readings of competency. Figure 4.3 illustrates the development of the readings and appraisals of competency in CBA but merely competency in the behaviorist attack and the cognitive attack will be discussed in item while the generic attack will touched briefly. Appraisal of Competence Interpretations of Competence Specific Tasks Approach Behaviourist Approach Generic Skills Approach Generic Approach Integrated Approach Cognitive Approach Figure 4.3: The Development of the Interpretations and Assessments of Competence in CBA Adapted: ( Hager, 1993 ; Hyland, 1993 ; Wesselink et al. , 2003 ; Baartman et al. , 2007 ) Competence in the Behaviourist Approach In the behaviorist attack, competency is characterised by the satisfactory completion of atomised undertakings ( Gonczi, 1994 ; Eraut, 1994 ) which could be observed from scholars ‘ behavior and public presentation ( Wesselink et al. , 2003 ) . Competence in its narrowest significance concerns with the ability to execute a scope of undertakings to preset criterions ( Evans, 2000 ) within an employment scene ( Fletcher, 1991 ; Evans, 2001 ) . Examples of this behavioristic attack could be seen in the early development of the NVQs ( National Vocational Qualifications ) and SVQs ( Scots Vocational Qualifications ) in the UK. Learners in this traditional competence-based instruction in the UK are considered competent when they are able to execute a series of undertakings ( Gonczi, 1994 ; Wesselink et al. , 2003 ) that meet the outlooks of a competent worker ( Ecclestone, 1996 ; Wesselink et Al, 2003 ) in a specified occupational country ( Hyland, 1993 ; FEU/PICKUP, 1987 ) . For ill ustration, when a brick-laying trainee performs a series of brick-laying undertakings such as cutting and determining bricks/blocks, doing mortar mixture, puting bricks/blocks in rows and taking extra howitzer harmonizing to an acceptable criterion of a professional brick-layer, he/she is so considered to be competent. However, this behavioristic attack to competency has received serious unfavorable judgments particularly for its minimum readings of the construct ( Evans, 2001 ) which are considered narrow, confusing and unequal ( Evans, 2001 ) . This attack is more concerned with public presentation results which involve discernible actions and behavior ( Barnett, 1994 ; Hyland, 1995 ; Wesselink et al. , 2003 ) instead than the learning procedure and experiences gained ( Hyland, 1995 ; Wesselink et al. , 2003 ) . In other words, developmental procedure is non perceived as competency ( Griffin 1995 ; Masters A ; McCurry 1990 ) and accordingly, this reduces genuineness of existent life experience in any of the professions where action is frequently interlacing with idea, understanding and contemplation ( Barnett, 1994 ; Wesselink et al. , 2003 ) . As the behavioristic attack emphasises lower-level competencies and psychomotor competencies at the disbursal of higher order competencies ( Masters 1993 ) , it diminishes the kernel of public presentation that is associated to a broader sense of competency ( Griffin A ; Gillis, 2000 ) . Furthermore, the behavioristic attack does non research the connexions between the discrete, small-scale undertakings ( Gonczi, 1994 ; Wesselink et al. , 2003 ) and the transmutations of the undertakings ( Wesselink et al. , 2003 ) . These undertakings are alternatively broken down into competencies with excessively elaborate specifications or standards ( Griffin A ; Gillis, 2000 ) which could impact CBA to lose its proposed predictability map of transferability ( Griffin 1995 ; Masters 1993 ) . Although the behavioristic attack has an destitute position of competency, it promotes simple recording and coverage of the appraisal of competency ( Griffin, 1995 ; Masters, 1993 ; Griffin A ; Gillis, 2000 ) . By and large, appraisal of competency in the behaviorist attack consists of an assessor who is an active perceiver clicking off a purportedly unambiguous assessment checklist ( Jones, 1999 ) of the distinct undertakings performed by scholars in situ ( Griffin A ; Gillis, 2000 ; Mulder, 2006 ) . You read "The Issues Of The Interpretations Of Competence Education Essay" in category "Essay examples" Evidence of competency is gathered and based on direct observation of scholars ‘ behavior and public presentation ( Wesselink et al. , 2003 ; Mulder, 2006 ) . This attack is reckoned for its simpleness in developing assessors to finish signifiers dwelling of lists, without necessitating much of professional opinion to be made ( Griffin A ; Gillis, 2000 ) . Succinctly, the chi ef features of the behaviorist attack to appraisal of competency are presentation, observation and appraisal of behavior ( Mulder et al. , 2006 ) . Despite the apparently simple and straightforward attack, assessors sometimes do happen jobs with obscure appraisal standards that do non truly depict the competencies being assessed ( Jones, 1999 ) . Attempts to anchor appraisal in direct observation could besides be debatable as it is normally overloaded with values and subjectiveness ( Kemshall, 1993 ) on the portion of the assessors. Furthermore, this proficient attack to appraisal of competency has been criticised for its dehumanising effects it has on scholars ( Evans, 2001 ; Ashworth A ; Saxton, 1990 ; Hyland, 1993 ) as it restricts the chance for them to be originative in larning results or competencies ( Ashworth A ; Saxton, 1990 ) . The procedure of geting competencies in this attack does non underscore knowledge and societal acquisition ( Ramsay, 1993 ; Jones A ; Moore, 1993 ; 1995 ) and therefore, scholars ‘ ability to get competencies in informal mundane life scenes is ignored or neglected ( Giddens, 1991 ) . In add-on, this attack reduces an business to a series of distinct discernible undertakings which do non stand for the business significantly ( Ashworth A ; Saxton, 1990 ; Hager et al. , 1994 ) . As the attack concentrates on an single demonstrating competent public presentation ( Wolf, 1995 ) and emphasises on personal competencies, it leads to one being individualistic whilst lacking in the ability to work as a squad whereas squad work is indispensable in executing relevant facet of a occupation in the existent workplace ( Ashworth, 1992 ) . For illustration, a pipe fitter trainee working on a undertaking of put ining a lavation basin would entirely concentrate on run intoing all the predetermined standards statements or competence criterions of the undertaking in order to show competency whilst ignoring any communicating or team-working with other trainees. This is really much different from the existent life work state of affairs where a pipe fitter has to join forces with builders and linemans on a edifice site for any sort of plumbing work. Besides striping one from geting the ability to prosecute in teamwork, another reverse of this attack to appraisal is that it does non pay much attending to the theoretical cognition and apprehension ( Ashworth, 1992 ) . While measuring competent public presentation is critical, measuring cognition and apprehension is merely every bit of import as it is an indispensable facet of competency without which an appraisal is missing in credibleness or concept cogency ( Ashworth, 1992 ) . A valid appraisal method should be able to mensurate what it is supposed to mensurate which in this instance would be the relevant elements of competency ( Watson, 1994 ) . Both the public presentation and cognition are facets of competency that should be assessed and measured. Peoples who ‘understand ‘ are those who have clear mental representation of the state of affairs with which they are confronted and are able to cover with it creatively and imaginatively utilizing the acquired cognition which acts as an interpretative resource for them ( Ashworth, 1992 ) . Therefore, it is deficient to measure one ‘s competency merely by looking at the public presentation while disregarding the underlying facet of cognition and apprehension. It is unfortunate so, if such an assessment method should bring forth people who are like automatons in a mill ; they could execute a occupation or a undertaking expeditiously and efficaciously but they do non hold any apprehension of what they were making. Consequently, the readings and appraisal of competency have progressed from this narrow behaviorist attack to the generic attack ( Norris, 1991 ) . The generic attack considers competence the ownership of a series of general desirable properties of a practician ( Gonczi, 1994 ) or personal qualities such as cognition, accomplishments and critical thought abilities ( Mulder et al. , 2007 ) to work out jobs, analyse, communicate, and attitudes of appropriate sorts ( Hager et al. , 1994 ) . The appraisal of competency is normally compartmentalised ( Wolf, 1990 ; Gonczi, 1994 ) where the properties are normally assessed in isolation from existent work pattern ( Gonczi, 1994 ; Hager et al. , 1994 ; Evans, 2001 ; Mulder et al. , 2007 ) . These properties are no uncertainty extremely context dependant and to measure them out of context would be inappropriate ( Hager et al. , 1994 ) . Furthermore, the lucidity of competency statements in picking out the precise competency that relates to kno wledge and understanding remains unsure ( Hyland, 1993 ) . Therefore, this attack has besides been criticised for missing in grounds of the being of the generic competencies and its transferability of occupational accomplishments is still dubious ( Hyland, 1993 ; Gonczi, 1994 ; Mulder et al. , 2007 ) . As such, this attack is non suited for instruction ( Gonczi, 1994 ; Mulder et al. , 2007 ) and will non be discussed in deepness in this survey. 4.4.2 Competence in the Cognitive Approach Competence in the cognitive attack has evolved from wholly concentrating on intelligence and rational abilities entirely to including public presentation that encompasses societal and emotional constituents ( Mulder et al. , 2006 ; Hodkinson A ; Issit, 1995 ) . Traditionally, the definition of competency in this attack comprises the overall human intelligence in achieving cognition and apprehension, geting accomplishments and accomplishing good public presentation with appropriate values and attitudes ( Hodkinson A ; Issit, 1995 ) . The more recent reading of competency in the cognitive attack consists of successful public presentation of realistic professional undertakings ( Gonczi et al. , 1990 ; Heywood et al. , 1992 ) in which cognition, accomplishments and attitudes are incorporated ( Hodkinson A ; Issit, 1995 ; Mulder, 2000 ; Mulder et al. , 2007 ) within a context of general properties ( Gonczi, 1994 ; Hager et al. , 1994 ) ) . The competency development in the cognitive at tack is associated with the societal constructivist attack where the accent is on the similarity between the competencies required for successful public presentation in society and collaborative competency development ( Mulder, 2007 ; Kerka, 1997 ) . In other words, the chief focal point is on the appraisal of cognition creative activity or building in the workplace which integrates personal qualities in societal context ( Mulder, 2007 ; Kerka, 1997 ; Billet, 1994 ) . This integrated and holistic attack to competence could be the manner to guarantee CBA still retains its alone characteristic of occupation-specific undertakings without being excessively atomistic about its acquisition and public presentation ( Wilmut A ; Macintosh, 1997 ) as it has ever been criticized for. This attack is besides considered a powerful device to better content, bringing and appraisal of current course of study ( Hager, 1993 ) . Therefore, the appraisal of competency in the cognitive attack consists of appraisal of occupation-specific undertakings based on competence criterions which are incorporated with appraisal of generic competencies in occupation-specific contexts ( Gonczi, 1993 ) with an appropriate degree of holistic theory ( Hodkinson A ; Issit, 1995 ) . Harmonizing to Hodkinson A ; Issit ( 1995 ) , there are two dimensions of holistic theory ; the first relates to the integrating of scholars ‘ cognition and apprehension, every bit good as values and accomplishments needed in an business while the 2nd involves the judgement made on the instruction and preparation procedure in developing scholars ‘ professional capablenesss. An illustration for the former dimension is the personal individuality of a trainee in geriatrics and geriatric services is decidedly really of import to the aged in a nursing place but it is hard to specify personal individuality into measureable units. Therefore, appraisal in such context demands to use the first dimension of holistic theory. The latter dimension of holistic theory is employed to determine scholars ‘ valuable experience of pattern during developing procedure is taken into history as such experience could develop scholars ‘ competencies ( Dall’Alba A ; Sandberg, 1996 ) . Furthermore, it is deficient to concentrate merely on the concluding results or the public presentation related to criterions as assorted signifiers of ratings during the acquisition procedure could besides assist scholars develop competency ( Wesselink et Al, 2003 ) . For illustration, it is non merely the laid tiles which is the merchandise or concluding result that should be assessed but besides all the larning procedure that takes topographic point in carry throughing the undertaking such as the research, the design of the layout, the studies of the design and so forth should besides be assessed comprehensively through formative apprai sal or even a portfolio. This integrated and holistic attack merely selects the cardinal undertakings that are cardinal to the pattern of a profession and later identifies the chief properties that are required for the competent public presentation and therefore, avoiding the job of legion undertakings ( Hager et al. , 1994 ) . Furthermore, these realistic professional undertakings provide sufficient and reliable acquisition experience that relates to the existent and future workplace environment. This will assist cut down the spread between the larning institute and the workplace. Competence is inferred from the public presentation of this manageable figure of undertakings ( Hager, 1993 ; Hager et al. , 1994 ) . This illation of competency makes appraisal of competency in this attack similar to other sorts of appraisal where its cogency and dependability could be increased utilizing available processs ( Hager et al. , 1994 ) . The appraisal of competency fundamentally involves assemblage of relevant grounds and following the proper processs to guarantee illations about competency are soundly based ( Hager et al. , 1994 ) . Though all the necessary stairss may hold been taken to guarantee the dependability of the appraisal of competency, the integrated attack still needs to trust on a professional judgement on whether a public presentation of a undertaking is considered competent or otherwise. This requires proper preparation on the appraisal procedures to enable the assessors to do rightful judgement on scholars ‘ public presentation. This is due to the fact that instructors who are the assessors have raised inquiries about what it means to state a pupil is competent ( Pitman et al. , 1999 ) . Another signifier of incorporate attack that is more contextual has been suggested by Watson ( 1994 ) where appraisal is based on samples of public presentation and grounds of competency is gathered from assessment events such as practical trials, exercisings and simulations. These practical trials are designed to mensurate the proficient or public presentation facets of competency while auxiliary grounds is collected from written and unwritten inquiries and multiple-choice trials ( NCVQ, 1991b, p. 22 ) to mensurate underpinning cognition and apprehension. Judgments about competency are based on the standards that have been set for each assessment event and pupils are assessed separately whenever they are ready and judged as ‘competent ‘ or ‘not competent ‘ ( Watson, 1994 ) . This attack is usually employed by formal colleges or off-job preparation scenes and frequently carried out on behalf of industry. For illustration, the appraisal conducted by the Box Hil l College of TAFE, Victoria for its Hairdressing Certificate programme is based on the observation of samples of occupation public presentation carried out on specially designed practical undertakings which include basic operations of hairdressing such as cutting, titling, beckoning, coloring and basin service. In add-on to these, theory trials to measure implicit in cognition are administered to supply auxiliary grounds where 80 % base on balls rate is required before a pupil is considered competent for a peculiar component ( Watson, 1994 ) . In order to determine the cogency of the appraisal method, appraisal Centres, may it be the colleges or schools, have to keep the quality and scope of installations at all times besides increasing the capacity to imitate existent workplace conditions and events. The extent to which these appraisal centres comply with the demands to guarantee the cogency of CBA has yet to be looked in deepness. This is because any invalid appraisal is a waste o f attempt, clip and money, and later it affects the quality of the scholars being trained. Therefore, the survey looked into the sufficiency of installations provided by the schools offering BID in adhering to the demands to develop scholars ‘ competency and employability. Research inquiry 4 ( RQ4 ) : What are the factors that influence pupils ‘ employability and are at that place any differences in the strength and form of the dealingss between these factors and the employability of pupils of different gender and race? , was hence developed to look into this peculiar affair. Another illustration of this integrated attack could be seen in the appraisal of accomplishments and abilities of the medical pupils and occupants utilizing â€Å" Miller ‘s Pyramid † shown in Figure 4.4 as a model of competency ( Miller, 1990 ) . Harmonizing to Miller ( 1990 ) , accomplishments and abilities demonstrated in the 2 top cells of the pyramid, reflect clinical world as they correspond to action or public presentation. He farther elaborates that when scholars have demonstrated competency in these higher spheres, they are implied to hold acquired the requirement cognition, or knows, and the ability to use that cognition, or knows how. For illustration, when a nurse trainee is able to depict the processs of how to pull blood sample from a patient utilizing the right equipment right and safely in an unwritten or structured written trial, indicates that he/she has acquired the basic clinical cognition and the procedural cognition of it ; showing competency in the sphere of shows how. However, it is merely when the trainee is able to transport out the process in existent life puting during existent patient attention that he/she will be considered to hold demonstrated competency in the highest sphere, does ( Miller, 1990 ) . The requirement cognition could be assessed utilizing multiple pick inquiries while the procedural cognition could be assessed in the signifier of a written undertaking or portfolio. The construct of competency in Miller ‘s Pyramid is similar to the readings of cognition and accomplishments incorporated in the construct of competency in the survey as discussed in Chapter 3. The 2 lower spheres of the pyramid correspond to declarative and procedural cognition while the 2 upper spheres relate to the specializer accomplishments. Department of energies Knows Shows how Knows how Figure 4.4: Miller ‘s Pyramid Beginning: Miller, 1990 ; p. 65 4.5 The Execution of CBA The execution of CBA has its history all the manner back in the sixtiess in the United States of America. Ever since it was foremost implemented in the instructor preparation colleges in the US, CBA has been adapted and implemented in assorted parts of the universe ; the UK, European states, Australia, New Zealand and other developing states including Malaysia. CBA has besides undergone series of advancement and betterments as discussed in old subdivisions of this chapter. The undermentioned subdivision discusses the chief characteristics of CBA in pattern in the UK, which were the primary theoretical accounts adapted from for the execution of CBA in Australia, New Zealand and Malaysia. The treatment farther elaborates the execution of CBA in Malaysia which was besides adapted and modified from the theoretical accounts used in the three states mentioned above to accommodate the Malaysian context. CBA in the UK – National Vocational Qualifications ( NVQs ) The CBA theoretical accounts used in the UK and in the USA are fundamentally similar in many ways including the motivation forces except for the institutional differences ( Wolf, 1995 ) . Competence-based recommendations have been translated into mandatory national appraisal programmes in the UK and it is this where the differences in the consistence and velocity prevarication ( Wolf, 1995 ) . CBA was seen to be the manner frontward in vocational instruction and preparation ( VET ) because it provides chances to the non-traditional scholars who are usually non qualified to be in the higher instruction ( as it is excessively academic, self-interested, elitist, and an hindrance ) to equal chance to acquisition ( Wolf, 1995 ; Ecclestone, 1996 ) , personal and professional development. Hence, many authorities organic structures have initiated the reformations to VET till the birth of National Vocational Qualifications ( NVQs ) and Scots Vocational Qualifications ( SVQs ) . The developmen t of CBA has been associated to the development of NVQs in England and Wales, and SVQs in Scotland. Both the NVQs and the SVQs have the same competence-based features. Therefore, the treatment which follows will be chiefly on NVQs. Although GNVQs which offer an option to GCE A-levels in supplying scholars with general vocational readying for employment or farther instruction at different degrees are besides available and accredited by NCVQ, the focal point of this treatment is still on NVQs as they are more similar and relevant to the execution of CBA in secondary schools in Malaysia. The National Council for Vocational Qualifications ( NCVQ ) introduced NVQs, a more formal and overall structured non-academic post-16 instruction and preparation, in England and Wales in 1986 ( Wolf, 1995 ; Ecclestone, 1996 ) . The Employment Department so ( now the Department for Education and Employment ) set up and administered the criterions of competency which were developed by lead industry organic structures and they will be the footing for accreditation of NVQs awarded by the NCVQ ( Ecclestone, 1996 ; Debling, 1989 ) . These national criterions of competency across all occupational countries are set at different degrees from Level 1 all the the manner to Level 5 with increasing grade of troubles and complexnesss through the degrees ( Ecclestone, 1996 ; Wolf, 1995 ) . NVQs consist of big Numberss of faculties that can be delivered individually or combined into makings ( Wolf, 1995 ) which are offered in schools, colleges, universities and industries utilizing the prescribed c ompetency criterions ( Ecclestone, 1996, 1997 ; . The purpose of NVQs is to standardise vocational or job-related preparation and makings within all occupational countries provided by assorted organic structures under national makings model ( Ecclestone, 1996 ; QCA, 2006 ) . NVQs are now included in the National Credits and Qualifications Framework ( NCQF ) and this model is made known to the populace for them to set up and pull off their advancement in instruction or professional accomplishments ( QCA, 2006 ) . Figure 4.5 which is adapted from Ecclestone ( 1996, p.36 ) and Wolf ( 1995, p. ) summarises the procedure of appraisal and accreditation in NVQs. The criterions represent required competency in relevant occupational context where they are fundamentally based on a functional analysis of existent workplace functions ( Fletcher, 1991 ; Wolf, 1995 ; Ecclestone, 1996 ) whereby for each industry, there exists a individual identifiable theoretical account of what competent public presentation entails ( Wolf, 1995 ) . The key results which are related to the implicit in intents are derived from the functional analysis which are so turned into units and elements of competency. The construction of NVQ is modular or unit-based with each unit consists of groups of elements of competency and their associated public presentation standards which reflects a distinct activity or sub-area of competency within an occupational country ( Ecclestone, 1996 ; Fletcher, 1991 ; Wolf, 1995 ; Canning, 2000 ) . It is here in the component of competency that the public presentation standards appear to reflect the critical facets of public presentation such as the qualities which are indispensable to competent public presentation ( Ecclestone, 1996 ; Fletcher, 1991 ; Wolf, 1995 ) . An NVQ is defined as a statement of competency which incorporates specified criterions in executing a scope of work-related activities, the accomplishments, cognition and understanding which underpin such public presentation in employment ( Training Agency, 1988/9 ) . Therefore, each NVQ encompasses a peculiar country of work at a specific degree of accomplishment and fits into the NVQ model of five degrees with degrees 1 to 4 clearly defined while degree 5 screens anything beyond. Judgment on competency is so based on the grounds gathered straight or indirectly from assorted beginnings available ( Wolf, 1995 ; Ecclestone, 1996 ; Canning, 2000 ) . In order to guarantee the quality of NVQs, monitoring and moderaten ess are employed. Therefore come the internal confirmation and external confirmation into the assessment scene before any certification is awarded to scholars ( Ecclestone, 1996 ) . NVQ Award Functional analysis of an occupational country Unit of measurements of competency NVQ rubric ( including degree ) – Drumhead paragraph of country of competency demonstrated through roll uping Range and range of state of affairss where public presentation must be demonstrated Underpining cognition assessed by utilizing interrupt down into derived from Component of competency Performance standards Unit of measurement 1 Component of competency Component of competency Component of competency Component of competency Unit of measurement 2 etc Performance standards Performance standards Performance standards Performance standards Observation of workplace activity Observation of merchandises and artifacts, eg Reports, records Artifacts created by the scholar Testimony of others, eg supervisors, clients Simulations and function dramas Undertakings and work-based assignments Oral inquiries trials Competent/not yet competent Further coevals of grounds Further pattern and development of accomplishments Elementss of competency Performance standards Evidence of competency ; Indirect and Direct Appraisal of Evidence Internal Confirmation External Confirmation Certification Figure 4.5 ; Assessment and accreditation in NVQs Adapted from: Ecclestone, 1996, p. 36 ; Wolf, 1995, P. Highly specified public presentation standards make competence-based appraisal concrete as they comprise statements by which an assessor Judgess whether the grounds provided by a scholar is sufficient to show competent public presentation. These standards consist of a short sentence with two constituents – a critical result and an appraising statement of how the activity has resulted in the needed consequence ( Fletcher, 1991 ) . In add-on, the public presentation standards province expressed steps of results and they are made available to both the assessors and the scholars so that the scholars know what precisely to accomplish and the assessors in return can supply specific feedback. An illustration of an component of competency and its public presentation standard is as in Table 1 where scholars are required to run into every one of the standards successfully. Table 4. : Sample public presentation standards from an NVQ component. Fiscal Services ( Building Services ) – Degree 2. Element rubric: ‘Set up new client histories ‘ . Provided as an example in The Guide to National Vocational Qualifications ( NCVQ 1991, p. ) Internal/external paperss are complete, accurate and legible, and delivered to the following phase in the procedure to agenda All signatures/authorisations are obtained to agenda and actioned quickly Correspondence to client is accurate and complete, all necessary paperss enclosed, and despatched quickly Correspondence to other subdivisions of society and other organisations/professional bureaus is accurate and complete, all necessary paperss enclosed, and despatched Cash minutess and fiscal paperss are processed right and treated confidentially Computer inputs/outputs are accurate and complete On finishing the puting up, the history is filed in the correct location Indexs of contigencies/problems are referred to an appropriate authorization NVQs have succeeded in supplying chances to about everyone to develop relevant job-related accomplishments and promoting scholars to prosecute in independent and self-directing acquisition ( Canning, 2000 ) despite all the unfavorable judgments of being atomistic as discussed in subdivision 4.4.1. They farther emphasize the significance of recognizing larning at work ( Canning, 2000 ) as such work public presentation is an indispensable constituent of broad instruction ( Bridges, 1996 ) . Furthermore, a high grade of transparence within the assessment procedure is accomplishable through the criterion-referenced appraisal methodological analysis ( Canning, 2000 ) . Nevertheless, NVQs are dearly-won and clip consuming in pattern due to its elaborate and reductionist attack to assessment ( Raggart, 1994 ; Wolf, 1995 ; Eraut et al. , 1996 ) . It is besides found that gender occupational barriers is reinforced as adult females are making much better in academic makings than work forces ( Felstead et al. , 1995 ; p. 24 ) . Another reverse of NVQs is that the keeping and completion rates are lower than the academic makings ( OFSTED/Audit Commission, 1993 ) . How to cite The Issues Of The Interpretations Of Competence Education Essay, Essay examples