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

Internal Analysis of Best Buy Company

Best buy is the leading retailer in consumer electronics in the United States of America, and is on its way to attaining a leading position in the industry round the world. This though doesn’t mean there’s no room for expansion, both the physical store layout, geographical location, and the organizational structure.Advertising We will write a custom essay sample on Internal Analysis of Best Buy Company specifically for you for only $16.05 $11/page Learn More Recent years have witnessed a mushrooming of Best Buy store branches in the United States, and even one being setup in China. However, just setting up new branches in its own does not guarantee prosperity. The management had to identify other ways to increase the efficiency and profitability of the company, and that is what led them to make changes in their organizational culture. In a bid to increase Best Buy’s customer base in 2003, Julie Gilbert launched a concept she referred to as ‘a store within a store’ to cater to individual shopping needs of its customers (Hunt, 2006). The concept was based on the theory of customer centricity, and was aimed at improving customer relations. The move saw increased customer numbers, especially that of ‘soccer moms’ who wished to enrich their children’s lives with the latest in electronic devices (Brady, 2007). This effort clearly shows that Best Buy’s organizational culture is biased toward the needs of the consumers, i.e. it is market oriented. The large number of Best Buy stores, however, presented another stumbling block in the form of communication problems. This is what led to the adoption of the current organizational structure- that of a multi-business unit. This is where the internal organization is broken down into sub-units or departments, each with its own specific function/duty. These departments are then interlinked to form a network which facilitates communication between one another. The lowest level in this network comprises of the store-level employees, who include sales staff, and inventory associates. The employees at Best Buys are all assigned to a specific department, which is under a department supervisor, who acts as an intermediary between the base-level employees and the management. Similarly, the supervisors are put under assistant managers, who are in turn under a general manager. The management staff report to the District management.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The district management is in charge of monitoring the activities of about twenty stores each. The districts afore mentioned are combined to constitute a region, each of which is placed under a regional manager. Regional managers are the ones who report directly to the corporate staff, which is under the company executives. This is the broad organizational s tructure of the Best Buy stores. The above strategies, though effective, are quite costly to develop and implement. So how does Best Buy manage to pull it off? The answer lies in the company’s unorthodox way of doing things. A case in example is the ‘Tornado Sale’-an annual event that was stumbled-upon by the founder Richard M. Schulze following the tornado that hit one of the original Best Buy stores in 1981. The salvaged merchandise was sold in piles at the wrecked store’s parking lot, and the idea of selling items ‘in a grab and go’ manner, rather than displaying them behind a glass counter was born, courtesy of Richard M. Schulze. The idea turned out to be a huge success in the future. This combined with the company’s annual income in excess of 45 billion USD (Yahoo Finance, 2009), gives the company a huge competitive advantage over other retail stores such as Wal-Mart who use low pricing of their merchandise to attract customers (T imes, 2010). Works Cited Brady, D. and McGregor, J. â€Å"What Works in Women’s Networks.† Bloomberg Businessweek. (2007): 12-15. Print Hunt, M. â€Å"Best Buy’s Julie Gilbert and the WoLF Pack’s First Footprints.† In Women We Trust. 5 Oct 2006. Web. Financial Times. â€Å"Best Buy See Big Drop in Sales.† Financial times 28 Dec. 2010: 2. Print.Advertising We will write a custom essay sample on Internal Analysis of Best Buy Company specifically for you for only $16.05 $11/page Learn More This essay on Internal Analysis of Best Buy Company was written and submitted by user Tal1sman to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Bhangra Essay Essays

Bhangra Essay Essays Bhangra Essay Paper Bhangra Essay Paper Bha?g?a ( Punjabi: ( Gurmukhi ) . ( Shahmukhi ) . ( Devanagari ) ; pronounced [ pa? ] ) is a signifier of dance and music that originated in the Punjab part. [ 1 ] Bhangra dance began as a common people dance conducted by Punjabi Sikh husbandmans ( Jatts ) to observe the coming of the crop season. The specific moves of Bhangra reflect the mode in which villagers farmed their land. This dance art further became synthesized after the divider of India. when refugees from different parts of the Punjab shared their common people dances with persons who resided in the parts they settled in. This intercrossed dance became Bhangra. The common people dance has been popularised in the western universe by Punjabi Sikhs [ 2 ] and is seen in the West as an look of South Asiatic civilization as a whole. [ 3 ] Today. Bhangra dance survives in different signifiers and manners all over the Earth – including dad music. movie soundtracks. collegiate competitions and ev en endowment shows. Bhangra dance is based on a Punjabi common people dhol round called ‘bhangra’ vocalizing and the round of the dhol membranophone. a single-stringed instrument called the iktar ( ektara ) . the tumbi and the chimta. Bhangra music nevertheless. is a signifier of music that originated in 1980s in Britain. The attendant vocals are little pairs written in the Punjabi linguistic communication called bolis. They relate to current issues faced by the vocalists and ( dil di gal ) what they truly want to state. In Punjabi common people music. the dhol’s smaller cousin. the dholki. was about ever used to supply the chief round. Nowadays the dhol is used more often in common people music nevertheless in bhangra dholki is still preferred. with and without the dholki. Extra percussion. including tabla. is less often used in bhangra as a solo instrument but is sometimes used to attach to the dhol and dholki. The dholki membranophone forms in Bhangra music bear an confidant similarity to the beat in Reggae music. This beat serves as a common yarn which allows for easy commingling between Punjabi common people and Reggae as demonstrated by such creative persons as the UK’s Apache Indian. [ 4 ] [ 5 ] In the late sixtiess and 1970s. several Punjabi Sikh bands from the United Kingdom set the phase for Bhangra to go a signifier of music alternatively of being merely a dance. The success of many Punjabi creative persons based in the United Kingdom. created a fanbase. divine new creative persons. and found big sums of support in both East and West Punjab. These creative persons. some of whom are still active today. include. Heera Group. Alaap. A. S. Kang and Apna Sangeet. Bhangra has developed as a combination of dances from different parts of the Punjab part. The term â€Å"Bhangra† now refers to several sorts of dances and humanistic disciplines. including Jhumar. Luddi. Giddha. Julli. Daankara. Dhamal. Saami. Kikli. and Gatka. * Jhumar. originally from Sandalbar. Punjab. comprises an of import portion of Punjab common people heritage. It is a graceful dance. based on a specific Jhumar beat. Dancers circle around a membranophone participant while singing a soft chorus. * A individual executing the Luddi dance topographic points one manus behind his caput and the other in forepart of his face. while rocking his caput and weaponries. He typically wears a field loose shirt and sways in a snake-like mode. Like a Jhumar terpsichorean. the Luddi terpsichorean moves around a dhol participant. * Womans have a different and much milder dance called Giddha. The terpsichoreans enact poetries called bolis. stand foring a broad assortment of topics - everything from statements with a sister-in-law to political personal businesss. The beat of the dance depends on the membranophones and the handclaps of the terpsichoreans. * Daankara is a dance of jubilation. typically performed at nuptialss. Two work forces. each keeping colourful staffs. dance around each other in a circle while tapping their sticks together in beat with the membranophones. * Dancers besides form a circle while executing Dhamal. They besides hold their weaponries high. agitate their shoulders and caputs. and cry and shriek. Dhamal is a true folk-dance. stand foring the bosom of Bhangra. * Women of the Sandalbar part traditionally are known for the Saami. The terpsichoreans dress in brilliantly colored kurtas and full flowing skirts called lehengas. * Like Daankara. Kikli features braces of terpsichoreans. this clip adult females. The terpsichoreans cross their weaponries. keep each other’s custodies. and whirl around singing common people vocals. Occasionally four misss fall in custodies to execute this dance. * Gatka is a Punjabi Sikh soldierly art in which people use blades. sticks. or stickers. Historians believe that the 6th Sikh guru started the art of Gatka after the martyrdom of 5th guru. Guru Arjan Dev. Wherever there is a big Punjabi Sikh population. there will be Gatka participants. frequently including little kids and grownups. These participants normally perform Gatka on particular Punjabi vacations. In add-on to these different dances. a Bhangra public presentation typically contains many energetic stunts. The most popular stunt is called the Moor. or Inachis io. in which a terpsichorean sits on someone’s shoulders. while another individual bents from his trunk by his legs. Two-person towers. pyramids . and assorted whirling stunts are besides popular. [ 16 ] Outfits Traditional work forces wear a chaadra while making Bhangra. A chaadra is a piece of fabric wrapped around the waist. Work force besides wear a kurta. which is a long Indian-style shirt. In add-on. work forces wear pagadi ( besides known as turbans ) to cover their caputs. In modern times. work forces besides wear turla. the fan attached to the pagadi. Colorful waistcoats are worn above the kurta. Fumans ( little balls attached to ropes ) are worn on each arm. Womans wear a traditional Punjabi frock known as a salwar kameez. long loose-fitting bloomerss tight at the mortise joint ( salwar ) and a long colourful shirt ( kameez ) . Women besides wear chunnis. colourful pieces of fabric wrapped around the cervix. These points are all really colourful and vivacious. stand foring the rich rural colourss of Punjab. [ 17 ] Besides the above. the Bhangra frock has different parts that are listed below in item: * Turla or Torla. which is a fan like adornment on the turban * Pag ( turban. a mark of pride/honor in Punjab ) . This is tied otherwise than the traditional turban one sees Sikhs erosion in the street. This turban has to be tied before each show * Kurta – Similar to a silk shirt. with about 4 buttons. really loose with embroidered forms. * Lungi or Chadar. A loose loincloth tied around the dancer’s waist. which is normally really adorned. * Jugi: A vest. with no buttons. * Rumal: Small ‘scarves’ worn on the fingers. They look really elegant and are effectual when the custodies move during the class of bhangra public presentation. . . and you can see a exposure of a bhangra dhol drummer. costumed and in full swing. Harmonizing to Sanjay Sharma. in her article. [ 11 ] she explains/points out the fact that Bhangra represents Asians and is referred to today as Asian music which accounts for the huge being of Asiatic wear and non to advert symbols as portion of their traditional dress/costumes Instruments Many different Punjabi instruments contribute to the sound of Bhangra. Although the most of import instrument is the keyboard. Bhangra besides features a assortment of twine and other membranophone instruments. The primary and most of import instrument that defines Bhangra is the dhol. The dhol is a big. high-bass membranophone. played by crushing it with two sticks – known as daggah ( deep terminal ) and tilli ( soprano terminal ) . The breadth of a dhol tegument is about 15 inches in general. and the dhol participant holds his instrument with a strap around his cervix. The twine instruments include the guitar ( both acoustic and electrical ) . bass. sitar. tumbi. fiddle and sarangi. The trap. Toms. dhad. dafli. dholki. and damru are the other membranophones. The tumbi. originally played by common people creative persons such as Lalchand Yamla Jatt and Kuldip Manak in true common people recordings and so famously mastered by chamkila. a celebrated Punjabi common people vocalist ( non bhangra vocalist ) . is a high-tone. single-string instrument. It has merely one twine. nevertheless it is hard to get the hang. The sarangi is a multi-stringed instrument. slightly similar to the fiddle and is played utilizing meends. The sapera produces a beautiful. high-pitched wiry round. while the supp and chimta add an excess. light sound to Bhangra music. Finally. the dhad. dafli. dholki. and damru are instruments that produce more drum beats. but with much less bass than the dhol membranophone.

How To Write an Essay

How To Write an Essay Writing an essay is like making a hamburger. Think of the introduction and conclusion as the bun, with the meat of your argument in between. The introduction is where youll state your thesis, while the conclusion sums up your case. Both should be no more than a few sentences. The body of your essay, where youll present facts to support your position, must be much more substantial, usually three paragraphs. Like making a hamburger, writing a good essay takes preparation. Lets get started! Structuring the Essay (aka Building a Burger) Think about a hamburger for a moment. What are its three main components? Theres a bun on top and a bun on the bottom. In the middle, youll find the hamburger itself. So what does that have to do with an essay? Think of it this way: The top bun contains your introduction and topic statement. This paragraph begins with a hook, or factual statement intended to grab the readers attention. It is followed by a thesis statement, an assertion that you intend to prove in the body of the essay that follows.The meat in the middle, called the body of the essay, is where youll offer evidence in support of your topic or thesis. It should be three to five paragraphs in length, with each offering a main idea that is backed up by two or three statements of support.The bottom bun is the conclusion, which sums up the arguments youve made in the body of the essay. Like the two pieces of a hamburger bun, the introduction and conclusion should be similar in tone, brief enough to convey your topic but substantial enough to frame the issue that youll articulate in the meat, or body of the essay. Choosing a Topic Before you can begin writing, youll need to choose a topic for your essay, ideally one that youre already interested in.  Nothing is harder than trying to write about something you dont care about. Your topic should be broad or common enough that most people will know at least something about what youre discussing. Technology, for example, is a good topic because its something we can all relate to in one way or another. Once youve chosen a topic, you must narrow it down into a single  thesis or central idea. The thesis is the position youre taking in relation to your topic or a related issue. It should be specific enough that you can bolster it with just a few relevant facts and supporting statements. Think about an issue that most people can relate to, such as:  Technology is changing our lives. Drafting the Outline Once youve selected your topic and thesis, its time to create a roadmap for your essay that will guide you from the introduction to conclusion. This map, called an outline, serves as a diagram for writing each paragraph of the essay, listing the three or four most important ideas that you want to convey. These ideas dont need to be written as complete sentences in the outline; thats what the actual essay is for. Heres one way of diagramming an essay on how technology is changing our lives: Introductory Paragraph Hook: Statistics on home workersThesis: Technology has changed workLinks to main ideas to be developed in the essay: Technology has changed where, how and when we work Body Paragraph I Main idea: Technology has changed where we can workSupport: Work on the road exampleSupport: Work from home example statisticConclusion Body Paragraph II Main idea: Technology has changed how we workSupport: Technology allows us to do more on our own example of multitaskingSupport: Technology allows us to test our ideas in simulation example of digital weather forecastingConclusion Body Paragraph III Main idea: Technology has changed when we workSupport: Flexible work schedules example of telecommuters working 24/7Support: Technology allows us to work any time example of people teaching online from homeConclusion Concluding Paragraph Review of main ideas of each paragraphRestatement of thesis: Technology has changed how we workConcluding thought: Technology will continue to change us Note that the author uses only three or four main ideas per paragraph, each with a main idea, supporting statements, and a summary.   Creating the Introduction Once youve written and refined your outline, its time to write the essay. Begin with the  introductory paragraph. This is your opportunity to hook the readers interest in the very first sentence, which can be an interesting fact, a quotation, or a  rhetorical question, for instance. After this first sentence, add your thesis statement. The thesis clearly states what you hope to express in the essay. Follow that with a sentence to introduce your  body paragraphs. This not only gives the essay structure, but it also signals to the reader what is to come. For example: Forbes magazine reports that One in five Americans work from home. Does that number surprise you? Information technology has revolutionized the way we work. Not only can we work almost anywhere, we can also work at any hour of the day. Also, the way we work has changed greatly through the introduction of information technology into the workplace. Notice how the author uses a fact and addresses the reader directly to grab their attention. Writing the Body of the Essay Once youve written the introduction, its time to develop the meat of your thesis in three or four paragraphs. Each should contain a single main idea, following the outline you prepared earlier. Use two or three sentences to support the main idea, citing specific examples. Conclude each paragraph with a sentence that summarizes the argument youve made in the paragraph.   Lets consider how the location of where we work has changed. In the past, workers were required to commute to work. These days, many can choose to work from the home. From Portland, Ore., to Portland, Maine, you will find employees working for companies located hundreds or even thousands of miles away. Too, the use of robotics to manufacture products has led to employees spending more time behind a computer screen than on the production line. Whether its in the countryside or in the city, youll find people working everywhere they can get online. No wonder we see so many people working at cafes! In this case, the author continues to directly address the reader while offering examples to support their assertion. Concluding the Essay The summary paragraph summarizes your essay and is often a reverse of the introductory paragraph.  Begin the summary paragraph by quickly restating the principal ideas of your body paragraphs. The penultimate (next to last)  sentence should restate your basic thesis of the essay. Your final statement can be a future prediction based on what you have shown in the essay.   In this example, the author concludes by making a prediction based on the arguments made in the essay. Information technology has changed the time, place and manner in which we work. In short, information technology has made the computer into our office. As we continue to use new technologies, we will continue to see change. However, our need to work in order to lead happy and productive lives will never change. The where, when and how we work will never change the reason why we work.