72973 – IYZ Business & Law & Psychology

72973 – IYZ Business & Law & Psychology

IYZ Business & Law & Psychology – GOVERNMENT & SOCIETY: LIPCF016
Programme: IYZ
Module Title: Government & Society
Module Code: LIPCF016 Credit Value: 12
Owning Board: Joint Academic Board (DMU/OIEG)
Faculty: University Wide Learning (DMU)
Course Tutor: Sarah Gannon
Assessment Two: Case Study Report
Individual responses to questions and case studies
Assessment Weighting: 50%
Word Count: 1,200 words (Guidance – not including references, tables/fig’s)
(only up to 10% plus or minus this guidance is allowed)
Assessment outcomes
This assessment will contribute to 50% of the total module marks and cover the following learning objectives:
1. Demonstrate an understanding of the development of the political structure of the UK;
2. Explain the different strands of government within the UK;
3. Show the ways in which British society has changed in the post-war era;
4. Present information in a written format to a specific deadline.
Hand-in date: Week 9 Monday 30th May 2022, 09.00am via Turnitin on Blackboard
A major expectation of all assessments whilst at DMU/DMUIC is that students work in the English language and generate their assignments in the English language. Initial work should be produced in English not a second language. This means that the use of any language generation/translation or websites is discouraged. The use of such tools may be considered Bad Academic Practice and the consequences outlined in the previous section will apply.
Assessment task
You should read the case studies below and provide solutions to the questions which follow it.
__________________________________________________________________
Case study 1
The Mass Media and Political Participation
One of the most obvious ways in which an individual can participate in a political system is to vote. Therefore, levels of turnout are one important measure of political participation. Low turnout is a problem because it brings into question the government’s legitimacy and the strength of its electoral mandate.
It is clear that voters are more likely to turn out to vote when they value the institutions to which individuals are hoping to be elected. This may explain the relatively low levels of turnout at local elections. However, in some cases, intense coverage in the ‘mass media’ can encourage people to turn out in a particular election or constituency, especially when published opinion poll results seem to suggest that the contest is close and every vote might be important.
Case Study Questions:
a) Explain the term ‘mass media’, and state how the mass media may have influenced political participation since the second world war. (20 marks)
Case study 2
Electoral Systems and Democracy
a) ‘The use of referendums in the UK since 1975 has done little to enhance democracy.’ Discuss (20 marks)
b) Explain the arguments for and against the free movement of
labour within the EU. Discuss (20 marks)
Case Study 3
a) Evaluate the idea that racial stereotyping is the main factor in the high rates of crime with reference to the case above and the crime statistics provided. (20 marks)
Case Study 4
a) Outline 3 aims of custodial sentencing. (6)
b) Discuss the Psychological effects of custodial sentencing and the impact this might have on recidivism. (14)

Principles of Marketing

Principles of Marketing

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Module Study Guide
Academic Year 2021–2022
MS4UK41O – Principles of Marketing
Level: 4
Credits: 20
Academic Partner: UK College of Business and Computing

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Copyright © 2021 University of West London
Permission granted to reproduce solely for the purpose of teaching and learning at the University of
West London and its approved academic partners.
You are provided with study materials for your personal use only. You must not share these with others
or upload them to websites. Any student who is found to have shared materials, particularly for
personal gain, will be subject to disciplinary action if appropriate.

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Table of contents
Key team contact details……………………………………………………………………………………………………4
1 Module overview 5
Introduction…………………………………………………………………………………………………………..5
Module summary content and aims………………………………………………………………………….6
Learning outcomes to be assessed………………………………………………………………………….6
Indicative Contact Hours ………………………………………………………………………………………..7
Placement/Apprenticeship……………………………………………
Error! Bookmark not defined.
2 Assessment and feedback 7
Summative assessment grid …………………………………………………………………………………..8
Assessment brief including criteria mapped to learning outcomes ………………………………..9
Learning materials……………………………………………………………………………………………….13
3 Things you need to know 15
Engagement……………………………………………………………………………………………………….15
Need help, just ask………………………………………………………………………………………………15
Getting support for your studies …………………………………………………………………………….16
Student support…………………………………………………………………………………………………..16
Module evaluation – have your say! ……………………………………………………………………….16

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Key team contact details

Module Coordinator Anthony Osei Owusu
Subject Area & School/College UK College of Business and Computing
Email [email protected]
Phone 020 8518 4994
Location Eastgate House, 40 Dukes Street, EC3A 7LP

AssignmentTutorOnline

 

Module/ Course Administrator Florina Izbase
Email [email protected]
Phone 020 8518 4994
Location Eastgate House, 40 Dukes Street, EC3A 7LP

 

Subject Librarian Lucy Birch
Email [email protected]
Phone 020 8518 4994
Location Eastgate House, 40 Dukes Street, EC3A 7LP

The Course Leader overseeing this module is Dev Raj and can be contacted at [email protected].
The Course Directors overseeing this module is Sobhi D’cruz, Dev Raj, George Muwonge, and
can be contacted at
[email protected] , [email protected] , [email protected] .
The Director of Education responsible for this module is David Preston, and can be contacted at
[email protected] .
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1 Module overview
Introduction
Principles of Marketing is a level four module, taken by first year students and so it is likely that you are
a new or relatively new student at UWL – so welcome to the University and welcome to Marketing. The
module is well established and previous feedback indicates that most students have enjoyed their first
opportunity to study Marketing in depth. This module seeks to introduce students to the subject. No
previous knowledge of marketing is assumed, although some students may have some experience of
the subject from earlier studies and of course through employment or their own experience as a
consumer. As you will discover marketing and consumption are inextricably linked and so as a consumer
you will find studying marketing helps you to improve the way you live and being a reflective consumer
helps you to study marketing. The University’s modular scheme allows students to combine a variety of
subjects so you may expect to meet and work with students from a number of courses whilst you study
this module.
The tutors who teach Marketing firmly believe that you, the student, need to be active in your participation
and contribution to this module for you and your fellow students to have the most rewarding experience
– from the word go you will be encouraged to “do your part”. This means taking an active interest in the
subject, preparing effectively for classes, voicing your views, responding to the opinions of others
constructively, asking questions, preparing assignments and reflecting on what you have experienced. It
is expected that you attend all lectures and seminars for this module your tutors will help and encourage
you to do this, but above all remember that good learning only really occurs with practice and for that
your tutors rely on your effort. Good luck, my colleagues and I hope you enjoy this module and that it
forms a sound basis for your future studies at UWL.
Module summary content and aims
This introductory module attempts to provide a variety of learning outcomes some of which are
knowledge based, however as with most things in life, just knowing the facts and the theories is not
enough – it’s whether you are able to see their relevance to a variety of situations and make use of them
to improve your decision making. So the key learning that takes place is your application of knowledge
and understanding to a number of realistic marketing scenarios /case studies to which you will be
introduced throughout the module. By taking this module you will get to know and understand the
environment within which a typical marketing manager operates particularly customers and competitors.
You will also learn about how marketing is applied in a range of different contexts – for example, how do

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not-for-profit firms engage in marketing? How do firms market themselves in global markets? You will
also be able to identify the type of information required for marketing decision making concerned with
developing appropriate products, promotional campaigns, pricing and distribution policies.
One of the key variables that affect marketers’ decisions is the way in which consumers behave and so
one of the more important outcomes of the module will be to increase your knowledge and understanding
of customer behaviour and appreciate how this might help decision-making. This will include your
involvement in discussions of how customers may be divided into groups with similar behaviour patterns.
Once you have acquired an appreciation of the marketing environment you will be introduced to a number
of concepts, which will help you to evaluate marketing situations concerning products, promotion, pricing
and distribution. Following your assessment of a particular scenario you will be encouraged to say how
you (as a manager) would respond in those circumstances. Besides acquiring marketing knowledge and
skills this module aims to develop your ability to manage your own learning, communicate your views to
your tutor and other students and work effectively in groups.
Expectations
Specific expectations students can have of tutors
:
Tutors will focus on delivering the course content and support student development as autonomous
learners in line with the University mission to inspire our students to become innovative and creative
professionals connecting them to exciting and rewarding careers.
1. Guidance and support
Your tutor will provide you with academic guidance and will help you reflect on your academic
progress so that you get the most out of your studies. Your tutor and student support team will
also provide advice on the wider network of specialist student support services at the
University to help you have the best possible experience during your studies.
2. Confidentiality
Some information may be sensitive. Although it may be necessary to consult colleagues,
University staff will treat such information as confidential and will limit disclosures to the
minimum necessary.
3. Assessment marks and summative feedback
Assessment marks and summative feedback will be given within 3 working weeks from the
assessment submission deadline.

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Specific expectations tutors will have of students:
Tutors expect students to fully commit to the learning process both online and in class. We expect
you to follow the University code of conduct and treat all staff, each other and all visitors with
respect and in a manner that is compatible with the University’s Equality and Diversity statement.
1. Engagement
You are expected to attend all the classes and seminars and be punctual. You will
get the most out of your support by working in partnership with your tutor and student support
team. This is a two-way process and by taking part in it fully you will gain more benefits from
your experience at the University. You are therefore, expected to actively participate and
engage in class activities and inform the tutor by e-mail when and if you are unable to attend
any classes.
2. Preparation
You are expected to read any preparation material / attempt any practice questions prior to
lectures/seminars as per instructions given.
3. Professional conduct
You are expected to behave professionally in classes and not cause any disruption that might
affect other students’ learning. You are also expected to communicate with your tutors in a
professional manner.
4. Attempt all assessments
You are expected to attempt all assessments by the submission deadline unless there are extenuating
circumstances (in which case please contact your Course Leader for extension request or mitigation
claim prior to the assessment deadline)
Learning outcomes to be assessed
A Knowledge and understanding
1. Students should be able to find out and state marketing terminology, principles,
classifications, theories/concepts and methodologies at an introductory level

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2. Students should be able to refer to and explain in their own words marketing terminology,
principles, classifications, theories/concepts and methodologies relating to simple
marketing contexts
B Intellectual (thinking) skills – able to:
1. Demonstrate knowledge and understanding by giving practical examples of their use in
specific simple marketing situations.
2. Analyse simple relationships between businesses and their markets and make
judgements about simple marketing issues that affect the operation of businesses
3.
4. Formulate simple marketing solutions to problems concerning businesses and their
markets.
C Subject practical skills – able to:
1. Design outline survey methods appropriate to a simple market research scenario
2. Develop simple strategies and tactics appropriate to specific marketing scenarios.
D Key transferable skills – able to
1. Plan and prioritise their learning and assessment activities
2. Express their ideas clearly both verbally and in writing
3. Argue and defend their views both verbally and in writing
Work with others to assess problems and develop solutions to them.
Indicative Contact Hours

Teaching Contact Hours 48 hours
Independent Study Hours 152 hours
Total Learning Hours 200 hours

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2 Assessment and feedback
Summative assessment grid
If your course is accredited by a Professional Statutory Regulatory Body (PSRB), the module
requirements will specify the elements of assessment that must be passed and may override
the University regulations. Please speak to your Course Leader for further advice.

Assessment
(insert below type
of assessment as
per the table
above)
Teaching Weeks in
which Assessment
Support Takes
Place (enter each
week no. in a new
row)
Outline of Type
and Form of
Assessment
Support to be
Provided
Student
Preparation
Required Prior to
or After the
Support Session
How will the
Support
Session to be
Delivered

Assessment brief including criteria mapped to learning
outcomes
Assessment 1 – 1,500 words
This assessment is an individual report
In this written report, you are expected to undertake an environmental analysis of an organisation
of your choice in the food retail industry making use of the relevant models and frameworks. Your
report should identify the current position of the organisations in relation to their competitors and the
key issues that is impacting on the said organisation. Please
discuss your selected organisation

Type of
Assessment
Word
Count or
equivalent
Threshold
(if Professional
Body-PSRB
applies)
Weighting Pass
Mark
Indicative
Submission
week
Method of
Submission
& Date of
Feedback
(refer to BB)
Assessment 1
Written
Course work
1500 N/A 50% 40% The last
Friday of
Week 7
15 working
days after
submission
Assessment 2
Written
Coursework
2500 N/A 50% 40% The last
Friday of
Week 14
15 working
days after
submission

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with your tutor as early as possible to make sure that you are on the right path
The report will provide the highlights of your work. Harvard Style referencing must be used in the
body of the report and in the bibliography. Further information can be found in the electronic library
through this link:
http://www.uwl.ac.uk/library/finding-and-using-information/referencing/harvardreferencing-guide
Assessment 1 Marking Criteria:

Assessment criteria Maximum
Marks
Introduction and Background –The introduction should include
among others the following information. The purpose of the report,
what the report aims to achieve and the background of the
organisation including the mission and vision.
10%
Environmental Analysis (Macro –Micro) – This should include
information on
internal factors in the company for example,
product issues, marketing issues, management issues. The
external factors should include among others, Political, Economic,
Social, Environmental, Legal, Technological and Competitor
Information.
30%
SWOT analysis to summarise the issues in the external and
internal analysis. Also discuss the
SECONDARY DATA
SOURCES used
to collect your data in this section
30%
Conclusion and Recommendations– Recommendation should
be based on issues being considered as weakness and threats
identified in the SWOT analysis
20%
Report writing style and format, Professionalism and contribution
to group work
10%
Total 100%

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Assessment 2
Assessment task: Individual written report weighting: 50%.
Date/time/method of submission: Week 14, online via Blackboard and ‘turnitin’.
Word count or equivalent: 2500 words
Referring to the issues identified in Assessment one, prepare a marketing plan with clear analysis
and strategy as to how your organisation would be able to improve their market share and growth.
The marketing plan should be medium term from 2022-2025. It is recommended that the following
can be followed.
1.
Introduction – This could be a summary of the issues identified in A1 to justify the objectives
for the marketing plan that you will be demonstrate in your report, what you want to achieve
for the company. Therefore, you need to follow the SMART criteria: (Specific: Clear goals.
Measurable: profitability. Attainable: describe the result. Realistic: is it doable? Time: By
when?
2.
Develop the marketing strategy: in this section you provide a strategy to increase market
share/growth of the company, you can use Ansoff marketing growth strategy and be as
creative as possible.
3.
Discuss the marketing Mix: In this section you analyse the company based on the 4Ps.
4.
Discuss the customer driven strategy: In this section you need to analysis the
segmentation, targeting, positioning and differentiation separately.
5. Conclusion
Assessment Criteria

Assessment criteria Maximum Marks
Introduction:
Objectives of marketing plan
5%
Marketing Mix
You should discuss the 4Ps
20%
Marketing analysis BCG 20%
Marketing developing Strategies 20%

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(Ansoff matrix /growth strategy matrix)
Customer Driven Strategy
(STPD)
20%
Conclusions 5%
Coherence and presentation 10%
Total 100%

For guidance on online submission of assignments, including how to submit and how to access online
feedback, please refer to the UWL Blackboard student-help pages at:
uwl.ac.uk/blackboardhelp
Learning materials
The reading list for this module is available on Blackboard in the module area and online by searching
https://ulearn.ukcbc.ac.uk/course/view.php?id=83 & uwl.rl.talis.com. This shows real-time availability of
books in the library and provides direct links to online resources, recommended by your lecturer.
Remember to log into Ulearn and Blackboard daily to receive all the latest news and support
available at your module sites!
Subject guides https://ulearn.ukcbc.ac.uk/course/view.php?id=83 are also available to help you find
relevant information for assignments, with contact details of the Librarian for your School.
You are reminded that the College applies penalties to students who commit an academic
offence, in which case the
Academic Offences Regulations will be used to deal with any cases
of academic misconduct including examination offences, plagiarism, use of ghost writing
services and other means of cheating to obtain an advantage.

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3 Things you need to know
Engagement
Teaching at UKCBC during the academic year 2021-22 will be conducted face to face and may involve
a range of on site and online teaching and learning activities. Whether you are engaging with teaching
and learning activities on site or via the UKCBC – Ulearn Virtual Learning Environment (VLE), we
expect the same level of commitment and engagement from you. If you are unable to attend scheduled
on site or online activities or complete activities in the time frames set out, you should let your tutors
know. You should aim to stick to assessment deadlines; if you are concerned that you will not be able
to complete your assessments on time, you should talk to your tutors. Your engagement, whether
online or on site, will be tracked and if we see that you are not engaging, we will get in contact with you.
However, we encourage you to let us know if you are having problems so we can work with you to find
solutions and get you back on track as soon as possible. Give yourself the best possible chance to
succeed by engaging with the full range of learning and teaching activities available to you.
Need help, just ask
The College recognises that there are times when you may encounter difficulties during your course of
study and provisions are made to help you. Your Module Coordinator can help with any questions
specifically related to your module. Any query regarding your course can be discussed with your
Course Coordinator.
If you think you will be unable to meet deadlines please talk to us, whether it’s your lecturer, module
coordinator or course coordinator, personal tutor or any member of staff, so they can get you the
support you need to succeed.
You can extend your deadline if you have a good reason why you are not able to submit a piece of
coursework on time,
apply for an extension before your deadline. If an extension is not sufficient and
circumstances beyond your control are preventing you from completing your assessment, then
you can,
apply online for mitigation. To apply for any extension, the links are available on your module
page under Extension tile or you can visit your student portal through Evision (360-degree portal).
Please remember late submission without extension or mitigation may result in penalties depending on
how late it is, see University
Academic Regulations.
You are expected to behave in line with UKCBC expectations, irrespective of whether your interactions
with staff and other students are in person or online. As you will be engaging with others online and
with a range of online materials, it is important to consider how to stay safe online and ensure your
communications are secure and appropriate. If you have any questions about how to manage your
online UKCBC activities, please contact your module coordinator.
If you have an issue about the module, you should speak to your Module Coordinator or Course
Coordinator informally in the first instance. Your Course Representative can also raise your concerns at
Course Committees, which take place each semester. If you are unable to resolve it informally, you
should refer to the Complaints Procedure. The College aims to ensure that issues are resolved
informally as quickly as possible to have minimum impact on your studies.

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Getting support for your studies
Throughout your course of study, you will have access to a wide variety of sources of support
depending on your individual circumstances and needs. Your first point of call for getting general
academic support is your Personal Tutor. They would provide academic advice in relation to your
studies and your academic development. This includes One-to-One Academic Support opportunities
helping you to develop skills relevant to your degree. Academic Skills Workshops throughout the year
include the following:
Essay Planning and Writing
Critical Thinking
Reflective Writing
Group Work and Presentation Skills.
Apart from the College-wide support framework, which encompasses the Module Coordinator, Course
Coordinator, the Librarian, and your Course Administrator, you will also have at your disposal the
UKCBC Student Engagement Team.
Student support
In addition to the support listed in the previous section, You are an associate member of UWLSU
https://www.uwlsu.com/ there is also more help offered by UWL Student Support Services. The
Student Hub is located in The Street at St Mary’s Road, Ealing campus
Module evaluation – have your say!
Towards the end of the module you will be invited to provide some anonymous feedback to the Module
Coordinator through an online survey. This is your opportunity to give some direct feedback about the
module through a series of questions and free text. Your constructive feedback will help the Module
Coordinator and teaching team to understand the module experience from your perspective and helps
inform the development of the module. At the end of the survey period, a response to the survey will be
available so that you can see exactly how your voice has been heard.

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72968 – Workbook ResponsesInstructionsThis workbook includes

72968 – Workbook ResponsesInstructionsThis workbook includes

Workbook Responses
Instructions
This workbook includes 8 short answer responses.
Each response is to be written for an academic audience.
Each response should be composed in one paragraph and should be no longer than 250 words. Additional words will not be marked.
Responses should be referenced using peer review publications (other relevant publications such as text books and appropriate reports may also be used if required). APA or Vancouver style referencing can be used.
The reference list will not be included in the word count (in text references will be included). Please include the reference list for each question immediately after your response.
Marks will be allocated to the content, articulation of your discussion and references (including correct referencing style). A rubric will be provided.
Most questions ask you to apply a concept or principle and give you the opportunity to select a specific focus. When selecting an issue, country/region and/or focus be specific – it is easier to be concise if you are clear with your focus.
Workbook questions
1. Define the socio-ecological model for health and use examples to describe the interactions that may influence mental health.
(10 marks)
2. Climate change represents a significant challenge globally and locally. Using a specific country or region, explain advice you would provide to policy makers to mitigate the impact of climate change. (10 marks)
3. Some public health strategies raise a number of ethical dilemmas. Using immunisation as an example critique ethical dilemmas to population-based immunisation programs.
(10 marks)
4. Drawing on the work of the authors discussed in this unit discuss how social gradient impacts equity. (10 marks)
5. Provide a critical discussion around John Rawls’ Theory of Justice and why it is sometimes at odds with utilitarianism.
(10 marks)
6. Environmental sustainability has emerged as a paradigm in providing healthy diets. Critique threats to achieving healthy and sustainability diets.
(10 marks)
7. Vector-borne diseases transmitted by mosquitos represent a significant public health issue in many countries. Select a specific mosquito borne disease and a specific country or region. Critically assess public health responses in your country/region.
(10 marks)
8. Provide a critical discussion around the impact of transnational corporations in influencing choice in global markets.
(10 marks)

Identify the DSM-5 diagnostic criteria that you notice in the case studies below and explain how the client meets the criteria.

Identify the DSM-5 diagnostic criteria that you notice in the case studies below and explain how the client meets the criteria.

Identify the DSM-5 diagnostic criteria that you notice in the case studies below and explain how the client meets the criteria.

Part 1: Case Studies Directions:

Identify the DSM-5 diagnostic criteria that you notice in the case studies below and explain how the client meets the criteria. Include the diagnosis that these symptoms are related to. Your response to each case study should be 50 to 75 words. Include scholarly resources in addition to the textbook when appropriate, a minimum of two should be used in this worksheet.

1. Allyson is a 25-year-old who works from home. She is happy with her work-at-home job, because she prefers not to be around people. She is afraid she will say or do something that is embarrassing. She has seen a therapist who referred her to a psychiatrist who prescribed antianxiety medication. More recently, she has been taking more than prescribed and continues to increase the dose a little each week because she finds that she does not feel as good with less.

2. Karen is a 35-year-old wife and mother whose husband has become concerned about her drinking. He has noticed that she always appears to have a drink in hand, and when he asks her about it, she says that it is ginger ale or a coke; however, he believes she is mixing vodka with those drinks. Just recently, she had a DWI, and he confronted her about her drinking, after which she promised that she would stop. However, when she did stop, he noticed that she was constantly worrying, restless, and irritable.

3. Mary is a 25-year-old single woman who currently is in a doctoral program. Mary has developed an extreme fear of germs and she is afraid of getting sick. Mary washes her hands 10-20 times per day. There are times when she is late for an appointment due to her needing to ensure that her hands are clean. She cleans her house constantly and often does not have time to complete her studies as a result. She experiences a great deal of anxiety when she is in situations where she is not able to control the environment. Some of her family and friends have commented on her behavior, which she admits to being a bit excessive, but she also states how easy it is to get sick and how many germs are out there.

Part 2: Scenarios Directions: Provide a 50- to 75-word response to each of the following scenarios. Include scholarly resources in addition to the textbook when appropriate; a minimum of two should be used in this worksheet.

1. Imagine that you are working with a client who has been diagnosed with an anxiety disorder. Select an anxiety disorder from the DSM-5 and discuss the approach you would you use for treating this client.

2. Imagine that you are working with a client who has been diagnosed with obsessive compulsive disorder. What approach, such as reality therapy, cognitive behavioral therapy, solution-focused therapy, and behavioral therapy, would you use for treating this client?

3. How will you determine if a client is suffering from an anxiety or obsessive compulsive disorder, rather than a substance-induced disorder? References

 

Customer Turnoffs Discussion

Customer Turnoffs Discussion

Customer Turnoffs Discussion

DECISION MAKING AT WORK

Project 3.4 Customer Turnoffs Discussion

You are sitting in the company lunchroom with two other CSRs, Doug and Christine. Doug is relating a troublesome customer problem he ha just experienced and is asking how you and Christine would have handled it. You discuss it, then the discussion moves to other exampled of situations that turn customers off and how each of you would handle those situations. Listed below are three major customer turnoffs which are not specific to a particular industry.

1. Waiting on the phone while the CSR is processing a purchase order and hearing others in the background laughing and socializing.

2. Red tape–such as refunds, credit checks, and adjustments on account.

3. A company’s failure to stand behind their products or services.

Upon your instructor’s direction, pair up with a classmate and role play each of the given situations that can turn customers off. In a class discussion, be prepared to state how you, representing a specific company, might address each scenario in a positive way. As an alternative, follow your instructor's directions to join a group and use the instructors-designated discussion board to complete the group project.

COURSE: Customer Service

It Costs $60 To Test A Certain Component Of A Machine. If A Defective Component Is Installed, Tcosts $1,200 To Repair The Resulting Damage To The Machine. Is It More Profitable To Install The Component Without Testing If It Is Known That A) 3% Of All Components Produced Are Defective B) 5% Of All Components Produced Are Defective C) 8% Of All

 

Apply basic counselling skills in a client-centered manner, to conduct a 10-minute counselling session in class.

Apply basic counselling skills in a client-centered manner, to conduct a 10-minute counselling session in class.

Apply basic counselling skills in a client-centered manner, to conduct a 10-minute counselling session in class.

Apply basic counselling skills in a client-centered manner, to conduct a 10-minute counselling session in class. You will be expected to demonstrate each of the basic counselling skills within your time in an integrated/responsive fashion with the purpose of exploring/ unpacking/ understanding your ‘client’s presenting problem. You will be assessed on your ability to open a ‘counselling’ (or helping) session via welcoming your ‘client’ and providing a confidentiality statement, rapport building, communicating empathy, verbal communication- paraphrasing, clarification, probing, prompting, reflecting, summarizing and appropriate questioning, non-verbal communication, attending and active listening.

You will be assessed on the following in this component of the assignment:

  1. Opening of the session- greeting the client, putting the client at ease, introduction to the process
  2. Rapport building with the client- expresses appropriate empathy and care ‘present’ and open to client appropriate respect and unconditional positive regard, genuineness
  3. Clear explanation of confidentiality to the client
  4. Non-verbal skills and body language- open body language (e.g., not crossing arms), appropriate level of eye contact, natural yet attentive posture, appropriate non-verbal cues (i.e., nodding)
  5. Attending and active listening- not interrupting the client, use of silence, use of minimal encouragers and door openers to encourage ‘client’ contribution
  6. Use of appropriate open and close-ended questions
  7. Appropriate use of summarizing, reflection and paraphrasing

 

Barton Boomer, Manager of Marketing Research for a large research firm, has a Bachelor’s Degree in Marketing from Michigan State University.

Barton Boomer, Manager of Marketing Research for a large research firm, has a Bachelor’s Degree in Marketing from Michigan State University.

Barton Boomer, Manager of Marketing Research for a large research firm, has a Bachelor’s Degree in Marketing from Michigan State University.

Barton Boomer, Manager of Marketing Research for a large research firm, has a Bachelor’s Degree in Marketing from Michigan State University. He joined the firm nine years ago after a one-year stint as a marketing research trainee at the corporate headquarters of a wester packing corporation.Bartonhasawifeandtwochildren.Heearns$60,000 a year and owns a home in the suburbs. He is typical of a marketing research analyst. He is asked to interview an executive with a local restaurant chain, Eats-R-Wee. Eats-R-Wee is expandinginternationally.Thelogicaltwochoicesforexpansionareeithertoexpandfirst to other nations that have values similar to those in the market area of Eats-R-Wee or to expand to the nearest geographical neighbor. During the initial interviews, Mr. Big, Vice President of Operations for Eats-R-Wee, makes several points to Barton.

· “Barton, we are all set to move across the border to Ontario and begin our international expansion with our neighbor to the north, Canada. Can you provide some research that will support this position?”

· “Barton, we are in a hurry. We can’t sit on our hands for weeks waiting to make this decision. We need a comprehensive research project completed by the end of the month.”

· “Weareinterestedinhowourcompetitorswillreact.Haveyoueverdoneresearch for them?”

· “Don’t worry about the fee; we’ll pay you top money for a “good” report.” Marla Madam, Barton’s Director of Marketing Research, encourages Barton to get back in touch with Mr.Bigand tell him that the project will get underway right away.

Source: Zikmund, Babin, Carr & Griffin (2013). Business Research Method (9th ed.).Pg;103, South Western, United Kingdom.

Critique this situation with respect to Barton’s job. What suggestions would you recommend to him to ensure that ethical standards in conducting research are adhered to. Does the company need to continue the research? Explain your answers.

Sales Process in organizations

Sales Process in organizations

Sales Process in organizations

Chapter 09 deals with the Sales Process in organizations. Read the Ethics Guide titled “Are My Ethics for Sale” on pages 253 and answer the following questions using the categorical imperative and utilitarianism ethical perspectives –

  1. Considering the email you write that agrees to take the product back:
    1. Is your action ethical according to the categorical imperative (page 18) perspective? Explain your answer.
    2. Is your action ethical according to the utilitarianism perspective (page 43)? Explain your answer .
    3. If that email comes to light later, what do you think your boss will say?
  2. Regarding your shipping to the fictitious company:
    1. Is your action ethical according to the categorical imperative perspective? Explain your answer .
    2. Is your action ethical according to the utilitarianism perspective? Explain your answer .
    3. Is your action legal?

Support all of your answers. Which perspective do you favor?

This discussion requires students:

  1. Post an Original Response to the Questions (combined 250 words minimum please)
  2. Reply to two classmates (75 words minimum each reply

Explain the difference between compromising and integratingBuggy Wars Two friends and neighbours arrange to go into business together and then become bitter rivals:

Explain the difference between compromising and integratingBuggy Wars Two friends and neighbours arrange to go into business together and then become bitter rivals:

Explain the difference between compromising and integratingBuggy Wars Two friends and neighbours arrange to go into business together and then become bitter rivals:

Explain the difference between compromising and integratingBuggy Wars Two friends and neighbours arrange to go into business together and then become bitter rivals: This is the story of Bob Bell and Michael Sharpe, who once lived just four houses apart on Oxford Street in Guelph, Ontario. Bell and Sharpe thought they had a good idea for a new business venture—a bicycle trailer—but the good idea turned into a long, sizzling struggle. Bell invented the bicycle trailer. Shortly after coming up with the idea, he began to design and build the bicycle trailer in his garage. Once he shared his idea with Sharpe, both thought they could form a successful partnership by drawing upon each other’s expertise. Bell, an engineer by trade, would take on research and development; Sharpe, a former computer software sales manager and career manager, would focus on marketing. Sharpe put together the business plan—but before it was finalized, the deal fell apart. The major point of conflict between Bell and Sharpe was royalties. Bell wanted to license the bicycle trailer design to Sharpe and collect a fee for each bicycle trailer produced. Sharpe wanted Bell to invest more in the venture and share the financial risk. However, Bell did not see any grounds for negotiation. Bell considered the bicycle trailer his idea. He had designed it, he had bought the materials to build it, and he had put in the time to develop the final product. When both parties hired lawyers and Bell demanded intellectual property rights, the great Canadian buggy war began. Bell planned a slow, steady campaign, working from the basement of his home with one employee. He started selling his cargo trailer, the WIKE, at the local farmers’ market. His goal was to sell 20 trailers the first year and 500 in the coming year. Bell continued his “go slow, get it right” campaign, selling locally and fine-tuning his trailer to carry children. However, he eventually decided that making every bicycle trailer himself was not a good strategy. By 2002, Bob Bell just wanted his life back.